Computer Assisted Language Learning

However, there is a lot of dispute about the use of target language (TL) in the MFL classroom and key questions such as when and how often should we use the TL?’ as well as when should we use the mother tongue?’ have arisen. On one side, many argue in favour of the TL and feel that the national curriculum requirement is best met if classes are taught as often and as possible, using the target language as ‘a real means of communication’ (Jones, Halliwell, Holmes, 2002) and ‘using it not only as a ‘target’ to be learnt but for other purposes, students are more likely to perceive it as a useful medium for communication (Littlewood, Yu) and develop more motivation to learn it (Chambers, 2013)’. In addition, using TL in the classroom provides significant learning opportunities, especially when there are few opportunities to use the TL outside of lesson (Yoshida). This view is reinforced by Turnbull (2001) who states that ‘the teacher is most often the sole linguistic model for the students and therefore their main source of TL input’ further emphasising the importance of communication in the TL in the classroom, especially when is not uncommon for

As research show recent language teachers are do agree with using computerised activities,internet and corpus tools in language teaching.Exploring specific

It was found that embedded audio feedback is not as preferred by the students as written feedback, even though it offered much more detail to the specific feedback being given. This was probably to do with the technology but if students were asynchronously checking their writing, it needs to be simple and attractive for them to enjoy doing it. With written feedback, the information is present in front of the student to quickly adapt their writing. In regards to synchronous and asynchronous feedback from a teacher, synchronous was preferred whilst writing, although asynchronous does have its place. Students struggled to determine the learning value if they were not correcting their work as they wrote and returning to fix it later made the work more tiresome. Additionally, peer feedback was less preferred than teacher feedback in online settings. This is probably because peer feedback is not always trustworthy and often peers do not know how to correct what needs

Communicating effectively with parents and students is important in order to be successful at teaching. Studies have shown that parental involvement in a student’s education allows for greater success in the classroom (Duarte, G, Cerda-Perez, E & Rosenberg, G 2007). Technology is beneficial in communicating with students and parents. The use of technology allows for students and parents to have access to current lesson plans as well as access to the teacher after normal school hours. This opens up doorways for the student or parent to ask questions about assignments and class discussions. The uses of classroom websites, e-mails, text messaging and student web sites are just a few examples of technology that is used to communicate

Green, T. (2005). Using Technology To Help English Language Students Develop Language Skills: A Home and School Connection.?Multicultural Education,?13(2), 56-59. Retrieved from http://search.ebscohost.com.proxy.cecybrary.com/login.aspx?direct=true&db=ehh&AN=19408216&site=ehost-live

In regard to their language proficiency, as a whole, this wave demonstrated solid communicative skills with only minor mistakes in grammar and vocabulary usage, as well as a generally accurate sound production. In addition, despite some errors in regard to word choice or usage, most trainees displayed a broad vocabulary bank, which allows them to uphold conversations and assimilate class content with relative ease. Please

longitudinal study is needed in order to ascertain whether the use of language within formal feedback or challenge activities are beneficial to students.

In her article “How Technology Aids Language”, Anna Spitbaum describes the advantages of learning English with the help of modern technology. Learning a language used to be very difficult back in the days but in times of technological developments, such as the Internet, almost everyone is able to do so. Difficult languages, that are hard to learn for non-native speakers, can now be translated with the help of various softwares and websites and furthermore, we now have the possibility to protect vanishing and threatened languages with the help of dictionaries or online databases. But all inventions will be in vain if there is no one who makes use of a language on a regular

The purpose of this study was to investigate the effects of using technology in teaching English as a second language. It considers some techniques which can promote English language students to take a step forward on their learning skills by using technology. In this research, the focus is on reading and writing ability of learners. During the study, some techniques, such as: Use of Computers, Use of Electronic Dictionaries, Use of Internet Text-Chatting and writing E-mails were taken into account and the results of

A fundamental goal of learning a foreign language is to communicate. Today, the need of interacting in English effectively, is increasing. This is needed to be able to interact with both native and non-native speakers. A reason can be the diversity in populations which is growing because of migration and many adult learners study English because they need it in workplace settings, where they communicate with English-speaking colleagues or just for English environment. These learners would benefit from a wide repertoire of the learning language to communicate meaningfully.

Thornton P. & Houser C. (2003) Using mobile web and video phones in English language teaching: projects with Japanese college students. In Directions in CALL: Experience, Experiments & Evaluation (eds B. Morrison, C. Green & G. Motteram), pp. 207–224. English Language Centre, Hong Kong Polytechnic University, Hong Kong.

One of the best ways to help students learn a second language is to use a variety of settings that promote talk and interaction. These not only help students understand new concepts, but they also help to provide a foundation for learning through reading and writing. Since literacy is part of language, reading and writing develop alongside speaking and listening. Students who spend time talking and listening to each other and working on reading and writing activities are able to develop more proficiency in all language modes.

It has become necessary for English language learners (ELLs) to practice their learning at home as well as at school in order to truly succeed. Technology can be a useful way to aid students when they are at home and wanting to practice what they learned in school. Teachers have given input to what they have seen worked for ELLs and a majority feel that technology can be very useful, especially at home where it is available. For English language learners to succeed, what types of technology can students use at home in order to reinforce what they have learned in class?

Qualifications and positions. Che Wan Ida Rahimah is associated with University of Malaysia Terengganu. The author’s position is a faculty member within the Social Development department where she lectures on the subject of English as a Second Language. Interests of the author include technology and online learning programs.

Nowadays, Digital literacy helps to understand and analyze information through digital technology. The use of technology plays an important role within the process of teaching and learning; it can be used to teach reading and writing skills by using digital devices such as laptops, iPads, Chromebooks, or desktops. However, within the context of the use of technology in the area of education, and specifically in the area of language, digital literacy would also encompass its application both in development of language skills and learning of languages (reading, writing, oral comprehension and oral production). Although there are many limitations to the technological advances of digital literacy I believe that the advantages are greater than