Innovation in Language Learning

Edition 17

Accepted Abstracts

Integrating Technology in Teaching and Learning English to Increase Student Engagement

Florentina Halimi, Gulf University for Science and Technology (Kuwait)

Abstract

This study investigated pre-service teachers’ attitudes and engagement toward integrating technology in English language instruction. Following the categorization of second/foreign language strategies, the study focuses on seven English language-learning software tools categorized into a set of two systems: (1) software tools for language skills area (i.e., reading, writing, listening, speaking, and related aspects) and (2) software for language subsystems (e.g., vocabulary and grammar). The tools were used in a semester-long technology-based teaching and learning course with 46 pre-service teachers. During the first part of the semester, pre-service teachers were instructed to use the English software tools. Then, pre-service teachers had the opportunity to practice using the technology in micro-teaching situations, adopting each role of teacher, student, and process observer. An open forum followed each microteaching session, giving pre-service teachers chances to air their confusion, comments, or reaction to the use of each language learning software. These activities called for a collaboration between pre-service teachers and faculty to design and evaluate the language software tools based on defined standards and performance rubrics. By the end of the semester, student teachers responded to a survey, answering questions related to their experiences in their assigned software application tool and ranked them in order of effectiveness. Focus group interviews were conducted with five student teachers who volunteered to share and discuss their experience with software application tools. This study chronicles the use of English language-learning software tools in contextualizing language skills and subsystems via an instructional design that integrates technology for English learning in microteaching sessions. It encouraged pre-service teachers not only to practice using technology in teaching English but also to improve their learning and teaching competencies. From the results of the study, it can be concluded that integrating technology in teaching English definitely played a significant role in pre-service teachers’ engagement and allowed them to take charge of their own learning.

References [1] Chau, T. Q. & Nguyen, T. T. H. (2021). A Theoretical Study on the Genuinely

                Effective Technology Application in English Language Teaching for 
                Teachers and Students. Asia CALL Online Journal,12(5), pp. 17-23.
[2] Zhang, J. and Liu, Y. (2021) A Survey on Application of English Learning APPs
               to English Listening and Speaking Course in English Major. Creative
               Education, 12, 1307-1313. doi: 10.4236/ce.2021.126098.
[3] Wang, L. L. (2015). An Investigation of L2 WTC by College Learners of English
               in the Web-Based Environment. Journal of Beijing International Studies
               University, 6, 67-74.

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