ICT In English And English

learners will find it very difficult to succeed in education, work and life without a solid grounding in basic level of English, maths and ICT skills. The ability to communicate easily with others, read and even understand information, maths is in everyday of our life to solve problems and use a range of current information. ICT is very important in any educational course or job that the learner might want to into. For example in a hair and beauty salon we use chemicals and product to do a clients hair we have to make sure that everything measure properly as it could result in uneven colour or over use of

Having the ICT technology in schools it encourages the pupils to access a wide range of information and communication opportunities and enables pupils to store and retrieve, draft and redraft, test and analyse. This develops there learning skills that are required for the National Curriculum. These skills include: Communication skills, problem-solving, investigating, evaluating and analysing and critical

English is a very important part of our lives as it is our everyday communication tool. It is imperative to know how to read, listen, speak, and comprehend; how to write so that we can express our thoughts about something; and how to communicate in a way that people will understand. Since English is the global language, it is essential that we have a good command of the language not only to set a good example but to be successful in life.

Once there was famine for information but today’s generation is drowned in the deluge of information. The ICT (Information and Communication Technology) has been used in all fields of life, including education. In Indian education, the computer technology has become so significant that the government has incorporated the ICT in the curriculum. The use of the ICT in English Language Teaching has of late started to stress the potential and significant progress in language learning. It has become one of the major issues in the world of education and has been in use from preschool to the tertiary level which could facilitate students and teachers during the process of teaching and learning. The ICT has been gaining vitality as it is an enabling tool for educational revival as well. As indicated above, the importance of the ICT as a teaching aid, especially in imparting the nuances of teaching and learning English is being dealt with in detail in this paper.

The first is English is a communication tool that allowed people in general to communicate with other cultures is also linked to the job prospects. Second is the construction of the knowledge, this consist in creating significant meaning to the language this process can be real through the exposition to language and generate a significant context for the students. Finally, formation of habits, this subcategory is related with the memorization of the several information mainly focused to grammar and vocabulary this memorization can be achieved practicing of the language by the realization of mechanic task.

Another reason is to catch up with globalization of English as well. According to Le Van Canh, Vietnam introduced CA (approach employed by Communicative Language Teaching) into its school system rather late than its neighbors such as China, Hong Kong, or Thailand (Canh, 2009). CLT replaced GMT when The Vietnamese Ministry of Education and Training (MOET) organized the design of the new curriculum and the writing of new textbooks for all school subjects in 2002. However, the application of CA faces many challenges. The challenges are from the teachers, learners, the class constrains, the syllabus. Vietnamese students and teachers are still familiar with GTM that has influence on them for long time, so the change into the new one is not easy at all. In addition, the class size with over forty students per class is one thing that make us concern. Also, the mismatch between the textbook and testing system is another one concern as well. While textbook focuses on four skills: listening, speaking, reading and writing, testing still focuses on testing linguistic competences only on that grammar and reading only as Wang 2008 once stated “while curriculum developers and textbook writers emphasize the adoption of a communicative approach to teaching, classroom pedagogy has remained textbook-based, test-oriented and teacher-fronted ( cited in Canh & Barrnard, 2009: 28). So eclectic approach which combines the traditional one and modern one is the solution in this

Language is an indispensable tool for communication. This is universally known fact. English has become a global language in the era of globalization. It is a linkage and is used vastly in all Indian and foreign libraries. The aim of teaching English in the secondary schools is to promote its pupils with sufficient knowledge of English and to aid them in their future studies and build confidence to find a suitable job. If we come to the present context, English is the language that is found in all corners of India. Now it is the language of the global trade.

Information and Communications Technology is not a cure for all educational dilemmas, even though today technologies are obligatory tools (Guri-Rosenblit, 2006). Information and Communications Technology when effectively incorporated into teaching and learning ensures interaction between learners and teachers, thus advancing cognitive skills development (Jones & Cress, 2001; Punie et al., 2006). Likewise, Information and Communications Technology has provided the tools needed to deliver education to remote geographical regions (Guttman, 2003). The integration of ICT is extensive, when looking at its existing widespread diffusion, especially among the young generation (Punie et al., 2006). Many researchers believed that ICT creates three important milestones: a) access to teaching and learning opportunities; b)

In teaching and learning English, there are two aspects that should be concerned. The first one is the language skills such as speaking, listening, reading, and writing. The second one is the language components such as vocabulary, and grammar. These two aspects are taught in order to make the students achieve the ability in communicating both in spoken and written forms.

Technology brought many changes in every aspect of one’s life in 21st century. It showed its impact in both English languages learning and teaching. Content-based method, chalk & talk method, Grammar and translation methods are replaced with task-based method, E- teaching, Direct method and communicative approaches etc. The role of English teacher became prominent in developing language skills of students in modern era. So the teacher has much responsibility to make the students good at English language. He has to play different roles like mentor, motivator, counselor, facilitator, guide, student-friendly teacher etc. Teacher has to adapt a student-centered approach to teach English language. Then students get ample opportunities

Even though the English language is constantly evolving, that does not mean that we should accept the use of imperfect English, be ignorant towards spelling and grammar, and forget about the basic rules of English.

One of the most international languages is English. It is from the requirements from studying abroad and the textbooks are almost in English. If a person wants to get PHD degree English is important and helpful for them. The writer of the article wants to shed the lights on how to improve English skills. 1) students should differentiate between textbooks languages and real English language and focus on grammar and how to write without any mistake. The writer compared between the use of English and Arabic language. 2) How to get fluent English language speaker and explains the tips for it. We don't have to memorize each single word but only the phrases and statements. Also read and write stories, articles and conversation. Moreover download and listen to BBC, CNN, WEE and Euro news agencies to be familiar

The aim of this study is to investigate the role that technology plays in the learning of English for novice high learners. Technology has transformed the way people conduct their lives in many ways, and this includes the way people learn (Salaberry, 2001). Nowadays, many universities offer online language courses, social platforms offer free language lessons and explanations for users all around the world, and it is easier than ever to learn a new language with the use of technology. Language learners can have the freedom to learn at their own pace, at the desired time and with the technology tools that suit them the best. One of the positive aspects of using technology, for language learning, is certainly the fact that learners and users have the power to identify and decide to use what works for them. For these reasons, it is pivotal to investigate how language learners use technology to improve their own language skills, and how these technology tools are perceived by learners. It is also relevant to understand what motivates learners to use such tools, so that future learners can spend less effort in deciding what technology tool to use, if any, when choosing to learn a new language.

Because this method relies on repetition and drills, the main limitations are: (1) It over emphasizes the mechanical practice and ignores students’ English skills training and learning flexibility. (2) This method focuses too much on the language structure and ignores the meaning of the language, so students’ reading and writing abilities are poor.

Demand for competent English language users has been increasing in many countries like Bangladesh and for this purpose English language teaching (ELT) has been increasing. According to the increasing demand of competent English users and teachers the teachers of English language are adopting communicative language teaching (CLT), the best way to learn English language skills. With respect to current knowledge, teachers lack in CLT skills. In this scenario, the encouragement of competent English language users is going through many stages in Bangladesh. These stages involve the communication barrier and the cultural difference among people belonging from the other organizations.