Foreign Language Teaching using ICT

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Introduction

There has been much debate over the use of computers and the Internet in Foreign Language Teaching over the past few years. The techniques offered, the activities and the degree of application in the language teaching syllabus have undergone a number of serious changes alongside the evolution of technology. The computer itself has evolved from the status of “tutor” to the one of “tool”.

The computer as a tool stage refers to the usage of computers as vehicles for delivering instructional materials to learners (through drill and practice). The development of computer based activities developed learner computer and learner interaction, engaging the learners in a wide range of communicative tasks. This was the moment computers assumed the role of stimuli in language learning. “The computer as a tool stage” refers to using computers as instruments for understanding and using language through spelling and grammar checkers, desktop editing programs. All these steps belong to CALL (Computer assisted language learning).

The methodology of language learning has developed a new way of using ICT in teaching, the Hypermedia. Hypermedia provides the language teacher and the language learner with multimedia resources, such as texts, graphics, sound, animation, video linked together. It also has a number of advantages omitted by CALL. It offers an authentic learning environment, it combines listening with seeing. Skills can easily be integrated in the teaching/learning process; reading, writing, speaking, listening can be combined in task- based learning.

ICT in Foreign Language Teaching 

The application of ICT gives more opportunities for communication between peer learners: they can exchange information in real time, they can participate in blog discussions, work in teams on different projects, exchange emails, search for information, etc. By using the authentic material provided by the Internet, we will have a better insight into the culture of the country and people whose language we study.

The Internet also offers a wide variety of reference materials like online dictionaries, encyclopedias and search mechanisms very helpful for developing students` individual work. They can find, alone, the missing information, the meaning of new words, synonyms, antonyms or can communicate with the rest of the group online, via e-mail or in any other ICT environment.

In a language classroom the computer may have the following roles:

•  Teacher – it teaches students new language;

•  Tester - it tests students on the already learned structures;

•  Tool – it assists students to do certain tasks;

•  Data source – it provides students with the information they need to solve different tasks;

•  Communication facilitator – it allows students to communicate with 

   others.

1) Computer as a Teacher

In the early years of CALL in schools some reluctant teachers made assumptions that in a few years teachers would no longer be needed in schools, their role being taken over by computers. It is not the case, as we can very well see. Computerized teaching (computer as a teacher) uses multimedia CD ROMS. In such programs, students can listen to recordings, watch videos, speak into the microphone, record their progress or learn words by clicking on pictures and hearing their pronunciation. An alternative to CD ROMS is the World Wide Web. Students can practice all their skills there and it is more useful for the teacher than the CD ROM because teachers can intervene with their own ideas or materials.

2) Computer as a Tester

Students can practice their knowledge of a specific language using different Internet websites. A problem these sites have is the fact that the practice programs are very limited in terms of practice materials. Basically, the practice material refers to multiple choice exercises, dual choice exercises, true or false. The only answer the computer can give is Right or Wrong.

Despite these limitations computer grammar or vocabulary practice is enjoyed by students because the latter feel like playing and get the feedback without fearing the teacher’s criticism. They can also work in groups, sitting at the same computer and discussing the answers.

3) Computer as a tool

Computers are seen as tools because they provide tools for acquiring a foreign language. The large number of web-sites, pictures, projects, exercises, audio and video materials are all tools in the teaching and learning process.

4) Computer as Data Source

Little should be said about computers as information providers because we all know that, due to computers and the Internet, we can access almost any information we need. A particular aspect that we want to highlight is random Internet navigation. It refers to students surfing the web with no particular aim. That is why teachers should offer them a number of useful websites and guide them in such a way as to find out information as soon as possible and solve their tasks.

5) Computer as Communication Facilitator

Nowadays the Internet is the principal medium by which students can communicate with others. This can be done by e-mail, by chatting, or by participating in discussion forums. Teachers can set up discussion forums and use them to communicate with their students. Or students can exchange didactic e-mails, discussing a topic presented in the classroom or any other topic of interest.

The advantages of ICT usage in Foreign Language Teaching can be grouped as:

a. Capacity to control presentation. This capacity marks the difference between computers and books. Books have a fixed presentation, unlike computers, which can combine visual with listening materials, text with graphics and pictures.

b. Novelty and creativity. A teacher can use different materials for each lesson, not like in teaching with textbooks, where all classes presenting a certain topic are the same.

c. Feedback. Computers provide a fast feedback to students` answers through error correction it not only spots the mistake but also corrects it, sometimes even giving the appropriate advice.

d. Adaptability. Computer programs can be adapted by teachers to suit their students` needs and level of language knowledge. Unlike books, which are produced in a single uniform format and need to be taught irrespectively of students` problems, computer programs are more learner- friendly.

We have pointed out the advantages of using ICT in the classroom. But we also want to state that they can not replace traditional teaching methods. Textbooks and any other printed materials are very necessary in the teaching/learning process. But ICT lessons can alternate traditional classes, or traditional activities can be improved by using the computer or the Internet.

The practical ways of implementing ICT in the language classroom

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The scope of the technology-based teaching applications is wide and varied, so are the contexts in which the teachers are working: the availability of technology (which mostly depends on the institutional policy and finance), teachers’ experience and level of ICT training (personal and institutional factors), willingness of learners to try or stay away from technology in learning (learner profile), aims of the course, assessment and evaluation framework (syllabus). We will consider some possible situations and give some tips on how to deal with them.

1) The Minimum Requirements for Technology Enhanced Teaching

The basic skills required for the teacher to be able to work with technology are to:

a) Use a simple word processing program ( e.g., Microsoft Word)

b) Use email.

c) Access and use the Internet.

Things to be done before establishing the proportion of technology-based activities in organizing a blended course:

a) Find out what institutional policy is maintained in terms of technology.

b) Find out what facilities/resources are available in the institution (staffroom, classroom), availability of learning platforms and technical support.

c) Find out if the learners have any ICT skills and the degree of experience and start with the simplest technologies in the classroom. With learners with zero or low ICT skills, start off with the simplest word processing tasks (typing a text, reorganizing the text, editing), then proceed with basic email and the Internet search activities.

d) Find out if your learners have access to technology outside school. Determine your learners’ profile and find out if the learners are eager to engage in any ICT based work by means of a simple survey (questionnaire).

e) Take into account the syllabus and assessment/examinations requirements and determine which tasks/activities can be performed outside traditional face-to-face classroom (grammar drills, listening/watching/reading exercises on CD/DVD which do not require creative interaction can be planned as homework, self-access centre activities, etc.)

2) Using technological resources available

Lack of facilities, lack of confidence and lack of training may represent major obstacles to getting involved in blended teaching. However, a blended course with the minimum proportion of technology can be started with minimal technological facilities, e.g.:

a) teachers can prepare, create, store and share materials for their classes;

b) learners can use a word processing program both in and outside the classroom to practice writing skills, grammar and other language points, as well as present their work;

c) In a single-computer classroom, a lot of activities can be assigned as homework tasks if learners have access to computers at home. It should be mentioned, however, that in a single-computer classroom a rotation system of its use should be introduced, and alternative activities for learners working in a face to face classroom have to be planned.

3) How to prepare yourself for tutoring

a) Make sure you have a clear understanding of the aim and objectives of the course:

• Why is it an e-learning or blended learning course? What are its specific features compared to traditional language courses?

If you have a very clear understanding of its features, you will be able to arrange blended learning appropriately: avoid overlapping of teaching material and cover various areas of learning in various settings;

• How much time is needed to complete the course?

Take into account any differences in completing the course that may arise due to different technical provisions, lack of technical skills, slow connections etc.

Consider the possibility of suspending / interrupting the course if necessary. After all, one of the advantages of e-learning is about a higher degree of flexibility.

b) Familiarize yourself with the content of the course, types of activities and extra facilities (chat-rooms, white-boards etc).

Plan your “computer” time:

• are you going to work in the office or at home?

• do you need to book your computer time or access to the Internet?

• how much time can you work at the computer without side effects (back pains, eye irritation etc.?

• how can you vary your tutoring (browsing, writing e-mails, listening to recorded presentations etc)?

• Decide if you need any face-to-face sessions.

If you do, reserve a time and a place for them and inform your learners in

advance: they may have other commitments!

Decide if face-to-face sessions are obligatory or optional.

Make sure your learners know the status and aims of the sessions:

• Consider / Plan your time in relation to course deadlines, face-to-face meetings, group and individual feedback

• Reserve time for dealing with learners’ problems. Don’t forget that once a question has been asked it needs to be answered even though you do not actually see the learner.

Mind your style of address in writing:

avoid spontaneous reaction, unless it is in a chat-room. Remember your message stays “forever”, it can’t be re-written once you have sent it.

include a “personal” touch to your messages, especially when you give individual feedback or answer individual questions. Using people’s first names works wonders, even sales agents know that.

Add some attraction to your correspondence:

Use emoticons, pictures. Don’t forget your learners may start feeling detached and lonely during the course. Reserve time for socializing via frequent chat-rooms and stay in touch with the course community.

Conclusion

The application of ICT gives more opportunities for communication between peer learners: they can exchange information in real time, they can participate in blog discussions, work in teams on different projects, exchange emails, search for information, etc. Computer as tool in ICT, in a language classroom the computer may have some roles: teacher, tester, Data source, and Communication facilitator. 

References

Eastment, D. (1999). The Internet and ELT. The British Council.

Harmer, J. (2005). The Practice of English Language Teaching. Longman.

Skehan, P. (1999). English Language Learning. London. University of London.