Technology Effects in Language Teaching

In today’s world, it is inevitable that technology is in every field, including education. By technology, it can be thought that it is only the devices that we currently use such as smartphones, computers, and so on. But it is not only that. From the invention of the writing to smartphones and computers, technology includes every one of them. Talking about the technologies’ effect on education, many inventions help students and teacher in the learning and teaching process. This leads education to get easier. In this essay, motivation of the technology both on the teachers and the students, advantages and disadvantages of the technology on the education, how the technology can be used to improve the foreign language skills, and how to use technology in the education as teachers will be explained.

Motivation & Technology in the Education

Firstly, technology in the education is pretty common these days. By technology, it is not only the smartphones, tablets, or computer, but also writing, board, and so on. Since the invention of writing some 5,000 years ago, technology and education has a bond. Technology added new features to the education as expanding the possibilities of human expression, and by providing a means for knowledge to be recorded and accumulated (Chun, 2016). So the language was not only a verbal feature after invention of writing. After that, the written form of the language existed, and the transfer of the language became easier. So the technology made the language transfer process much easier.

It is not the only feature of the technology impact on the education and language teaching process. Defining technology narrowly in terms of computers and other digital devices, rather than as a broad spectrum of mediational resources, the great extent to which language teachers use many other forms of technology, ranging from writing to audio recordings, images, and film (Chun, 2016). The boards and the other teaching materials are also helpful to teach a language. This may be pens, notebooks, flashcards, etc. and all of them helps students to understand and remember the language. But in today’s world, these are called old fashioned, and students are not that motivated with them. The use of modern technology in teaching English helps to encompass an innovative application of methods, tools, materials, devices, systems, and strategies which are directly relevant to English language teaching and lead to the achievement of the desired goals (Al-Mahrooqi & Troudi, 2014).

When it comes to the motivation, both the students and the teachers are motivated with the latest technology devices which helps the education process, including smartphones, tablets, computers, and some applications in them. On Mofareh’s research (2019) results, the uselessness of traditional English language teaching methods can be seen. It was found that 75% — 85% of the students confirm these results and 60% to 80% of students are dissatisfied with the traditional methods. In contrast to that, students are more enthusiastic and interactive when using modern technology to absorb English by more than 90%. With that research result, it can be said that the students are more eager to learn a foreign language with the latest technology. The latest technology also makes it possible to practice the foreign language effectively. For example, there are applications on smartphones that allows the users to listen the foreign language that they want to learn. There is also an application and site that allows the users to listen to the current radio on that language, on that region. The site is: http://radio.garden/. It also lets the users listen to the real language that native speakers use, not the ones that are recorded in the studios for the textbooks. It is not the only language skill that learners can improve, there are lots of applications that they may use. There are applications that helps pronunciation and rates it, in addition to that, there are newspaper applications, speaking applications that lets users speak the language with the native speakers (Cambly), and so on. These are also let the users experience and learn the native language that is used right now. Compared to the books and the other materials, the applications and the other latest technology materials are cheaper, and some of them are even free (just like the radio site). This is also a motivation to the learners, that they can reach the materials easier. Shyamlee’s study (2012) found that technology enhances students’ learning motivation and attention as it implicates students in the practical processes of language learning via communication with each other. There are also services, teachers can create an online classroom group, send and receive homework, and also give feedback, and the students have the same functions as well. So instead of having a physical classroom, it can be done online. The Internet have presented additional benefits to the learning environment as they enable the integration of virtually unlimited multimedia learning materials into the curriculum and make them available to students at any location in the world (distance education) where there is a computer, mobile phone or tablet device with Internet access (Alsunbul, 2002). Current situation is a great example for that. Because of COVID-19, we cannot go to the university physically, so they created a site called Trakya e-ders, and we can receive and send our homework, and we have an access to the course materials that our teachers send us. For example, if it does not exist, it would be really hard to complete the courses, and as students, we probably would not be successful on our current courses on that term because of COVID-19. So the latest technology allows us to have an access to the materials, and let us continue our education remotely. Thinking about all of the features that are written in this paragraph, it can be said that technology, especially the latest technology, is a huge motivation both to the students and teachers.

Advantages & Disadvantages of the Technology in Language Teaching

Secondly, the technology has lots of advantages and disadvantages. First of all, as it can be seen on the motivation paragraph in this essay, technology is a huge motivation to the students and teachers. Besides that, technology use reduces teacher-centeredness, reducing student language learning anxiety as it gives them the chance to practice language comfortably without being embarrassed of making mistakes, which would reduce their “affective filter” (Al-Mahrooqi and Troudi, 2014). The students’ anxiety levels go lower because there is no one that may make fun of him/her when s/he makes mistakes. Only the teacher and the student himself/herself can see the answers and so on, and this helps to lower the anxiety levels. Shyamlee (2012) recommends the use of multi-media technology in classrooms, particularly as its positive impact on the learning process aligns with the ongoing efficacy of the teacher role. The students are more comfortable when the technology is in the classroom environment. They do not only see the written forms of the language use, they also watch, hear, and practice the language thanks to the technology. The technology also helps to creativity in creating and using online materials and facilitating effective online social interactions (Bortwick & Gallagher-Brett, 2013). Especially with the young learners, their creativity is supported by technology, and they can get interaction online with native speakers easily. Computer-based multimedia programs can assist in making input comprehensible by increasing its noticeability, enhancing input, and using multiple presentation modes (Chapelle, 1998). Thinking about videos, audios, etc., they are beneficial for the students’ language output as they provide enhanced input sources. The technology is an alternative to teacher-led and classroom teaching, as well as of guided self-learning, it also provides an opportunity to reflect upon and implement principles that enhance the learner’s status and expand the teacher’s co-ordinating role (Shawcross, 2005).

The rationale for using technology in English language teaching as follows (Murray, 2015):

1) Technology allows students to demonstrate independence.

2) Technology differentiates the needs of students.

3) Technology deepens learning by using resources that students are interested in.

4) Students actively want to use technology.

5) Technology gives students an equal voice.

6) Technology enables students to build strong content knowledge wherever they find it.

Technology also offers ways to address the challenge of plagiarism, however. There are services to check student writing against databases of existing writing samples. These services can be used to detect plagiarism (Hoopingarner, 2009).

As drawbacks, Mofareh (2019) sorts them as:

1) Many teachers and students have limited access to modern technology.

2) The role of the teacher can be relegated in cases where students become over-reliant on modern technology.

3) It can reduce student social activities by consuming most of their free time.

Considering all of them, we can say that technology has more benefits than drawbacks. This leads more and more students and teachers to use it. One of these benefits is that technology improves language skills by providing sources, as mentioned before.

Technology & Language Skills

Technology helps students to learn a language, but also helps to improve language skills. Computer-assisted language learning (CALL) and, more recently, web-enhanced language learning (WELL) have had a profound effect on the theory and practice of language teaching (Shawcross, 2005). Foreign language students are highly implicated in and motivated by the use of the modern technology such as radio, TV, computers, the Internet, electronic dictionary, email, blogs, audio-visual aids, videos, and DVDs or VCDs (Mofareh, 2019). All of these and addition to the newest devices, technology and language skills are bounded. Shawcross (2005) divided the sample of the devices by language skills as:

Reading skills

Interactive language exercises, hypertext, on-line magazines, concordancing programs, electronic libraries, testing, text corpora, vocabulary building activities etc.

Writing skills

e-mail groups, on-line publishing, asynchronous tutorials, spelling and grammar checkers, collaborative writing, text reconstruction etc.

Aural comprehension

Interactive and subtitled video, multimedia simulation, asynchronous instructions, streaming audio, satellite TV, interactive exercises, testing (e.g. the web-based version of Parts 1 & 2 of the PELA test currently being validated) etc.

Pronunciation

Speech recognition and visual display systems.

Fluency and interaction

Speech synthesis, synchronous tutorials and chat groups, videoconferencing, ATC simulators, etc.

Thinking about the language skills and technology, technology provides inputs and devices to the learners to practice it. Technology provides audios, CD/DVDs, videos, and so on. In addition to these devices, more sophisticated annotated listening materials can be created on the computer, in which digital audio files are supplemented with glosses for individual words or for chunks of words, providing transcripts, definitions, visual cues, or play back of words in isolation (Jones 2003). On the technology side, computers can easily capture and present high-quality audio and video, and high-speed Internet access allow language teachers to use technology as a medium for interpersonal communication (Hoopingarner, 2009). Considering the newest devices, there are also lots of applications. But, how can it be used?

How to Use Technology in Language Teaching?

In today’s world, technology is a must in language teaching. With lots of devices and applications, teaching a foreign language becomes easier day by day. But what happens when we bond language learning with technology? Mofareh (2019) explains it as follows:

1) The use of technology in teaching English is deemed interesting and motivating as the student reacts with the subject.

2) Technology plays an important role in the process of teaching English by enhancing timely understanding, and thereby enabling students more learn more efficiently.

3) Teachers perform more effectively when using modern technology since they can communicate with the students through a variety of ways.

4) The use of modern technology enables both teachers and students to access a wealth of books, publications, and references which are directly relevant to the English language curriculum.

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

6) Unlike traditionally passive teaching methods, modern technology teaching and learning aids incentivize both teacher and student.

On the contrary, Davis (2006) refers that rather than allowing technology to drive classroom instruction, teachers must clearly identify specific objectives, procedures, and assessment techniques for using online resources. Before using a technologic device and/or application to the learners, we should take these points into consideration (Hockly, 2011) (taken from Al-Mahrooqi & Troudi, 2014):

1. Outcomes

What do students learn? Be clear on the aims of the lesson. Once you are clear ask yourself what the use of this particular technology brings to the learning outcomes, and how it enhances learning.

2. Added value

What does the technology bring to the activity? Check if the technology you are using enhances the activity in some way.

3. Time & effort

Is the time spent on the tool worth it? Will it be for longterm or short-term use? Ensure that using a tool is not going to take up more time and energy than the language actually being produced.

4. Syllabus

What’s the fit? Take a look at your syllabus and think about what tools you could use, at what points in your syllabus, and to achieve what results.

5. Skills

What do teachers and students need to know how to do? Think about the technical and digital skills both you and your students need to be able to successfully use the technology/tool.

6. Location

Where and when will the tool(s) be used? In the computer room, at home, if using mobile devices inside and/or outside the classroom?

7. Role

Do students consume or produce? Ensure that your use of technology across the syllabus balances consumption with production.

8. Resources

What tools are available? Have a range of tools and repertoire of techniques to draw on. Design effective task types for the tool.

After these questions, it can be decided to use that device and/or application to the learners.

To sum up, technology has a strong bond with language learning, and it is a must in today’s world. There are lots of devices, from writing and boards to the smartphones and computers, and applications to be used in language learning. The language learners and teachers are motivated with the newest technology, and technology makes it easier. As we look at the advantages and disadvantages of the technology use in language learning, there are mostly advantages. Technology also provides beneficial sources and inputs to the learners to improve their language skills. In the end, it is explained how to use it, and which points should be taken into consideration.

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References

Al-Mahrooqi, R. & Troudi, S. (2014). Using Technology in Foreign Language Teaching. Cambridge Scholars Publishing. 0–24.

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Borthwick, K., & Gallagher-Brett, A. (2013). “Inspiration, ideas, encouragement”: teacher development and improved use of technology in language teaching through open educational practice. Computer Assisted Language Learning, 27(2), 163–183.

Chapelle, C. (1998). Multimedia call: lessons to be learned from research on instructed SLA. Language Learning & Technology 2.22–34.

Chun, D., Kern, R., & Smith, B. (2016). Technology in Language Use, Language Teaching, and Language Learning. The Modern Language Journal, 100(S1), 64–80.

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Jones, L. C. (2003). Supporting listening comprehension and vocabulary acquisition with multimedia annotations: the students’ voice. CALICO Journal 21.41–65.

Mofareh, A. (2019). The Use of Technology in English Language Teaching. Frontiers in Education Technology, 2(3), 168–180.

Murray, J. (2015). 13 Reasons for Using Technology in the Classroom. Retrieved from https://www.teachhub.com/13-reasons-using-technology-classroom.

Shawcross, P. (2005). TECHNOLOGY IN LANGUAGE TEACHING. International Civil Aviation English Association.

Yang, S. C., & Chen, Y.-J. (2007). Technology-enhanced language learning: A case study. Computers in Human Behavior, 23(1), 860–879.