The Linkage Between Teaching English As A Second Language And Using Technology

Since children today have become digital natives; they will never truly know a world that is not touched with technology. This means that the educational paradigm has to shift in order to keep up with the needs of our young learners (Jo, 2016). In the last thirty years, technological advances

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

The overuse of some types of technology in our everyday lives, resulting in a diminished value for knowledge and education, is a growing problem in our society. For example, instead of focusing on reading a book many young adults will go on Instagram, YouTube, or Snapchat, which offer shortened

In the section titled The Dumbest Generation, “Digital Nation” lays out a haunting narrative describing technology’s negative impact on students today. This section draws from an interview with Mark Bauerlein, a professor and author of book titled “The Dumbest Generation.” Bauerlein claims that reading, writing and math skills of students have all already began to deteriorate. It seems that constant interruption and attempts to multitask are at the heart of this deterioration. I received my first smart phone just before the beginning of this semester, from my own experience I can only agree with the assertion that technology puts a damper on the educational experience. The issue does not come with the technology itself, rather, the desire for constant connection distracts from the learning experience. As the first generation of persons who grew up with technology become parents, I hope they can teach their children the skill of moderation and the importance of education – skills often not taught to kids today by their parents born before the technology boom. These ideas will solve the deterioration of reading, writing, and math that Bauerlein speaks

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

I chose to read and evaluate Melanie Shoffner’s article (2013), “Approaching Technology in English Education from a Different Perspective.” Specifically, this article is an editorial rather than research. Shoffner’s claim here is that teachers should view technology not as a separate component to add to one’s teaching, but that technology should be thought of as something that is integrated into student learning.

Most people know the feeling getting in their comfy clothes and sitting down to watch a new episode of their favorite tv show on the laptop. The popcorn laying by ones’s side. Their butter fingers across the keys, while each image is illuminating your face. Their phone is buzzing from the Snapchats. In this generation, people cling to some type of electronic device. “According to the US Department of Education and studies by the National Training and Simulation Association Technology-based instruction can reduce the time students take to reach a learning objective by 30-80%”(ProCon.org). In a classroom, teachers are able to take their class around the world electronically to look at the development of civilizations in Egypt, Greece, Rome, and Latin America. Also, students are able to take virtual trips and collaborate with other students around the world and research in the best libraries

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

The research question the group asks is, “Do supplemental software and technologies help English as a Second Language (ESL) and English Language Learner (ELL) students in both short and long term ways?” Our target population for this study is college students that are ELLs. Finding participants is one part of the study, but since we are researching students on a college campus they will have to be at least 18 to 30 years old to participate in the study. UMKC has a very large and diverse campus; we will reach out to the Applied Language Institute (ALI) students through a class survey. We decided that college would be a better population to start out with because it provides many social opportunities. We are looking for a population that will provide us with direct feedback from the trial. Students in college will know how they learn and be able to explain how technology either helped them or hurt them while learning. Having students participate on campus also ensures that they have access to internet and WiFi. We are aware that there are many limitations that face college students, but there are also benefits to choosing students in college.

It is crucial that students are not just being educated in only one way. Each child is different; as a result, learning styles should be versatile and open to new strategies. By learning to use technology correctly, teachers are preparing themselves, and the students for the future by developing certain skills that will be essential in the 21st century. Besides developing the students’ technology skills, students will

Writing itself is a technique to understand the language. Technology was developed in the later years through the various types like manuscripts, leather, toddy leaves, cloth and paper, metal reel, magnetic discs and software of system. The technology in the modern sense is closely related to the alternate devices to the manual work. The same devices were improved and invented as cameras, Gramophones, movie/cinema, computer and world wide, web/global internet facility. They became teaching aids to analyze them and screening/visualizing the lessons. Even though the facilities of technology can not be equal to the teacher/instructor/mentor, they are useful to the students. The scientific technology is useful to the all fields of knowledge. The foreign language English is also in the requirement of technology to learn the language in the third world countries. The language and literature makes use of technology for the learning. In the case of English language learning technology is useful from the Kinder garden to University level research studies.

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

In this critical evaluation, I present two recent and influential articles that are relevant to my research interest. The first selected article is a qualitative study conducted by Doe (20XX) and the second one corresponds to a quantitative study by Doe (20XX). The two studies take a close look at ¿technology at the service of English learning in EFL settings? This critical paper takes an evaluative look at the two studies. Each one of the articles will be presented in a way that shows their most significant contributions to this research area. Additionally, I will present my critique on aspects such as research design and data interpretation.

ESL students are students that speak English as a second language. Presently, there is many different system to characterize this type of students (qtd in Shi, Steen 63). For example, they can be seen as “English Language Learners (ELL), English for Speakers of Other Languages (ESOL), English Language Development (ELD), English Language Service (ELS), and

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.