Using ICT in Teaching and Studying English
The global spread of English over the last 40 years is remarkable. It is unprecedented in several ways: by its increasing number of users of the language; by its depth of penetrating into societies and by its range of functions.
Worldwide over 1.4 billion people live in countries where English has official status. Scientists comment that there has never been a language so widely spread or spoken by so many people as English. One out of five of world’s population speaks English with some degree of competence. Hereby over 70% of the world’s scientists read English, about 85% of the world’s mail is written in English. And 90% of all information in the world’s electronic retrieval is stored in English. And the most surprising fact is that the number of people who speak English as a second or foreign English exceeds the number of native speakers. In addition English is used for more purposes than ever before. And one in five (over one billion) is studying English nowadays.
On the other hand Technology is an ever-increasing part of the English language classrooms nowadays.
Technology is becoming increasingly important in both our personal and professional lives and the learners of English are using technology more and more. Therefore the problem how to teach English with technologies is very actual for every teacher nowadays (A. Kayser, C. McKenzie, M. Russell, R. Sorin) 5, 6, 7, 8. And the article is devoted to this very problem.
A lot of works deal with the question of using technology in teaching English (G. Dudeney, M. Wright) 4, 10. But technology in language teaching is not new (A. Toffler, M. Wright) 9, 10. Indeed, technology has been around in language teaching for decades – one might argue for centuries, if we classify the blackboard as a form of technology.
Computer-based materials for language teaching, often referred as CALL (Computer Assisted Language Learning), appeared in the early 1980s. CALL activities are mostly CDs, teaching computer programs, computer test, encyclopedias.
In 1990s the term TELL (Technology Enhanced Language Learning) in response to the growing possibilities offered by the Internet.
Today computers and the Internet allow people to connect, collaborate and communicate on-line. So, the term ICT (Information and Communication Technologies) is widely spread now.
I think it’s high time for us to define our attitudes to technology. Think about yourself. Where do you stand? How confident do you feel about using the Internet and computers in teaching and studying English? If you avoid using technologies, may be afraid of them you can consider yourself as a technophobe. If you think you have come too late to the world of technology you are certainly a digital immigrant. You can define yourself as a digital native if you feel comfortable and confident using computers, the Internet and its tools. And lastly if you believe that the Internet will help you to become a better teacher or a better student, you enjoy using technologies in class and would like to know more about it, than you can proudly regard yourself as a techogeek, because you are a real technology enthusiast.
Although the use of ICT by both English students and teachers is very important today, the use of technology in the classroom will become more popular. There are many reasons for it:
– Such students as me are growing up with technology and it is a natural and integrated part of their lives. For us the use of technology is a way to bring the outside world into the classroom. And some of us will become teachers ourselves.
– English as an International language, is being used in technologically mediated contexts.
– The Internet presents us with the new opportunities for authentic tasks and materials.
– The Internet offers excellent opportunities for collaboration and communication between learners who are geographically dispersed.
– Technology is becoming increasingly mobile. It can be used not only in the classroom, lecture hall or computer classroom, but it can also be used at home, on the way to school, at any place on the planet.
– Using of ICT tools give learners a great practice in all of four main language skills – speaking, listening, writing and speaking on the principally new and effective level.
As a teacher of English I try to bring computers, technology and the Internet to my classes. And I find a lot of advantages of using ICT in teaching English.
As for grammar, the increase in the number of interactive exercises on CD-ROM and the web has undoubtedly benefited the learners. Students can practice 24 hours 7 days a week and receive instant feedback.
Using ICT provides many benefits in studying vocabulary; it allows students to cross-check between bi-lingual dictionaries and mono-lingual dictionaries, and encouraging them to review language.
In the area of the receptive skills, listening and reading, the effect of technology has been huge. The Internet has provided a vast range of material, offering many more opportunities for exposure to authentic materials, both audio and text.
As for writing and speaking the Internet gives students the opportunity to organize discussions with native speakers using Skype and e-mail.
What equipment will you need In order to implement information and communication technologies into the process of studying and teaching English? The best variant is a special lab with networked and connected computers as you can see on http://shvidko172.narod2.ru/nash_kabinet/?ncrnd=3932 1, 2. If you are lucky enough to be in this kind of situation, then you are placed to incorporate the Internet and teaching programs into your regular Here every student has an opportunity to work individually, in his/her own pace, without preventing each other and to get an immediate feedback from the computer program and help from the teacher.
But if you have just one computer, it can be enhanced by connecting the computer to a data projector or even interactive whiteboard, allowing for greater visibility in class. And it is also possible to make use of its own connected to the Internet for reference. And if you have no computer in the classroom, you can obviously benefit from the Internet and its printable recourses. In addition your students may do their homework on home computers and send it to you via e-mail.
In order to help teachers and learners survive in the area of contemporary volumes of information the web-site for teachers-philologists was created in Sevastopol: http://shvidko172.narod2.ru. The articles on ICT, methodological recommendations for teachers, students and their parents, useful links and interactive electronic recourses for teaching and studying English can be found here. Some electronic supplements to the lesson plans published in a newspaper for teachers-philologists „Филолог.ru” 2 are placed on the site as well.
To sum up, technology is a central component in a modern learning environment. Technology can also be a great tool for reaching various audiences and making lesson plans exciting and surprising for students. Technology needs to be wisely integrated and controlled in the classroom to create the most effective lesson plans. The teacher must remain the central focus with technology used only as an aid and supplement to the larger goals of the classroom.
1. Заторская С. Наш кабинет / С. Заторская, Т. Степанченко, Н. Фоминых // Електронный ресурс. – Режим доступа : http://shvidko172.narod2.ru/nash_kabinet/?ncrnd=3932 (21.03.11).
2. Филолог.ru. – Методическая газета для учителей-филологов. – 2011. – № 1. – 20 с.
3. Фоміних Н. Ю. Інформаційно-комунікаційні технології у викладанні філологічних дисциплін : Навчально-методичний посібник / Н. Ю. Фоміних. – Севастополь : Рібест, 2010. – 196 с.
4. Dudeney G. How to Teach English with Technology / Gavin Dudeney, Nicky Hockly. – Pearson Longman, 2008. – 192 p.
5. Kayser A. Creating Meaningful Web Pages: A Project-Based Course / Amy Kayser // [Електронный ресурс]. – Режим доступа : http://www.ido.rudn.ru/nfpk/ikt/vved.html. (21.07.09).
6. McKenzie C. Homepages. Built-in Motivation / Cheryl McKenzie // English Teaching Forum. – 2000. – № 1. – P. 34–37.
7. Russell M. Testing Writing on Computers: An Experiment Comparing Student Performance on Tests Conducted via Computer and via Paper-and-Pencil / Michael Russell, Walt Haney // Education Policy Analysis Archives. – 1997. – № 3 (vol. 5). – 18 р.
8. Sorin R. Webfolio – Using Electronic Portfolios in Preservice Teacher Education / R. Sorin // Australian Journal of Teacher Education. Vol. 30, №1 February, 2005. – 36 p. – Електронный ресурс. – Режим доступа : http://www.ajte.education.ecu.edu.ua/issues/PDF/ThirtyOne/Sorin (25.01.10).
9. Toffler A. The Third Wave / A. Toffler. – New York, 1980. – 25 p.
10. Wright M. Science, Computers and Education / Molly Wright. – London : Harper Education Series, 1985. – 120 p.
Аннотация. Фоминых Наталия Юрьевна. Использование ИКТ в преподавании и изучении английского языка. Статья посвящена актуальной проблеме использования информационно-коммуникационных технологий в преподавании и изучении английского языка, приводятся преимущества использования ИКТ в иноязычном образовании, даются рекомендации практикующим учителям иностранного языка. Ключевые слова: информационно-коммуникационные технологии, иноязычное образование, преподавание английского языка.
Анотація. Фоміних Наталія Юріївна. Застосування ІКТ у викладанні та вивченні англійської. Стаття присвячена актуальній проблемі використання ІКТ у викладанні та вивченні англійської, наводяться переваги застосування ІКТ в іншомовної освіті, надаються рекомендації вчителям-практикам. Ключові слова: інформаційно-комунікаційні технології, іншомовна освіта, викладання англійської.
Annotation. Nataliia Fominykh. Using ICT in Teaching and Studying English. The article is devoted to the actual problem of using ICT in teaching and studying English, the advantages of using ICT in foreign language study are given, recommendations for teachers are brought n the article. Key words: information and communication technologies, foreign language study, teaching English.
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