Technology and Second Language Learning Li Li Lin Alliant International University May 15, 2009 E-mail: lilylin1524@hotmail.com 2 Introduction Current technology provides new opportunities to increase the effectiveness of language learning and teaching. Incorporating well-organized and effective technology into second language learning and teaching for improving students’ language proficiency has been refined by researchers and educators for many decades. Based on the rapidly changing evolution of
globalization, there has emerged a need for an international language to be spoken and used as a means for international communication. People of the world nowadays consider English language learning as an important asset to raise their knowledge in different branches of science and technology. Hence, a desire to learn English and communicate through this language is a pervasive phenomenon. Moreover, since English is the most dominant second/foreign language in non-English speaking countries, developing modern
Regarding Communicative Language Teaching (CLT) in Malaysian Secondary schools. This research study was conducted to interrogate about communicative language teaching in Malaysian secondary schools. The main purpose of this research study was to know how far the communicative language teaching was understood and how does it implemented in Malaysian secondary school. These elements was identified based on the student’s point of view. This research study shows that the communicative language teaching approach
In the digital age of today, modern approaches of teaching English as foreign language adopts new technologies in language learning and teaching to adequately reflect the current needs, attitudes and tendencies of the digital society. This paper addresses the effect of establishing the trend of Blended Learning instruction in English Foreign Language (EFL) classes in five colleges at Taif universities, KSA where technologies are required for teaching. It focuses on experiencing this type of learning
through Task-Based Language Teaching to Young EFL Learners Abstract The present study investigates the effects of Task-Based Language Teaching on students’ grammar knowledge in the field of teaching grammar. It has been studied with 32 students from 8th grade during a two months and half a month process. Three research questions are tried to be answered. First, “Is there a significant difference between the grammar knowledge of students who are taught grammar through Task-Based Language Teaching and
Literature Review: A number of studies have been conducted in which the researchers argue that many ESL students face difficulties in learning English language at various levels and with different skills (e.g. McCardle and Hoff, [15] Hoffman, [10]). Other examples are Abdul Haq (1982), Harrison, Prator and Tucker (1975), Abbad (1988) and Wahba (1998). But, we hardly come across with the researches that cite the problems that Arab students face in learning English literature. Al Shumaimeri (2003)
to comprehend or grasp a stimulus. Richard (1983) claimed teachers’ perception as “the information, attitudes, value, expectations, theories, and assumptions about teaching and learning that teachers build up over time and bring with them to the classroom (p.66). Hence, perception may affect behavior (Atweh, Bleicker& Cooper, 1998; Calderhead, 1996; Cillessen&Lafontana, 2002, cited in Susuwele-Banda, 2005). Each researcher has their own point of view. In this study, perception was understood as “the
collaborative diary keeping have associated the same practice with several benefits to self-development among second language teachers (Orem, 2001; Richards, 1995; Xu, 2009). Firstly, the awareness of classroom process and a deep consideration of the same process was improved significantly. Secondly, the collective diary keeping facilitated encouragement and support among the second language teachers. Thirdly, it provided an avenue for attaining new teaching ideas and suggestions. Fourthly, an opportunity
computers into the foreign language curriculum. A point of criticism, which could easily be refuted, was the claim that students tended to be isolated from their classmates when working in a computer lab. It was soon discovered that using computers in language lab could promote synergy among students and if planned well, could also encourage them to use the target language to communicate in front of the computers, thus increasing the time they spent practicing their oral skills. But today with the
Accordingly, this approach is successful for language learning because learners learn best by doing (Waguey & Hufana, 2012). This approach uses authentic data for classroom activities which gives importance on meaning to communicate in the real world. Task-based learning activities provide a method to speed up student’s language development in different situations while in the classroom (Thanghun, 2012). In this sense, Task-Based Instruction (TBI) presents opportunities