Integrating Information and Communication Technologies Into Second and Foreign Language Teaching: Pedagogical Benefits and Considerations
Main Article Content
Abstract
The article aims to review existing literature on the pedagogical benefits as well as considerations regarding the integration of Information and Communication Technologies (ICTs) into second and foreign language teaching. Greater collaboration and interaction, enhanced motivation and access to a huge repository of web-based materials are among the most popular advantages of ICTs. At the same time, ICT-integration into language teaching can be challenging due to the emergence of “multiliteracies” and the not-so-ICT-competent students in the language classroom. Besides, there are language teachers who fear that their professional identity could be disrupted as they try to adopt new technologies in their teaching. However, the review also points out that technologies do not automatically result in any remarkable pedagogical benefits without teachers’ selective use. It is the teachers who enlarge the potentials of ICTs in promoting meaningful interactions and real intercultural reflections beyond the conventional language classrooms.
Keywords:
ICT-integration, language teaching, pedagogical benefits, considerations, teachers” role.
References
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[2] J. McDougall, A crisis of professional identity: How primary teachers are coming to terms with changing views of literacy, Teaching and Teacher Education 26 (2009) 679-687.
[3] K. Moyle, Computing technologies in school education: Policies and standards and standard policies, Sydney: Australian Association of Research in Education (AARE) annual conference, 2005.
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[6] K. Graves, The language curriculum: A social contextual perspective, Language Teaching 41(2) (2008) 147-181.
[7] M. Rasulo, The role of community formation in learning processes, In M. Thomas (Ed.), Handbook of research on web 2.0 and second language learning, Hershey, USA: Information Science Reference, 2009, pp. 80-100.
[8] D.E. Murray, Technologies for second language literacy, Annual review of applied linguistics 25 (2005) 188-201.
[9] M. Warschauer, P.E. Whittaker, The Internet for English teaching: Guidelines for teachers, In J.C. Richards & W.A. Renandya (Eds.), Methodology in language teaching: An anthology of current practice, Cambridge: Cambridge University Press, 2002.
[10] M. Warschauer, Motivational aspects of using computer for writing and communication, Paper presented at the Telecollaboration in foreign language learning: Proceedings of the Hawaii symposium, Honolulu, 1996.
[11] M.K. Ahmad, A.H.M. Adnan, N.M. Azamri, K.B. Idris, N.N. Norafand, N.I. Ishak, Education 4.0 technologies for English language teaching and learning in the Malaysian context, Paper presented at the International Invention, Innovative & Creative (InIIC) Conference, 2019, Senawang: MNNF Network, 2019.
[12] R. Eynon, The use of the internet in higher education: Academics' experiences of using ICTs for teaching and learning. Paper presented at the Aslib Proceedings: New Information Perspective, 2005.
[13] R.C. Li, R.S. Hart, What can the World Wide Web ofer ESL teachers? In J.C. Richards, W.A. Renandya (Eds.), Methodology in language teaching: An anthology of current practice. Cambridge: Cambridge University Press, 2002.
[14] A. Gilmore, Authentic materials and authenticity in foreign language learning, Language Teaching, 40(2) (2007) 97-118.
[15] A. Gilmore, “I Prefer Not Text”: Developing Japanese Learners” Communicative Competence with Authentic Materials. Language Learning, 2011, pp. 1-34.
[16] F. Dubin, E. Olshtain, Course Design. Cambridge: Cambridge University Press, 1986.
[17] J.I.A. Gómez, E.L.P. Meneses, L.A. Díaz, Innovating with blogs in university courses: a qualitative study, The New Educational Review, 22(8) (2010) 103-116.
[18] G. Genç, S. Aydin, Students' motivation toward computer-based language learning, International Journal of Educational Reform 20(2) (2011) 171-189.
[19] N. Hara, Student distress in a web-based distance education course. Information, Communication & Society 4(3) (2000) 557-679.
[20] J. Bauer, J. Kenton, Toward technology integration in the schools: Why it isn't happening. Journal of Technology and Teacher Education, 13(4) (2005) 519-546.
[21] W. Mei-jung, The current practice of integration of information communication technology to English teaching and the emotions involved in blended learning. The Turkish Online Journal of Educational Technology 13(3) (2014) 188-201.
[22] G. Azzaro, J.D.D.M. Agudo, The emotions involved in the integration of ICT into L2 teaching: Emotional challenges faced by L2 teachers and implications for teacher education, In Agudo, J.D.M (Ed.), Emotions in Second Language Teaching: Springer International Publishing AG, 2018, pp. 183-203.
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[24] W.S.E. Lam, L2 literacy and the design of the Self: A case study of a teenager writing on the Internet. TESOL Quarterly, 34(3) (2000) 457-482.
[25] P. Gilster, Digital literacy. New York: John Wiley & Sons, 1997.
[26] R. Iyer, C. Luke, Multimodal, multiliteracies: Texts and literacies for the 21st century. In D. L. Pullen & D. R. Cole (Eds.), Multiliteracies and technology enhanced education: Social practice and the global classroom, Hershey, USA: Information Science Reference, 2000.
[27] M. Warschauer, A developmental perspective on technology in language education, TESOL Quarterly, 36(3) (2002) 453-475.
[28] G.E. Hawisher, C.L. Selfe, B. Moraski, M. Pearson, Becoming literate in the information age: cultural ecologies and the literacies of technology. College Composition and Communication 55(4) (2004) 642-692.
[29] T. Raith, The use of weblogs in language education. In M. Thomas (Ed.), Handbook of research on Web 2.0 and second language learning, Hershey: Information Science Reference, 2009, pp. 274-291.
[30] N. Carney, Blogging in foreign language education. In M. Thomas (Ed.), Handbook of research on web 2.0 and second language learning Hershey: Information Science Reference, 2009, pp. 292-312.
[31] S. Witte, "That's online writing, not boring school writing": Writing with blogs and the Talkback project, Journal of Adolescent & Adult Literacy, 51(2) (2007) 82-86.
[32] M. Prensky, Digital natives, digital immigrants, On the Horizon 9(5) (2001) 1-6.
[33] M.K. Ahmad, A.H.M. Adnan, N.M. Azamri, K.B. Idris, N.N. Norafand, N.I. Ishak, Education 4.0 technologies for English language teaching and learning in the Malaysian context, Paper presented at the International Invention, Innovative & Creative (InIIC) Conference, 2019, Senawang: MNNF Network, 2019.
[34] S. Bennett, K. Maton, K. Kervin, The “digital natives” debate: A critical review of the evidence. British Journal of Educational Technology 39(5) (2008) 775-786.
[35] C.B. Scanlon, The natives aren”t quite so restless. Sydney: The Australian, 2009.
[36] E.P. Stolle, G.E. Fischman, Disrupting traditions: Teacher negotiating multiliteracies and digital technologies. In D. R. Cole & D. L. Pullen (Eds.), Multiliteracies in motion, New York and London: Routledge, 2010, pp. 160-172.
[37] S. Ransdell, B. Kent, S. Gaillard-Kenney, J. Long, Digital immigrants fare better than digital natives due to social reliance, British Journal of Educational Technology 42(6) (2011) 931-938.
[38] J.L.G. Alonso, D. Samy, Applicability of ICT-supported language teaching in contexts of social integration and international cooperation, Círculo de Lingüística Aplicada a la Comunicación 76 (2018) 101-116.
[39] B.B.N. Prasad, Scaffolding English language learning with information and communication technology. IMPACT: International Journal of Research in Humanities, Arts and Literature 5(12) (2017) 13-18.
[40] D. Beijaard, N. Verloop, J.D. Vermunt, Teachers' perceptions of professional identity: An exploratory study from a personal knowledge perspective, Teaching and Teacher Education 16 (2000) 749-764.
[41] P. Freire, Pedagogy of the oppressed. New York: Continuum, 1970.
[42] J.G. Palfrey, U. Gasser, Born digital: Understanding the first generation of digital natives, New York: Basic Books, 2008.
[43] H. Nach, A. Lejeune, Coping with information technology challenges to identity: A theoretical framework. Computers in Human Behavior 26 (2010) 618-629.
[44] R. Lamb, E. Davidson, Information and communication technology challenges to scientific professional identity, The Information Society 21(1) (2005) 1-24.
[45] L.V. Nguyen, Technology-enhanced EFL syllabus design and materials development, English Language Teaching 1(2) (2008a) 135-142.
[46] L.V. Nguyen, The triangular issues in multimedia language courseware design in the Vietnamese EFL environment, Asian Social Science 4(6) (2008b) 65-67.
[47] T.T. Dang, M. Robertson, E-behaviors and E-community Formation: An Investigation on Vietnamese EFL Students, The Asian EFL Journal 46(1) (2010) 4-27.
[48] C. Buzzard, V.L. Crittenden, W.F. Crittenden, P. McCarty, The use of digital technologies in the classroom: A teaching and learning perspective, Journal of Marketing Education 33(2) (2011) 131-139.
[49] F.W. Kung, Assessing an innovative advanced academic writing course through blog-assisted language learning: Issues and resolutions, Innovations in Education and Teaching International, 2015, pp. 1-9.
[50] M. Warschauer, C. Meskill, Technology and second language teaching, In J. W. Rosenthal (Ed.), Handbook of undergraduate second language education, New Jersey: Lawrence Erlbaum Associates, Publishers, 2000,
pp. 303-318.
[51] J. Stepp-Greany, Student perceptions on language learning in a technological environment: Implications for the new millennium, Language Learning & Technology 6(1) (2002) 165-180.
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