Incorporating Technology as a Tool Into English Language Teaching and Learning

This research aims to evaluate the possible positive aspects of Artificial Intelligence (AI) technologies in English language teaching that occur when training learners of English as a Foreign Language (EFL) or English as a Second Language (ESL). The study seeks to understand how AI technology and methodologies enhance language learning and teaching, including the unique possibilities that arise when considering learners and educators with an evolving role in increasingly larger education systems and educational environments. It seeks to understand the potential of AI for personalizing English language training. Also, by asking the question study, if there are methods including Natural Language Processing (NLP), Machine Learning (ML), and AI-based analytics or tools, can they personalize learning experiences for EFL-ESL learners? A qualitative study was completed through interviews with learners from different experience levels engaged in EFL or ESL programs that used AI-based tools in the pedagogy. The results demonstrate that AI has positive opportunities for personalized language education in the EFL and ESL contexts, the ability to enhance language skills in specific domains, and offer customized language learning experiences. This research has indicated challenges that surround cultural elements, technical challenges, and distinctly human teaching and learning elements. The research also offers helpful information for English language learning and recognizes the shifting nature of personal learning experience whether enhanced through AI, the practical requirement of incorporating AI will also provide a unique lens and perspective in English language learning and teaching, recognize the affordances AI can offer, alongside students and language learning never being exclusively cultural or human.

English as a Foreign Language (EFL) has constituted a major part of the curriculum in private and public institutions in Saudi Arabia for over eight decades. More recently, the emergence of English as a global language has made it a socially desirable language in Saudi society, as elsewhere in the world. However, despite the long history of English teaching in Saudi Arabia and the growth of the profession over the years, the overall English proficiency level of the majority of students is low and unsatisfactory. Saudi researchers have reported many reasons for the ineffectiveness of English Language Teaching (ELT) including, but not limited to, low levels of student motivation, negative attitudes toward English, a substandard English as a Foreign Language (EFL) curriculum, and inefficient teacher pedagogical practices. These problems fall into two major categories: problems related to the lwhyr of teaching and learning of EFL, and problems related to the lhowr of teaching and learning EFL. In investigating these issues, much of this research has been carried out within individual/psychological/structuralist/positivist frameworks, which has failed not only to problematize the complexity of such constructs but also to appreciate the fact that all realities are produced/(re)produced via ldiscourser. Hence, the present study investigated EFL teaching and learning practices by employing Foucauldian and poststructuralist frameworks. This study used poststructuralism not only as a theoretical lens per se, but also established it through the implemented analytical tools and textual representations of the collected data. Employing a poststructuralist discursive perspective made it possible to view EFL teaching and learning as complex social practices, interacting with the discourses of English and ELT practices available in the global as well as the local context(s). These discourses create the nexus between power and knowledge and impact on what an EFL teacher/ learner does within a classroom setting by constructing perspectives of reality through which he or she comes to understand the EFL teaching and learning process in certain ways which constitute epistemological spaces and generate particular practices. Drawing on policy documents, EFL textbooks, classroom observations, interviews with two Saudi EFL teachers, and focus group discussions with Saudi EFL students in two rural areas, the study identified seven discourses circulating within and competing across the examined discursive spaces. The first three discourses are related to English and its values, including: English as a universal language; English as the language for better employment opportunities; and English as the language for spreading religion. The remaining four discourses centred around ELT with exams as an important aspect of EFL learning and ELT; CLT as the key to success in ELT; L1 as a barrier to successful EFL learning; and EFL textbooks as an essential aspect of the processes of EFL learning and ELT. In exploring the production and (re)production of these discourses through the examination of how visibilization, normalisation, exclusionary/inclusionary acts, classification, and subject positioning as discursive strategies are employed, it was found that whether a particular discourse was made visible or invisible depended on other discourses operating across the examined discursive spaces: the social context, the policy, the textbook, the classroom, and the teachers and students. The analysis of the connection(s) and misconnection(s) between these discursive spaces demonstrated that the interplay between the different discourses constructed discursive battlegrounds, which impacted the processes of EFL teaching and learning. Through the investigation of this interplay, it was found that there was a disconnect and an ambivalent relationship between the study participantsr espoused discourses of English and their EFL teaching and learning practices, suggesting that EFL teachers and learners should not be considered lstabler figures, but rather as social agents with discursively constructed ever changing subjectivities. Furthermore, the analyses of the constructions of the discourses operating within the examined policy texts demonstrate an intra disparity and fragmentation. This was manifested in the difference between the ideals of the EFL curriculum and the institutionally imposed regulating techniques, that is, examinations and teachersr assessment practices which had negative effects on EFL teaching and learning dynamics. Additionally, as a consequence of the competition between the different sources of discursive constructions, I found that there was a gulf between the EFL policies and the enactment of these policies in EFL teaching and learning dynamics in the observed EFL classrooms. The findings of this study also indicate that if a discourse promoted through the policy is mediated by discourses operating in the larger societal context, it became more visible in teaching and learning practices as compared to other discourses that did not have social moorings. This suggests that taking the prevailing social expectations into account at the stage of developing any policy is of paramount importance.nThe study concludes with a discussion of the implications of the interplay of connections and misconnections between competing discourses across different spaces in Saudi educational settings for improving the EFL teaching/learning environments in Saudi Arabia and other similar contexts.n

Qatar is a Gulf state undergoing a sweeping educational reform where educational development is linked to ICT and the English language. ICT is promoted to upskill the future generation or the “digital natives”. English is seen as a key to a myriad of doors and a passport to a world class education. In all public schools, English is a compulsory subject taught from grade one where learners are exposed to English for more than 500 teaching hours every year. It is also the medium of instruction for maths and science. The purpose of my year-long study was to investigate the effectiveness of ICT in supporting the learning and teaching of English language in the Qatari context. It was guided by the critical paradigm and employed action research as the investigative methodology. The initial data collection process was carried out through a survey instrument. More than 200 students answered questions about their attitudes, perceived values, current uses and issues with ICT. The findings of the study have identified a number of challenges. One of which is the minimal support that ICT is providing to the teaching of the listening skill. An intervention programme was later designed in a form of a webquest lesson based on CLIL (content and language integrated learning) and informed by the survey findings, student’ voices and previous research in the field. After that, the intervention programme was trialed with two classes (n=50) and evaluated by qualitative (classroom observations) and quantitative instruments (questionnaires). Evidence from the evaluation data showed that ICT has the potential to support the teaching and learning of English language through its positive impact on autonomy and motivation. The results also revealed that teachers have limited knowledge of the potential of ICT and they could play an indirect role in impeding its use. This study has shown how action research, as a self-reflective inquiry, could broaden our understanding of the role of ICT in language classes. The study concluded that ICT-supported teaching of English in Qatar should be accompanied by a positive ICT culture, reflective research, proper staff training, teacher networking and supportive educational leadership.

One of the objectives of communicative approach is language learners are able to reach communicative competence. The term was first introduced by Dell Hymes in terms of the “appropriateness of sociocultural significance of utterance”. It was later on developed by Canale and Swain (1980, 1983) into four areas of competence: grammatical competence, sociolinguistic competence, discourse competence, and strategic competence. In general, the emphasis of communicative competence is language learners can use the language they learn appropriately. Appropriately in this context refers to all aspects of language, including its culture. Thus, not only should English language learners be knowledgeable of how to speak and write English accurately, but they should also be able to understand its culture so that there will not be understanding when communicating with native speakers of English. Taking this concept into account, the primary objective of this research is to examine the implementation of communicative competence in English classes, particularly the one dealing with cultural competence. The subjects of the research are English teachers who teach General English and English Conversation classes. Their responses to the questions regarding the inclusion and the implementation of cultural competence or components in their classes and in the materials used in teaching-learning sessions are discussed in this study. Keywords : communicative competence and cultural competence

As more various types of computer-assisted language learning (CALL) programs have been incorporated into language classrooms over the recent decades, it has become more important to uncover whether, to what extent, and under which moderator variables CALL can be yield more effective outcomes than traditional language instruction. The issue of education is one of the most important materials addressed by technology. Instead, meta-analysis is a statistical and quantitative method that leads us to a general conclusion by integrating the results of different researches. In this study, researchers worked on the impact of educational technology in English language teaching by studying 67 articles and theses (from 1000 studies that were relevant in title and abstract). All articles and theses were included from 2009 to 2020 and 7 articles were excluded from this study due to insufficient information. Furthermore, two instruments, SPSS (mainly its sub-branch Kruskal-Wallis test) and CMA were used to calculate and evaluate data in this research. The total effect size calculated for studies under both fixed and random models was statistically significant and also the study of effects by year of publication, instruments used in research and research methods showed that their effect size was significant. Teaching English with the help of technology has an effective effect size and has shown the success of this technology in language learning.

South Koreans have long perceived their country to be an ethnically homogenous nation despite the rapidly growing inflow of migration workers and international marriage migrants. Such perceptions foster negative attitudes towards people viewed as outsiders. To counter such attitudes, English teachers acknowledge the need to nurture respect for cultural diversity and recognition of pluralism in a globalized world in their study and address anti-racism in their regular English class. However, what and how to teach anti-racist pedagogy to students are not sufficiently studied in the English as a Foreign Language (EFL) contexts. In this regard, this study aims to provide English teachers with step-by-step guidelines on how to prepare for and implement anti-racist pedagogy to the English language teaching in a pre-service English teacher education course in Korea. To achieve these pedagogical goals, I discussed the need of an anti-racist approach at school and provided the rationales and pedagogical practices for involving pre-service English teachers in certain activities that can raise awareness about issues of inequality, oppression and marginalization. Moreover, I suggested anti-racist teaching strategies for English teachers to implement in their classrooms and provide an opportunity to design their course and develop their teaching skills through a teaching practice experience.

The cognitive coaching-supported reflective teaching approach in English language teaching: Academic and permanence success

The application of modern technology represents a significant advance in contemporary English language teaching methods. Indeed, Mohammad Reza Ahmadi (2018) maintains that electronic teaching programmes have become the predominant preference of instructors since they arguably boost positive student engagement with teachers and incentivize overall English language learning. Most contemporary English language teachers now actively incorporate a range of technological aids designed to facilitate optimum teaching delivery. The current research therefore addresses various elements of the technology used in English teaching by devising innovative curricula which harnesses recent scientific and technical developments, equip instructors with the technological skills to ensure effective and quality subject delivery, provide technical media such as audio-visual and modern technical programmes, and create student-teacher platforms which maximize positive language learning outcomes. For the purposes of this study, the relevant literature has been reviewed, technology defined linguistically and conventionally, and correlation with modern teaching skills fully evaluated. In light of this, the researcher outlines the fundamental research problem, elucidates the significance of the research objectives and hypotheses, and presents the findings. The paper concludes by offering a number of recommendations which may further contribute to the improvement of teaching methods by advancing the widespread application of modern technology.

Gamification has emerged as an innovative approach to English language teaching, aiming to enhance student engagement and motivation. This study investigates pre-service teachers' perceptions of gamification in English language teaching practice. This study employed a mixed method based on an explanatory-sequential design as qualitative can clarify generalized quantitative results in a more thorough and appropriate interpretation. The study began by gathering quantitative data through a Likert scale questionnaire, followed by collecting qualitative data through semi-structured interviews with 100 pre-service teachers from Universitas Brawijaya post-teaching practice. The findings show that most pre-service teachers perceive gamification in English language teaching positively. Specifically, 89% of respondents reported increased engagement, while 85% noted improved motivation and focus. However, 15% of respondents remained ambivalent about how well gamification encourages self-directed learning. Additionally, 87% of respondents plan to continue using gamification in their teaching. In conclusion, gamification has the potential to be an innovative pedagogical approach in English language teaching, not only by enhancing engagement and motivation but also by facilitating differentiated learning by enabling students to gain the material at their own pace and fostering an immersive learning environment that enhances language acquisition. However, some challenges, such as limited infrastructure and pre-service knowledge and readiness to implement learning technology still need to be improved. Therefore, this study provides recommendations for educational institutions that can support the optimization of gamification in the context of English language teaching in the future. Further studies could explore its long-term effects on language learning to better understand its sustained impact.

Gamification in English language learning comprises of game mechanics which involve points, badges, leader boards and rewards. It is one of the approaches that has been used by the educators to change the pace of lesson in learning English. This approach has been used in the class because of the benefits that it can offer in English language learning. This paper focuses on the use of gamification in English language teaching (ELT) and learning by looking at the advantages it has brought to language skills. Gamification can be used in the teaching of the different skills in English and in terms of its benefits to English language learning, gamification makes learning more effective by making grammar learning more pleasurable, vocabulary memorisation more successful, communication and cooperation easier to be practiced and others. It is hoped that this paper will add to the literature on the applications of gamification in ELT and lead to the betterment of ELT in second language setting particularly in Malaysia.

The study examines the impact of SpeechAce, an AI-driven pronunciation and fluency assessment tool, on enhancing students' pronunciation skills. Utilizing a mixed-method experimental design, the research involved an experimental group using SpeechAce and a control group relying on traditional methods. Quantitative data were collected through pretests, post-tests, and questionnaires. Statistical analysis was conducted to compare the effectiveness of SpeechAce with conventional teaching methods. In-depth interviews were conducted to collect qualitative data on participants' experiences and perceptions. The results revealed significantly higher post-test pronunciation scores in the experimental group compared to the control group. Additionally, the "students perceived SpeechAce as a user-friendly and effective tool, particularly praising its immediate feedback and interactive features. Furthermore, SpeechAce's ability to pinpoint specific pronunciation errors improved students' performance. These findings have important implications for language educators and developers of educational technology, suggesting that integrating AI tools like SpeechAce can significantly enhance language acquisition and support the integration of technology in English language teaching and learning.

The purpose of this study is to investigate the ways in which programs for teacher preparation have an impact on the manner in which digital technologies are incorporated into English language learning and instruction. A total of one hundred fifty English language instructors from a variety of educational settings participated in the study using a mixed-methods approach. The results of surveys were used to collect quantitative data, while interviews and classroom observations were used to collect qualitative data. As a result of the findings, comprehensive programs for teacher preparation improve teachers' digital skills, as well as their confidence and the regularity with which they use technologies in the classroom. Furthermore, the studies emphasize that there are significant elements that influence the efficient application of digital technologies. These aspects include the availability of resources, the support of institutions, and the attitudes of teachers toward technology. The findings emphasize the significance of continuous professional development and provide clear recommendations for legislators and educational institutions about how to successfully establish programs that are suitable for the digital era in order to accomplish the goal of good teacher preparation.

Background and Aim: The application of information technology in English language teaching has greatly influenced language learning, resulting in corresponding changes in learners' language proficiency and significant improvement in communication efficiency and effect. This paper aims to provide some language learning strategies enhanced by technology and explore the measures of cultivating the communication ability of English as a second language. Materials and Methods: Combined with the learning strategies, the analysis is conducted about the learners’ engagement, cross-cultural communication ability, and autonomous learning ability. Results: Based on the learning strategies, the paper puts forward effective measures to cultivate and train English communication ability. Conclusion: This paper provides valuable reference for English language learners and optimizes the overall learning effect of language learners.

<strong>Abstract</strong><strong>:</strong> The development of technology has helped a lot in teaching and learning English. Technology can be a tool to help the teacher of English facilitate language learning. There are many aspects of using technology in teaching but, Blended Learning (BL) approach has become a matter of interest to language teachers all over the world. Blended Learning combines the traditional face-to-face teaching and online teaching. It rests on the strengths of both teaching approaches. This study provides a comprehensive review of relevant literature on the use of Blended Learning in teaching and learning English. Moreover, it focuses on the use of technology in general and specifically on Blended Learning approach, its models, tools and advantages. The literature highlighted great benefits of Blended Learning on learning and teaching in general and specifically on English learning and teaching. <strong>Keywords</strong><strong>:</strong> Technology, Blended learning, E-learning, Teaching and Learning English, Language skills. <strong>Title:</strong> The effects of Using Blended Learning Approach in English Language Teaching and Learning: A literature Review <strong>Author:</strong> Jawaher Al-Rowayeh <strong>International Journal of Social Science and Humanities Research </strong> <strong>ISSN 2348-3156 (Print), ISSN 2348-3164 (online)</strong> <strong>Vol. 10, Issue 2, April 2022 - June 2022</strong> <strong>Page No: 59-80</strong> <strong>Research Publish Journals</strong> <strong>Website: www.researchpublish.com</strong> <strong>Published date: 18-April-2022</strong> <strong>DOI: </strong><strong>https://doi.org/10.5281/zenodo.6467399</strong>

To move with the technologically advancing times, the Government of Zimbabwe in 2016 proposed an information and communication technology (ICT) policy for implementation in educational institutions. This policy demanded that ICTs be integrated into teaching and learning for a higher quality of education. However, a noteworthy point is that this policy is largely a theoretical document with no clear indications of how the mandate could be put into practice, especially in secondary schools located in rural areas where ICT infrastructure limitation is a real challenge. That this policy applies a blanket ICT integration ideology that fails to consider disparities in advantage between rural and urban schools creates a fundamental problem about the extent to which the policy can achieve holistic success. In this article, extracted from a doctoral study, we question the extent of the success of the ICT policy implementation in rural secondary schools in Zimbabwe, particularly with reference to English second language (ESL) teaching and learning. Drawing on findings from a multiple case study research project that utilised interviews and focus group discussions to collect qualitative data, we argue that there are salient discrepancies between the ideologies that the Zimbabwean national ICT policy panders and the realities that ESL teachers and learners face on the ground about ICT usage.