ICT and English Language Learning

ICT and English
Language Learning
Asfar Arif N.
Muhammad Tolhah

Brainstorming
RAM, USB, DLS, WiFi, Modem, Mention, Post,
Publish, Poke, PDA, Tab, Roam. Do they seem
common?
What about these: 2nite, Gr8, TTYL, BRB, VGB,
J/K, and LOL.
Can you read thsese: @,#,_, -,/

DEFINITION
ICT is generally defined as technology
functioning to support the process of conveying
information and communication.
With the development of ICT, the communicator
and communicant can communicate through
telephone, internet, email, satelite, television,
video conference, and the like.

 An ever-changing subject. (Simmons & Hawkins,
2009).
 Always be developments within the subject that
you will need to be aware of and keep up to date
with. (Simmons & Hawkins, 2009).
 A range of different technologies such as
computers, tablets, smartphones.

 Anderson (2010) claims that any child born since
the begining of the century is growing up in a
digital world.
 Rozgiene, Medvedeva, and Strakova (2008) point
out that ICT has been used in language learning
for several decades now.
 Subsequenly, the advancements of technologies
throughout the past century have encouraged
corresponding interest in potential applications
of theses technologies in school.(Bull &
Hammond, 2008; Anderson, 2010; Tinio, 2001)

Digital Age; The age of
English
 The vast advance in ICT enhance the role of
English.
 The vast majority of terminologies and concept of
ICT are in English.
 Even new terms and labels are coined in English.
 English language is the most used language in
the internet.

Learning can be defined in a
number of different ways
 Gain new information.
 Remember and reproduce information.
 Acquire new fact, method, and skills.
 Allowing us to relate to the real world.
 Understand things in new different ways.

Why is ICT important?
 ICT enhances and increases learning.
 Technology offers diverse opportunities.
 Technology allows students to learn
indepenently.
 Technology allows teacher to manage learning
effectively.

ICT Nature and features
 Speed and automatic function: enable routine task
and material to be completed and repeated quickly.
 Capacity and Range: ICTs are able to access and handle
large amount of information, give teachers and pupils to
access historical, recent or immediate information.
 Provisionality: it allows informations to be change easily
and enables alternatives to be explored readily.
 Interactivity: it enables rapid and dynamic feedbacks.

How is ICT Effective for English
Language Learning?
Some reason are:
Autonomous
Learning
Flexibility
Sharing
Collaboration

Autonomous Learning
 The ability to take charge of one’s own learning.
 Students can search for and find resources for
learning.
 Teacher role is minimized.
 Learners know their own needs and how they
fulfill them.

Collaboration
 Generally means working together to achieve
one common goal.
 In learning group of people work on the same
topic use one another’s respurces and skill.
 learners help each other to reach the learning
goal.
 ICT provide platform for collaborative learning
such as forum in social media.

Flexibility
Flexibility
Support
Entry
Requerment
Resouces
DeliveryTime
Content
Pedagogy

Sharing
 Language recources are available for all.
 No matter the social or economic factor, you can
get learning material whenever you need.
 Ideas and experiences are shared through social
media in digital forms.
 Helpful for all.
 Sharing your experience benefit too.

When is it appropriate to use ICT?
 Improve efficiency and pace: effective collection of
materials, speedier record keeping, automate
submission of homework and greater opportunity for
pupils to solve minor problems themselves.
 Provide resources and structure to support
learning independently of the teacher: support
varying degree of structure to their learning strategy
and resources to support their learning without
teacher presence.
 Provide experience for learners which it would
be hard to achieve in other way: it is possible for
ICT to provide the learners with authentic material.

 Improve the quality of task outcome for the pupil: it
enables pupils to undertake several stages of redrafting and
reconstructing their work.
 Make higher level of challenge feasible: it helps pupils to
overcome difficulties just by clicking on the screen, seeing what
happen, and change what they have done based on feedback the
receive on screen.
 Encourage reflection: it helps the pupils reflect their own
learning as it transfer information very rapidly that the result of
their learning can be discussed before pupils’ intention and
interest start to wane.
 Facilitate differentiation: it enables the teachers to provide
students with different resources covering the same topic, each
one designed to provide for need of particular group of learner.

Principles in using technology in
Educational Setting
 Know your students
 Be familiar with students’ familiarity with technology.
 Conducting need assessment on their computer
literacy.
 Not pushing students so hard in learning technology.
 Choosing Material
 Creating tasks that suit students’ learning potential
and computer literacy.
 Using purposeful and contextualized IT.
 Motivating students from their interest in technology.

Potential of IT activities:
 Preproduction Stage:
Choosing technology that support texts which images
such as photos, graphs, or chart since it links text
with its visual representation.
 Early Production Stage:
Providing ITs that promote vocabulary, grammar,
and listening acquisition such as exercise builder, as
well as digital stories, audio podcast or YouTube
video.

 Intermediate Fluency:
Using ITs that promote speaking, reading and
writing skills such as synchronous Voips
(skype.com, gizmo.com), online elaborate text and
writing process tool such as writeboard.com
 Speech emergent stage:
It is important to support them ITs that subject-
specific language ability.

Students work with technology
 The shift of the role of teacher.
 Employing instructional technology, the less-teacher
centered and the more student-centered classroom.
 Using ITs promotes students discovery learning.
 Allowing them to work collaboratively in interactive
problem-solving or cooperative project.

Language Use
 ITs provide students with collaborative
communication.
 The use of IT for communicative purposes
promote language play.
 Teachers’ task: creating activities that foster
both interaction-communicatively accurate
interactions and communicatively effective
interaction.

The Role of Teacher
 Understand the relationship between a range of ICT
resources and the concepts, processes, and skills in
their subject.
 Use their subject expertice to obtain and select
appropriate ICT resources that will help them meet
the learning objective of a particular lesson.
 Need knowledge of potential of ICT recources in
terms of their contribution to students.
 Need confidence in using ICT recources.
 Understand that some uses of ICT will change the
nature and representation of knowledge and the way
the subject is presented.

Challenge of Technology
Use in the Classroom
 “Technical difficulties” such as broken device,
compatibility software, etc.
 Problem that can create classroom management
such as broken web or temporarily shut downed
web.
 Limited access to certain sources like websites,
online e-books. (Internet Positif)
 Ambiguity language or unclear instructions
especially in written form.

The Implementation of ICT
in the Classroom.
 Only one computer in the classroom:
 Use internet as main sources to download or access print out
material to use offline.
 Using website
 A Class blog with learner preparing their contribution on paper,
then the teacher type that on the computer.
 Learners have low IT experience and skills:
 Measure their experience about IT through e.g. questionnaire.
 If the are have zero experience in IT skills, you can start with the
simple word processing task then move the more complicated one
after they got comfortable.

 Promoting self-study
 Encourage them to work on Internet-based
project.
 WebQuest.
 Electronic material developed by the
teacher for the Students.

 Teaches Big Classroom
Divide the class into two groups, the one will work online, the other will
work offline, then the two groups will change over.
 Don’t have much experience in IT
Start with simple tools and project in class such as using website and
ready-made material for language learner.
 Don’t have time to prepare material
Find related material through internet and evaluate them, so that it
could be suitable for your learners.
 Young learners
Start with the technology that they are already know.
Use ready-made material.

E-creation tools and Self-Made
Computer-Based
 E-tools are software or application that provide
free forum for students to publish their original
work such as publishing site, presentation
software, exercise creating tool, podcasting tools
and software.
 Presentation software can be used to create
interactive educational games such as Jeopardy
and Who wants to be Millionaire.
 Exercising tools: Hot Potatoes, www.a4esl.org,
www.eslcafe.com, www.telfgames.com,
www.English-test.net

Communicative
facilitating e-tools
 Software that facilitates output and promote
interaction among students. It is divided into :
 Asynchronous communication (time delay) e.g.
Email, Online-forum, Listserver.
 Synchronous communication (occur in real-time)
e.g. Instant Messaging, VoIP such as Skype,
google talk, gizmo, etc.

Writing and Reading
Facilitative e-tools
 IT that can be used to help improve their literacy skills.
 Writeboard: web-based space that can be shared in
collaborative project or edited by individual writer.
 Wikis: collaborative website that many people can
work on or edit.
 Blogs: web or logs that posted to a website where they
can be seen by anyone.

Listening Facilitative e-tools
 ITs that help students improve listening comprehension skills.
Listening comprehension activities are crucial at the
preproduction stage of language learning.
 Podcast (Play on Demand Cast): digital file that created and
posted on the internet and can be played in computer or mobile
device whenever the listeners want to play it. Example:
www.eslpod.com, www.esl-lab.com
 Vodcast: similar to podcast but instead video, it contains also
video for example: www.youtube.com,
 Audioblog: combination of blog and audio e.g.
www.audioblog.com

E-assessments
 ITs that support and provide assessing strategies
and techniques.
 E-portfolios: such as google docs
 E-surveys: surveymonkey.com
 E-Quiz: quizstar.4teachers.org
 E-Rubric: rubistar.4teachers.org, www.teach-
nology.com

References
 Dudeney, G. Hockly, N. 2007. How to Teach
English with Technology. Pearson Education
Limited: Edinburg Gate.
 Erben, T. Ban, R and Castaneda, M. 2009.
Teaching Language Learners through
Technology. Routledge: New York.
 Kennewell, S. 2004. Meeting the Standard in
Using ICT for Secondary Teaching. Routledge
Falmer: New York.
 Simon & Howkins. 2009. Teaching ICT. Sage:
California

THANK YOU FOR YOUR
NICE ATTENTION.

ICT and English Language Learning

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