Pdf the New English Language Arts Classroom Teaching in a Digital World

The application of modern technology represents a significant accelerate in gimmicky English language teaching methods. Indeed, Mohammad Reza Ahmadi (2018) maintains that electronic teaching programmes have go the predominant preference of instructors since they arguably boost positive student engagement with teachers and incentivize overall English language learning. Most contemporary English language teachers now actively comprise a range of technological aids designed to facilitate optimum teaching delivery. The current inquiry therefore addresses diverse elements of the technology used in English pedagogy by devising innovative curricula which harnesses recent scientific and technical developments, equip instructors with the technological skills to ensure effective and quality subject delivery, provide technical media such as audio-visual and modern technical programmes, and create student-teacher platforms which maximize positive linguistic communication learning outcomes. For the purposes of this study, the relevant literature has been reviewed, technology defined linguistically and conventionally, and correlation with modern teaching skills fully evaluated. In calorie-free of this, the researcher outlines the primal research problem, elucidates the significance of the research objectives and hypotheses, and presents the findings. The paper concludes by offering a number of recommendations which may further contribute to the improvement of teaching methods by advancing the widespread awarding of modern technology.

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Frontiers in Teaching Technology

Vol. 2, No. 3, 2019

world wide web.scholink.org/ojs/index.php/fet

ISSN 2576-1846 (Impress) ISSN 2576-1854 (Online)

168

Original Newspaper

The Use of Engineering in English Linguistic communication Teaching

Alqahtani Mofareh A1*

i King Khaled Military Academy, Noncombatant Studies, English Department, Riyadh, Saudi Arabia

* Alqahtani Mofareh A, King Khaled Armed forces University, Civilian Studies, English Section, Riyadh,

Saudi Arabia

Received: Baronial 13, 2019 Accepted: Baronial 27, 2019 Online Published: Baronial 30, 2019

doi:x.22158/fet.v2n3p168 URL: http://dten.doi.org/10.22158/fet.v2n3p168

Abstract

The application of modern engineering science represents a significant accelerate in contemporary English

language educational activity methods. Indeed, Mohammad Reza Ahmadi (2018) maintains that electronic

teaching programmes have become the predominant preference of instructors since they arguably

boost positive student engagement with teachers and incentivize overall English language learning.

Most contemporary English language language teachers now actively incorporate a range of technological aids

designed to facilitate optimum pedagogy commitment. The electric current enquiry therefore addresses various

elements of the applied science used in English teaching by devising innovative curricula which harnesses

recent scientific and technical developments, equip instructors with the technological skills to ensure

effective and quality subject delivery, provide technical media such every bit audio-visual and modern

technical programmes, and create student-teacher platforms which maximize positive linguistic communication

learning outcomes.

For the purposes of this study, the relevant literature has been reviewed, technology defined

linguistically and conventionally, and correlation with modern didactics skills fully evaluated. In light

of this, the researcher outlines the fundamental research trouble, elucidates the significance of the

research objectives and hypotheses, and presents the findings. The paper concludes by offering a

number of recommendations which may further contribute to the comeback of teaching methods by

advancing the widespread awarding of modern technology.

Keywords

modernistic, technology, pedagogy

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1. Introduction

The utilize of modern engineering in education English is broadly understood to comprehend an innovative

awarding of methods, tools, thousandaterials, devices, systems, and strategies which are directly relevant to

English language pedagogy and lead to the achievement of the desired goals. Thus, while technology is

now generally accepted as an important educational and auxiliary tool across a range of teaching and

learning contexts, it is particularly true of English language teaching since it affords a number of

potential opportunities to enhance both the content and delivery of the pedagogies typically associated

with traditional English linguistic communication instruction. This is primarily achieved by enabling the student and/or

teacher to revisit problematic content time after fourth dimension until it is fully understood and alloyed.

Familiarity with the concept of using modern engineering is not merely express to the utilize of modernistic

appliances and devices, simply rather obtains to the introduction of innovative systems and methods of

instruction which facilitate faster and more than comprehensive learning progression. According to prevailing

pedagogical theories, in utilizing the learning potentia50 of technology students are better able to acquire

and hone their language knowledge and skills. The useast of technology in teaching English language consolidates

the integrated view of the modern means organisation and association with other components which benefits

students past achieving the required results.

The utilize of modern technology in English language 50anguage teaching has therefore go indispensable,

especially in the wake of unprecedented developments across numerous fields and disciplines. It is

essential that the instruction sector go on apace of the global technological revolution by adopting

modern technological means such every bit computerization, multi-media devices, mobile phones,

audio/visual effects applications, and social media, to optimize English language instruction and equip

teachers to connect with classroom language learners in a systematic and advanced way. The Internet

provides easy, immediate, and 6rtually unlimited access to software, applications, and a host of

ancillary platforms and materials which can expedite English teaching and learning. While these

affordances may be widely available to all, information technology is noted that teachers often play a primal role in operating

the different tools and teaching methods. Moreover, many such programmes are specifically designed

to promote constructive English educational activity whilst simultaneously increasing 50earner understanding and

attainment of English language skills.

2. Previous Research

Stepp-Greany (2002, p. 165) used survey information frochiliad Spanish linguistic communication classes which utilized a range of

technological approaches and methods in club to determine the importance of the role of teachers, the

relevance and availability of technology labs and private components, and the effect of using

technology on the learning process of a foreign linguistic communication. The results confirmed student perceptions of

the teacher every bit the chief learning facilitator, and stressed the importance of regularly scheduled

language labs and the use of CD Rom. Stepp-Greany recommended a follow-up study to measure the

effects of relevant technology on the learning process of strange language conquering.

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Warschauer (2000a) proposed 2 different ways to integrate technology into the class: a cognitive

approach which gives learners the opportunity to yardeaningfully increase their exposure to language and

thus make their own knowledge; and a social approach which gives learners opportunities for authentic

social interactions every bit a means to practice the real-life skills obtained through appointment in real

activities.

Bordbar (2010) investigated the reasons and factors existhind language teachers' use of estimator

technology in the classroom. The written report further explored teacher attitudes towards reckoner and

information technology and the various means they practical practical computer-assisted language

learning experience and knowledge to their ain language instruction delivery. The results found that

almost all the teachers held positive attitudes towards thursdaye use of computers in the class. The results also

underscored the importance of teachers' overall perceptions of technology, technological experience,

skill, and competence, and the cultural environment thursdayat surrounds the introduction of It into schools

and language institutes and shapes attitudes towards figurer technology.

Shyamlee (2012, p. 155) analyzed the use of multi-media technology in language educational activity. The study

found that such applied science enhances student learning motivation and attention since it implicates

students in the practical processes of linguistic communication learning via communication with each other. Shyamlee

recommended the use multi-media technology in classrooms, particularly as its positive touch on on the

learning procedure aligns with the ongoing efficacy of the teacher office.

The findings of the research back up the proven futility of traditional English language education methods, and

ostend that learners are more enthusiastic and interactive when using modern technology to assimilate

English. Statistical information reiterates that a high percentage of those learning English linguistic communication skills practise so

via modern media such as smart boards, computers and screens, every bit compared to traditional educational activity

methods. Moreover, the study reveals that the interaction with teachers and overall responsiveness of

students in the classroom is significantly improved when using modernistic techniques in English teaching.

In fact, it is clear both that students are more likely to learn from electronic curricula and that English

language teachers prefer to employ modern applied science rather than traditional methods of teaching.

3. Purpose of the Report

The topic of English language teaching and learning has emerged as one of the primal issues of

contemporary educational contend as studies have consistently demonstrated poor standards of student

achievement beyond all levels. Since the current era is epitomized by the ubiquitous use of technology,

information technology follows that technology has penetrated the field of teaching on a worldwide scale. In fact, since almost

educational institutions take now absorbed such technology into current and future curricula,

technological and/or media-based pedagogies take assumed considerable prominence due to proven

enhanced learning outcomes, especially in comparison with traditional teaching one thousandethods. Obsolete

teaching practices include a number of problems, as follows:

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ane) Traditional methods lead students through precise curriculum content and rely on outdated

learning aids such as blackboards and textbooksouthward. As such, the teacher merely relays the

data without accounting for positive or negative results.

2) Traditional methods rely on simple strategies that do not meet the purpose of learning or basic

needs in the process of teaching. Since such teacher-centred pedagogies situate the learner every bit a

recipient, their overarching goal is the extent to which a educatee tin replicate information

without necessarily agreement it.

3) Students rely on received sounds and images as opposed to interaction and discussion with the

instructor.

iv) Student accreditation past means of set texts tend to foster boredom and loss of motivation and

attention in attainment, every bit opposed to modern technological pedagogy methods which inhere

numerous incentives that increment the likelihood of acquiring English language skills in a

timely and positive way.

In light of the above obstacles, the present written report was undertaken to ring-argue the causes at the heart of

the problem and attempt to resolve the upshot by introducing a range of modernistic technologies into the

context of English language teaching.

4. Research Questions

Comprehensive investigation of the above issues and the bid to find logical solutions for these

challenges rests on the following questions:

one) Are at that place an adequate number of sufficiently qualified and suitably-trained teachers to apply

modern technology in educational activity English language in the Saudi context?

2) How effectively do English language learners answer and/or interactive with the utilise of

modern engineering?

3) Is all mod technological means available to back up a successful English language language

teaching in the Saudi context?

4) How effective is the use of modern technology in instruction English language?

5) What are the expected outcomes or outcomes achieved on the ground through the use of

modern technology in English linguistic communication teaching?

5. Significance of the Research

The study aims to advance cognition in a number of significant areas. In the first example it will

place traditional pedagogy practice challenges which retard or obstruct the process of effective

linguistic communication learning in order formulate a range of solutions to update them with technological methods

and aids. The research will also evaluate the scale of the difficulties confronted by English language teachers

who use modern technology and make up one's mind whether additional IT skill training is required. It is hoped

that the ensuing data may be used as a reference guide for future researchersouth in the same field and

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context, along with a detailed analysis of the teaching and pedagogy sector every bit intrinsic to the

infrastructure of any modern lodge.

Engineering science has become ubiquitous in all forms of contemporary life. Since the teaching procedure cannot

be atomized from this global trend, this study further considers the impact of contempo English teaching

engineering science as compared to traditional practices which arguably render students passive, and prone to

boredom. Indeed, this report demonstrates that the introduction of modern technological assistance

yields timely learning progress and improved student proficiency beyond all English language skills

including writing, reading, and conversation. Ultimately, the research provides key educative

stake-holders and authorities with practical solutions to tackle the issues related to the use of

modernistic applied science in English language teaching for teachers and students alike.

vi. Objectives

The research aims to identify the post-obit:

i) the extent of the technological contribution to the evolution of the English language

didactics process.

two) a suite of solutions to enable both teachers and learners to overcome the challenges which

currently hinder the use of modern engineering science in English language didactics.

3) possible alternatives and/or substitutes for traditional instruction in guild to boost the

efficiency of teacher and educatee potential to acquire English language skills.

iv) appropriate IT training for English language language teachers to meet the growing need.

v) the pros and cons of using technology in pedagogy English.

half-dozen) technological teaching programmes and aids which enable pupil s to learn via an electronic

curriculum.

7. Hypotheses

This report tested the following hypotheses:

1) At that place are statistical differences indicating variations between traditional methods and

modern technology in teaching English.

2) There are statistical indicators demonstrating the level of student assimilation of English

language skills.

3) There are statistically significant indications of the efficiency of teachers in using of modern

technology in terms of educational activity English language curricula.

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8. Methodology

The researcher followed each of the follattributable methodologies:

i) The researcher applied thursdaye descriptive method and experimental monitoring in order to fully

interrogate the study questions and devise appropriate solutions.

2) Based on the determination of time and spatial period, the application of historical

methodology based on an analysis of the elements and reasons which gave rise to the basic

inquiry problem and the attendant challenges further assisted an evaluation of nowadays and

future developmental impacts. In addition the collation, review and comparison of secondary

data sourced from relevant records, reports and previous studies, were intrinsic to the design

and scope of effective solutions.

3) The researcher too practical experimental methodology which is based on studying the bear on

of changes placed on the inquiry trouble where one variable is stock-still. The study the bear upon

of its existence rests on several variables; namely the laboratory experimental methodology

conducted in the laboratory under certain conditions, such every bit studying the impact of

technology on didactics English and the non-laboratory experimental methodology applied to a

grouping of volunteer students beyond the telescopic of study.

Technical Terminology

Mod: designed and made usingrand the most contempo ideas and methods.

Engineering: methods, systems, and devices which are the outcome of scientific knowledge being

used for practical purposes.

Teaching: the concerted sharing of professional person knowledge and experience, normally organized

within a subject field: more than more often than not, the provision of stimulus to the psychological and intellectual

growth of a person by another person or artifact.

nine. Results

The inquiry results support the uselessness of traditional English language teaching methods. This is

evident in the studies conducted, where it was found that betwixt 75% and 85% of students confirm

these results and sixty% to 80% of students are dissatisfied with the traditional methods. In dissimilarity,

students are more enthusiastic and interactive when using modern technology to absorb English past

more than 90%. Statistical data confirm that a high pct of those who learn English language skills collaborate

with modernistic technology means such as smart boards, computers and display screens compared to

traditional education methods. Co-ordinate to statistics conducted on random samples of students,

including private schools that adopt the kost modern means of technology and public schools that lacyard

modern ways were surveyed on a number of students in the classroom and others volunteers outside

the perimeter of the interaction of most students from both the results of the analysis of students'

performance showed that 75% to 95% achieve high results in their attainment in English language, unlike those

who are taught by traditional ways, their achievement rates are very depression. In addition, the written report

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revealed that interaction with teachers and the overall response of students in the classroom has

improved significantly when using modern techniques in educational activity English as the interaction with

teachers using modern media reached more than 90%, unlike those who are taught by traditional means

have less than l% interaction with teachers, thus it is clear that studies, surveys have shown that

students are more inclined to learn from Due east-curriculum and English language teachers prefer to apply modern

technology rather than traditional education methods due to the students fast response and their

interaction and educational attainment with high statistically rates.

10. Discussion

Despite the fact that modernistic applied science is increasingly ubiquitous beyond all aspects of modern fiftyife, the

telescopic and utilization of advisable technology within the education sector in general, and within

English language pedagogy in particular, has remained conspicuously express. So thouuch and then, that contempo

educational studies take attributed poor levels of student achievement to an inadequate use of

technology in education which is compounded by the continued prevalence of traditional didactics

methods (Tamimi, 2014; Salama, 1999).

To engagement, very few educational Saudi institutions routinely use engineering science and/or Internet to teach

English (Rahman, 2015) despite the fact information technology has existcome up the dominant language of merchandise, manufacture,

education, engineering, medicine, media, and almost all branches of applied and social life. In fact,

current technology offers a vast assortment of affordances to raise the efficacy, methodologies and

involvement level of teachers. Moreover, studies of pedagogy English with the addition of technological toolsouth

institute it enabled students to exist more pro-agile and to learn in line with their item interests and

abilities (Roma, 2013).

11. Reasons for Using Technology in English Linguistic communication Teaching

Jacqui Murray (2015) taxonomies the rationale for using engineering in English language linguistic communication pedagogy as

follows:

ane) Engineering allows students to demonstrate independence.

2) Engineering differentiates the needs of students.

three) Engineering science deepens learning by using resources that students are interested in.

4) Students actively want to use technology.

five) Technology gives students an equal voice.

half-dozen) Applied science enables students to build potent content knowledge wherever they notice information technology.

11.one Merits of Using Technology in English language Language Teaching

English language-language students are highly implicated in and motivated by the employ of the modernorthward technology

such as radio, Goggle box, computers, the Net, electronic dictionary, email, blogs, audio-visual aids, videos,

and DVDs or VCDs (Nasser, 2017) every bit follows:

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1) The use of technology in instruction English language is deemed interesting and motivating as the student

reacts with the subject.

2) Applied science plays an important role in the procedure of teaching English past enhancing timely

agreement, and thereby enabling students more learn more than efficiently.

3) Teachers perform more than effectively when using mod technology since they can

communicate with the students through a variety of ways.

4) The use of modern engineering science enables both teachersouth and students to access a wealth of books,

publications, and references which are straight relevant to the English language curriculum.

5) Modern technology encourages student self-sufficiency which better equips them for the

future.

6) Dissimilar traditionally passive teaching methods, mannerrn technology teaching and learning aids

incentivize both teacher and pupil.

11.2 Drawbacks of Using Technology in English Language Instruction

i) Many teachers and students have limited admission to modern technology.

2) The office of the teacher can be relegated in cases where students become over-reliant on

mod technology.

3) Information technology can reduce student social activities by consuming about of their free time.

12. Findings

The answers to the core research question are summarized as follows:

i) Studies ostend in that location are non enough English instructors trained in the apply of

relevant technological teaching aids.

2) The survey found greater student response and interaction with the use of modern

engineering than traditional methods.

3) The report also showed that the linguistic communication teaching process wadue south hampered by the unequal

availability of relevant technology across educational institutions.

iv) Studies confirm that upwards-to-date sound and visual furnishings and tablet display devices are more than

effective in teaching English language language skills due to their immediacy and user-friendly

English content, which reflects real-life situations as opposed the traditional ways that

student find contrived and boring.

5) As anticipated, the report confirms that the united statese of modern engineering leads to enhanced

learner outcomes including improve pupil motivation, improved achievement levels, and

increased interaction betwixt student and teacher. Improved student self-learning,

cocky-reliance, positive self-talk were also observed, every bit were maximum utility of time and

try for both the teacher and pupil.

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Going forrard, it is evident that the various modes and sources of mod classroom

technology accept proven their reliability and effectiveness in the comprehensive, relevant,

and timely didactics of contemporary English language skills.

13. Hypotheses Findings

The following indications relating to the study hypotheses havdue east been adamant: In that location are statistical

differences indicating variations between traditional methods and modern technology in pedagogy

English language.

No statistical differences were institute to indicate meaning variations betwixt traditional methods and

mod applied science in teaching English language.

There are statistical indicators demonstrating the level of student absorption of English language

skills.

No statistical indicators were found which demonstrated levels of pupil absorption of English

language skills.

In that location are statistically significant indications of the efficiency of teachers in using of modernistic

engineering science in terms of teaching English language linguistic communication curricula.

No statistically significant indications of the efficiency of teachers in using of modern technology in

terms of teaching English language language curricula were identified.

14. Recommendations

In light of the findings, the researcher suggests the following:

1) Substitute mod technology for obsolete English language language teaching methods.

2) Provide advisable grooming for all teachers to use mod technology in English 50anguage

teaching.

iii) Adopt complete electronic curriculum projects in line with modern requirements.

four) Urge English teachers to encourage students to use modern technology as a means to develop

their language skills.

v) Found Internet networks within educational institutions to equip teachers to properly avail

of modern technology.

6) Provide appropriate student training in all forms of available technology in society that they

maintain pace with the requirements of the electronic curriculum.

7) Plant an English language language teaching portal school-home connection to enable students to

acquire in their free time.

viii) English teacher evolution of classroom dialogue and discussion programmes which use

modern technical ways such as screens, projectors, and smart panels in order to promote

educatee mastery of the English language.

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15. Conclusion

In summary, it is clear that despite genuine efforts to modernize traditional methods of teaching

English, residue obsolete practices should be phased out and replaced by the use of the available

technology on offer via computer, smart devices, display, audio-visual materials, and electronic

approaches. This written report underscores the vital educative potential and numerous benefits of technology

in the language classroom for positive learning outcomes in the linguistic communication classroom and the wider

world, the financial implications of setting up the infrastructure, and encouraging teachers to overcome

their anxieties around of education technologies. Of course, the purpose of both traditional and modern

technologies is to maximize students' English skills and provide a space where learning can be best

facilitated. 1 of the ultimate goals of using modern applied science is to actively engage them students in

language learning and motivate them to acquire English language skills in a applied and realistic mode.

This tin be achieved through an open learning context which fosters openness and access to the

subjects and information through modern technology means, wherein students are motivated and

directed to communicate with each other. In terms of future development, it is clear that multimedia

will be integral to the student-centred process of teaching English to modernistic standards. As such, the

quality of teaching and application of students to modernistic educational foundationsouth would benefit from

an extensive survey of English language language skills in to improve overall communication proficiency.

In conclusion, we believe that this process tin fully enrich student thinking and applied language

skills and promote improved efficacy in overall education and learning. Indeed it is evident that many

routine learning issues that tin can exist overcome through the effective incorporation of applied science and

appropriately trained teachers, while funding ramifications can be addressed through ministerial

planning and the establishment of an infrastructure which prioritizes the interests of effective learning.

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... As a issue, technology plays a very important role in English teaching. Using multimedia to create a context to teach English has its unique advantages (Alqahtani, 2019). ...

• Mekuriaw Genanew Asratie
• Yibeltal Tadele Aylet
• Metages Gebeyehu Alebachew

The main intent of this research is identifying attitudes and practices improving English language skills through mobile applications in secondary schools teachers in Awi zone. This day has condign digital throughout life. Being assisted by the technology, it is practiced to build a valuable attitude and engage in tasks to progress English language language skills using MAs is why the researchers conducted this research. To reach the objectives, descriptive survey research design and mixed research arroyo were held. Observation, interview, and questionnaire were data collection tools. Furthermore, mixed information analysis method was applied. SPSS version 23 was used for the quantitative data and analyzed using descriptive statistics like mean, percent, and portrayed in tables; qualitative data on the other hand, were mixed with quantitative data. The outcomes showed that ELTs take positive attitudes, but they sometimes practice to develop their ELS through MAs. Finally, it is recommended the government of Ethiopia should fulfill the access of connection throughout rural towns which have high schools; the ministry building of education should provide educational materials apart from the textbooks and commercial references, and language skills and information communication engineering science instructors should provide demand based training for the English language language teachers at loftier schools.

... English language skills and mastery of digital engineering science are prerequisites for non-formal educational activity institutions to be [25]. The success of the institutions in the hereafter is very much dependent on the power to synergize the potential of the sea-island, the ability of English and the use of digital technology [26]. ...

... English language skills and mastery of digital technology are prerequisites for not-formal instruction institutions to exist [25]. The success of the institutions in the future is very much dependent on the ability to synergize the potential of the bounding main-island, the ability of English and the utilize of digital technology [26]. ...

• Patrisius Rahabav
• Threesje Roza Souisa

The study was aimed at evaluating the management of not-formal education institution in Maluku Province. Mixed methods were practical to conduct the report with the population included all 24 accredited non-formal education institutions in Maluku Province in 2017-2018. The non-formal institutions namely Fundamental Maluku Regency 2 Learning Middle Community Activities (PKBM), Southeast Maluku Regency 2 Grade and Training Institute (LKP), and 1 PKBM, Buru Regency 2 LKP, and i PKBM, Tanimbar Islands Regency 6 PKBM and Ambon City three LKP, 6 PKBM and ane Learning Activity Center. The sample of this written report was 24 non-formal pedagogy institutions (population sample) with census techniques, and two educators and two learning residents were besides involved be interviewed. In collecting the data, several instruments were implemented such as non-test techniques in the form of assessment rubrics, observation, interviews, and documentation studies. In analyzing the data, the context, input, process and product (CIPP) was used as the bases theory and information technology was analyzed through quantitative and qualitative descriptive analysis ways. The results of this report reported that non-formal education institutions in Maluku Province did not optimally in applying the principles of good governance in the establishment management and information technology was categorized in depression level based on the CIPP model of evaluation.

... At that place are several means of using ICT to teach English language and conduct online classes. Some of the popularly used apps and tools are social platforms like Whatsapp, Facebook, Instagram, Telegram, etc.; open Learning Management Systems such equally Google Sites, Google Classroom, Moodle, MS Teams Classroom, and Canvas and; virtual meeting platforms such as Google Encounter, WeChat, Zoom, Goto Meeting, (Alsaleem, 2013;Huang et al., 2019;Huang et al., 2020;Mofareh, 2019;Shyamlee, 2012;Simonson et al., 2011). The LMS, tools, and apps are used for teaching communication and writing skills, conveying out research studies equally well as teaching content that requires less face-toface interaction (Shyamlee, 2012). ...

• Zabihullah Alimyar
• Suvarna Lakshmi K

Abstract: Although the Covid-xix pandemic, has afflicted all aspects of human life, including education worldwide, applied science has provided an opportunity for teachers to supersede their classroom-based education and face-to-face learning with digital modes of online educational activity and learning. With the paradigm shift in teaching, the nowadays written report adopted a descriptive inquiry design that involved the analysis of quantitative data, investigated the preparedness, attitudes, behavior and difficulties of 452 English language language teachers from India and Afghanistan towards various ways of using applied science for linguistic communication teaching. A questionnaire with 23 items on Likert scale and open-ended questions was shared online with the instructor respondents to collect information. The findings revealed that lack of technological tools, low parental support for active participation of students, fourth dimension taken to adopt technical tools to virtual way of education and sudden paradigm shift without systematic training, lilliputian time space to arrange to the paradigm shift, planning, and executing classes were among the challenges that teachers faced while using technology in their classes during the Covid-19 pandemic. The study suggested some pedagogical implications and information for further studies.

... ODL is non entirely without advantages. Mofareh (2019) points out that there are many advantages to learning lessons using technology. Amongst the advantages are that information technology allows students to demonstrate independence, differentiates the needs of students, deepens learning by using resources that students are interested in, and enables students to build strong content noesis wherever they find it. ...

The technology acceptance model (TAM) tin be used to written report the success of Online Altitude Learning (ODL) as a instruction and learning approach. ODL became the only tool bachelor due to the Covid-19 pandemic, which disrupted the learning procedure in Malaysia and the world over. ODL took the place of traditional classrooms and created new chances for students and teachers to interact and communicate. This written report investigates students' acceptance of ODL equally an acceptable learning approach amongst undergraduates in Malaysia. This research makes three contributions. First, this enquiry may aid in determining whether learners or users prefer ODL. Second, this research will aid in identifying the characteristics that significantly influence the intention to use ODL. Third, this research also provides insights into whether variables like perceived ease of use and perceived usefulness impact ODL acceptance as a learning tool. The findings reveal that ODL was not a popular choice of learning approach among students. Although students had a positive perception of ODL, the educatee's attitude and intention to use ODL for future learning were defective.

... The utilization of technology in English language linguistic communication learning is believed to be able to help the learners to larn faster and easier equally everything is accessible and learnable (Sarica & Cavus, 2009). To add, in society to optimize students' learning through technology, teachers play a pregnant role in using technology in the classroom (Mofareh, 2019). ...

Given that technology has provided language learners with new pathways for learning through cutting-edge didactics and electronic devices, this research will propose and empirically examination a conceptual framework for Technology-Enabled Language Learning (TELL). Because linguistic communication learning is inextricably linked to culture, this article proposes to examine students' behavioral intentions (BI) toward TELL implementation and acceptance by incorporating Unified Theory of Acceptance and Utilise of Technology (UTAUT), and its interaction with Hofstede'south cultural dimensions. Three components from UTAUT are used: operation expectancy (PE), attempt expectancy (EE), and facilitating conditions (FC). The study analyzes the association betwixt the predictors using data from 203 participants. The structured questionnaire contained xviii scale-based statements, and IBM SPSS software was used to calculate descriptive statistics, cronbach's blastoff, and correlation. The result shows the momentous function of attempt expectancy and culture in predicting students' decision to adopt TELL. It's fascinating to discover the cultural influence on TELL in India, a multilingual, multiethnic country.

• Vadim Anatolievich Gaydarenko
• Elena Medvedeva
• Nataliya V. Solovyeva
• Anastasiia Plakhtii

The enquiry is devoted to the study of the possibilities of using information and communication technologies to increase the motivation of students in the procedure of learning English. Based on the results of a survey attended by 400 second-year students of the XXXX University being involved in the experimental course, the evolution of motivational behavior in the learning process has been demonstrated. The scientific value of the study relates to the concept outline of the synergistic relationship between the motivational beliefs of students and the content of the online learning course. The practical value of the report relates to the demonstration of the educational experience of constructing the concept of an effective training course with a focus on maintaining the appropriate level of motivation.

• Abbas Pourhosein Gilakjani

Computer engineering science has changed the means we work, learn, interact and spend our leisure time. Computer engineering has changed every aspect of our daily life —how and where we get our news, how we society goods and services, and how we communicate. This study investigates some of the significant problems concerning the employ of figurer technology resources in the EFL classrooms. The first aim of the study is to talk over the advantages of the use of computer engineering into the classroom. The second aim is to explain the successful integration of computer engineering into the classroom. The tertiary aim is to elaborate teachers' roles in estimator technology integration. The last aim is to mention contribution of computer technology to English Language Teaching and learning. The review of the related literature shows that simply introducing reckoner technology resources does not guarantee teachers' utilize of these in practice. Knowledge of EFL teachers' roles well-nigh teaching, learning and computers affords them the opportuni ty to design and implement EFL instruction

This article offers a capacious view of technology to suggest broad principles relating technology and linguistic communication use, language didactics, and language learning. The get-go office of the article considers some of the means that technological media influence contexts and forms of expression and communication. In the 2d part, a set of heuristic questions is proposed to help guide language teachers and researchers in determining how to incorporate engineering science into their teaching practice or research agenda and evaluate its suitability and impact. These questions are based primarily on the goal of helping learners to pay critical attention to the culturally encoded connections amid forms, contexts, meanings, and ideologies that they will meet and produce in different mediums, both traditional and new.

• H.J. Becker

Cuban (1986; 2000) has argued that computers are largely incompatible with the requirements of teaching, and that, for the most part, teachers volition proceed to reject their use as instruments of student work during course. Using data from a nationally representative survey of fourth through 12th grade teachers, this paper demonstrates that although Cuban correctly characterizes frequent use of computers in bookish subject classes as a teaching practise of a small and distinct minority, certain conditions make a big departure in the likelihood of a teacher having her students employ computers frequently during grade time. In detail, academic subject-affair teachers who have at to the lowest degree five computers present in their classroom, who have at to the lowest degree average levels of technical expertise in their use, and who are in the pinnacle quartile on a reliable and extensive measure of constructivist didactics philosophy are very likely to accept students make regular employ of computers during class. More than 3/iv of such teachers have students use word processing programs regularly during class and a bulk are regular users of at to the lowest degree one other blazon of software besides skill-based games. In addition, other factors-such as an orientation towards depth rather than breadth in their teaching(possibly caused by express pressures to embrace big amounts of content) and block scheduling structures that provide for long class periods-are also associated with greater use of computers past students during class. Finally, the paper provides evidence that certain approaches to using computers result in students taking greater initiative in using computers outside of grade fourth dimension-approaches consistent with a constructivist teaching philosophy, rather than a standards- based, accountability-oriented approach to teaching. Thus, despite their articulate minority status equally a principal resources in academic field of study classroom teaching, computers are playing a major role in at least 1 major direction of electric current instructional reform efforts.

• Ken Beatty

Computers play a crucial and rapidly evolving role in educational activity, particularly in the area of linguistic communication learning. Far from beingness a tool mimicking a textbook or teacher, Figurer-Assisted Language Learning (Phone call) has the power to transform language learning through the pioneering application of innovative inquiry and practices.

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Source: https://www.researchgate.net/publication/335504030_The_Use_of_Technology_in_English_Language_Teaching