The Students’ Engagement in Foreign Language Learning through ICT Incorporation

Information and communication technology (ICT) is an effective tool which can support young children’s reading skills in English as a foreign language (EFL), while teachers’ perceptions influence their classroom practices; however, there is limited empirical evidence on students’ perceptions on the use of ICT to enhance early reading skills in EFL. This study investigated early childhood student teachers’ perceptions regarding children’s reading skills in EFL via ICT, in Vietnam. A questionnaire was administered to 100 students. Students expressed positive perceptions indicating their willingness-intention to use ICT in teaching reading in EFL to young children. The skills and strategies most reported were that they will use computers high percentage of agreement in their classrooms for the extension of children’s vocabulary and the motivation of children to read and to like reading. Students perceived as major barriers the technical support and the availability of resources. The greater the year of study, the more positive were their perceptions. Implications for early childhood pre-service teacher training and educational policy are discussed.

The advancement and the rapid growth of information and communication technologies (ICTs) have facilitated teaching and learning effectively. Practicing ICT plays a big role in the facilitation, improvement of pedagogy and content knowledge. This study investigates the influence of ICT on teaching and learning in Rwanda polytechnics a case of Rwanda Polytechnic-IPRC-Tumba. The study used mixed methods approach research design and targeted 682 respondents that included 643 students and 39 lecturers. A sample size of 88 respondents of target population was sampled using simple random sampling method. Stratified sampling technique was used to identify students and lecturers. A questionnaire instrument was used to collect data from both students and lecturers. Gathered data were coded and processed by mean of SPSS. Quantitative data was analyzed by means of descriptive statistics and regression analysis, such as percentages, Durbin-Watson, tolerance, and VIF. Qualitative data was analyzed thematically harmonized with the objectives of the study. The study findings were reported in summary form using tables. About the findings, Durbin-Watson on ICT resources availability, ICT resources usage, and users ICT support on teaching and learning was 1.731 and ICT resources scored tolerance of 0.735 and VIF of 1.360, ICT resources usage scored tolerance of 0.533 and VIF of 1.878 and users ICT support scored tolerance of 0.531and VIF of 1.883. The study finally concluded ICT had a significant influence on ICT capacity in Rwanda polytechnic- IPRC Tumba (Rulindo district-Rwanda). Therefore, the ministries of education and Rwanda Polytechnic administrators were recommended to deploy ICT in teaching and learning.   Keywords: Information Technologies (IT), Rwanda Polytechnic (RP), Education Sector, ICT (Information Communication Technology), IPRC Tumba

<p>Use of educational technologies has become increasingly significant in the field of English Language Learning. Both the teachers and students are dependent on Information and Communication Technology (ICT) and its different tools for teaching and learning in particular, and socialization in general. The scope and significance of the study on the use of ICT tool such as online discussion forum in facilitating English as a foreign language teaching and learning therefore is quite relevant considering its potential in exchanging information using the target language (L2). The study included 56 participants (<em>N=56</em>) at post-foundation level from Al Musanna College of Technology in Oman with the objective to find out the effectiveness of online forum discussions on the learners’ EFL (English as a Foreign Language) writing performance in terms of its linguistic complexity. The experimental group (<em>N = 28</em>) was involved in synchronous online forum discussion, and the control group (<em>N = 28</em>) was engaged in asynchronous blog writing for a period of one semester. Pre-test and posttest were administered to collect quantitative data, and the participants of the experimental group were interviewed to collect the qualitative data. The post-test analysis of the quantitative data found no significant (<em>p = 0.05</em>) statistical difference between the groups’ writing performance in terms of linguistic complexity. However, the analysis of the qualitative data collected through interview found that the use of online forum discussion in facilitating EFL writing has much positive effect on the learning process. The findings, discussion and recommendations are included in this article.</p>

Background. Life expectancy is an important health status indicator based on average number of years a person at a given age may be expected to live given current mortality rates. Given this significance, it would be necessary to probe into the factors affecting the life expectancy. Ensuring that information and communication technology (ICT) services are properly used could contribute to development and achievement, as it represents an important issue for the countries moving toward knowledge-based and information-based societies. Therefore, this study explored the impact of the information and communication technology on life expectancy. Methods. This study covers annual data from 2008 to 2018 for a group of countries in the Middle East. Data were retrieved from the Annual Reports such as World Bank and International Telecommunication Union (ITU) data sets. The effects of ICT on life expectancy are estimated with the Panel model. We also used the Hausman test to investigate fixed versus random effects. The data were analyzed by Stata 14 software. Results. The core findings of this study confirm the significant impact of ICT on life expectancy in the Middle East. The calculated Coefficient of the regression was 0.551 indicating how much life expectancy changes when ICT variable increases by one unit. Moreover, the rho (intraclass correlation) was found to be 0.975 showing that 97.5% of the variance is due to differences across panels. Conclusion. Considering the effect of ICT on life expectancy, policymakers of the Middle Eastern countries should integrate the use of ICT with the existing programs and systems. Technology is not an end in itself but merely the means to reinforce the existing system and to meet the locally determined goals. It can be used as a tool to attain broader health and development goals. Background Life expectancy is an important health status indicator based on average number of years a person at a given age may be expected to live given current mortality rates. Given this significance, it would be necessary to probe into the factors affecting the life expectancy. Ensuring that information and communication technology (ICT) services are properly used could contribute to development and achievement, as it represents an important issue for the countries moving toward knowledge-based and information-based societies. As ICT affects everyday lives, it also impacts the macroeconomic growth, which in turn further affects everyday lives by allowing improvements in infrastructures and a higher standard of living. ICTs inherently entail the economic development of countries, regions and cities, while also improving social inclusion, well-being and therefore quality of life. Therefore, this study explored the impact of the information and communication technology on life expectancy. Methods This study covers annual data from 2008 to 2018 for a group of countries of in the Middle East. Data were retrieved from the Annual Reports such as World Bank dataset and International Telecommunication Union (ITU) data set. The effects of information and communication technology on life expectancy were estimated through the Panel model. First, stationary tests were performed with the Fisher’s generalized unit root test. In the Fisher test for panel data, the null hypothesis of a unit root was rejected at the 5% level of significance. The cross-section correlation test was performed with the Freeze test. The null hypothesis of no correlation was rejected at the 5% level of significance. We also used the Hausman test to investigate fixed versus random effects. The null hypothesis of no fixed effects was accepted so the random effects model was used. The Hausman test detects endogenous regressors in a regression model. Endogenous variables have values that are determined by other variables in the system. The data were analyzed by Stata 14 software. Results The core findings of this study confirm the significant impact of information and communication technology on life expectancy in the Middle East. The Coefficient of the regression was 0.551 indicating how much life expectancy changes when information technology variable increases by one unit. The coefficient of ICT shows that 1% increase in ICT variable causes 0.551 % incline in life expectancy and this result is significant at 5% level of significance. Regarding control variables, we found that all have expected statistically significant effects on life expectancy. The intra-cluster correlation coefficient (rho) is a measure of the relatedness, or similarity, of clustered data. Values of rho range from 0 to 1 in human studies, and as the rho increases, more individuals within the clusters resemble one another. The rho (intraclass correlation) was found to be 0.975 showing that 97.5% of the variance is due to differences across panels. This research recommends that human development programs need to focus on polices which foster digital inclusion. Conclusion Considering the effect of information and communication technology on life expectancy, policymakers of the Middle Eastern countries should integrate the use of information and communication technology with the existing programs and systems. The digital citizen is happier and values living in regions with technological capacity, investing in research & development, and committed to achieving sustainable growth. ICT use leads to improved assessments of the efficiency and management of the public administration by more technological users, underlining the importance of an understanding between users and public services in the virtual sphere. Technology is not an end in itself but merely an instrument to reinforce the existing system and to meet the locally determined goals. It can be used as a tool to attain broader health and development goals. The findings from this study provide key insights that explain how life expectancy may be enhanced through ICTs. Practical Implications of Research According to the influence of information and communication technology (ICT) on life expectancy, policymakers should provide ICT infrastructures and adopt strategies integrating ICT policies with human life criteria such as education, health and work to improve life expectancy. Ethical Consideration The paper reflects the author’s own research and analysis in a truthful and complete manner. Conflict of Interests This study was an independent research and the author declares no potential conflicts of interest with respect to the research, authorship, and/or publication of this article. Acknowledgement I would like to thank Dr Marzieh Ronaghi for her guidance and assistance throughout this research.

The influence of communication anxiety on English as a foreign language (EFL) learners' willingness to communicate (WTC) is well-documented. However, the role of teachers, including task design, teacher support, and Information and Communication Technology (ICT) integration on L2 WTC in the context of digital transformation of education remains underexplored. This study investigates how these teacher-related factors affect learners' L2 WTC by considering the mediating effect of communication anxiety. An online survey was administered to 620 EFL learners from three universities in eastern China, yielding 607 valid responses. Structural Equation Modeling was applied for data analysis. Key findings reveal that: task design significantly influences both communication anxiety and learners' L2 WTC. Interestingly, while the integration of ICT significantly mitigates communication anxiety, it does not translate into an enhanced L2 WTC. Furthermore, teacher support, despite its acknowledged importance, does not significantly alter the levels of communication anxiety or L2 WTC among learners. This null effect warrants further exploration and suggests that the influence of teacher support may be more nuanced than previously thought. Most notably, communication anxiety mediates the relationship between task design and ICT use with L2 WTC, emphasizing the centrality of affective factors in language acquisition and highlights the need to address communication anxiety as a key component in the design of language learning interventions. This study contributes valuable knowledge to the field of language learning and instruction, offering practical implications for educators and learners.

Reviewed by: Information and Communication Technology in Nigeria: Prospects and Challenges for Development Kwame D. Dakwa Akpan-Obong, Patience Idaresit. 2009. Information and Communication Technology in Nigeria: Prospects and Challenges for Development. New York: Peter Lang Publishing. 203 pp. Since the early 1980s, information and communication technology (ICT) has permitted people to participate in a world in which school, work, and other activities have been increasingly enhanced by access to varied and developing technologies. ICT tools have helped people find, explore, analyze, exchange, and present information—most importantly, without discrimination. When efficiently used, ICT can provide quick access to ideas and experiences from a wide range of people, communities, and cultures. It is this aspect of modern society that Patience Akpan-Obong's book presents in a useful report on her native country, Nigeria—a book in which she carefully presents Nigeria's efforts to use ICT to drive socioeconomic growth. Readers might wonder how ICT has been integrated into Nigerian life and how it could be used to alleviate poverty. Akpan-Obong covers Aso Rock (the Nigerian White House) and shows how ICT has permeated the seat of government. She mentions how a fringe sector of the Nigerian community has used ICT in criminal activities—what has globally been referred to as "419." To help readers understand the problems in ICT in Nigeria, she analyzes the evolution of Nigerian economic development by addressing the [End Page 95] economic plans of previous colonial governing entities and successive governments since the achievement of independence. Though the book was published in 2009, she does not mention how "Vision 2010," a plan proposed by the Abacha regime in 1996, has been realized; its impact on ICT is not heavily discussed. We are made aware that the colonial government improved communication to "facilitate the administration of the colony," and governments of independent Nigeria improved ICT "to be in line with the modernization zeitgeist." However, a whole chapter is devoted to Nigeria's National Policy on Telecommunications and other matters that have dogged Nigerian telecommunication. It brings to the fore issues pertinent to the question of how ICT is being used in national development. This is broken down into the number of telephones, fax machines, computers, printers, photocopiers, and internet usage (dial up or VSAT). This pattern of usage helps readers grasp how the government and private sectors have applied ICT. With 66 percent of Nigerians reported to be living in poverty, coupled with a literacy rate of 69.1 percent as of 2003, it would have been interesting for Akpan-Obong to have addressed how ICT has been used in Asia, particularly in India, to create job opportunities through outsourcing. Several books addressing the global phenomenon of outsourcing only mention in passing the capabilities of African countries. Thomas Friedman's The World Is Flat (2005) does not mention the potential that ICT can have in elevating poverty in Africa. In addition, ICT is present in interesting ways; for example, a small number of Nigerians and other Africans use it for fraudulent purposes. It is hoped that a future edition of the book will emphasize more strongly critical business opportunities in the ICT industry and the educational options for rural education via ICT. In fact, as Bonk (2009) has argued, "It is the opening up of education that ultimately makes a fatter or more robust economic world possible. In the twenty-first century, education trumps economy as key card to participation in the world" (2008:26). Though some chapters of Akpan-Obong's book point out how approaches in ICT do affect the Nigerian economy and serve larger political and educational purposes, there is a wish for more. Of course, there is a limit to what a book can do, especially this book, a foundational publication for anyone interested in the history of ICT in Nigeria. [End Page 96] Kwame D. Dakwa Indiana University, Bloomington Copyright © 2010 Indiana University Press

Teaching and learning activities in Chilean classrooms: Is ICT making a difference?

The present study was carried out to explore whether English as a foreign language (EFL) learners' background, motivational, instructional, and information and communication technologies (ICT)‐related characteristics predicted differences in writing performance across 13 educational systems. The multilevel analyses indicated that female, younger learners, and learners with higher socioeconomic status (SES) had better writing performance. School‐level SES was a stronger predictor of variability in writing performance than student‐level SES. EFL learners who perceived English learning to be less difficult and of more positive value tended to perform better in writing. The relationship between learners' perceptions of teachers' emphasis on cross‐linguistic similarities between languages and writing performance was negative. The results also provided evidence on the negative effects of ICT‐related characteristics (i.e., ICT use for English learning and ICT‐facilities at home) on EFL learners' writing performance.

The article describes the features of innovative approaches in teaching a foreign language, which involves student autonomy, the transition of a teacher to the role of coordinator, a problem-oriented approach and informatization of the process. Information and communication technologies (ICT) as a part of modern innovative tools are used to search for additional educational materials, expand knowledge, meet the individual needs of students and form skills in working with Internet, which is combined with traditional teaching methods. Currently, against the background of increased propaganda during the Russian-Ukrainian war, the main threats to young people in the field of information and communication technologies have been identified: cyberbullying, phishing, data leakage, technological dependence, the dangers of social networks and video chats, imperfect software, propaganda and radicalization. The use of modern methods and technologies in teaching foreign languages regarding the capabilities of the modern Internet allows not only to increase the level of language competence, but also to form the skills necessary to protect against manipulation, fake news and cyber threats, which is the relevance of the study. The purpose of the research is to study modern means of teaching foreign languages as tools for increasing the information resilience of students in Ukraine. In the process of research, a complex of interrelated scientific methods was used, which ensured the systematicity, logic and reliability of the analysis results. Analysis was used to reveal the concept of innovative methods and information-communication technologies in learning a foreign language: this method allowed to systematize scientific approaches, define key terms and formulate the theoretical basis of the study. Analysis of scientific literature was used to identify the features of introducing innovative methods of using ICT into the educational process, in particular regarding teaching foreign languages. The comparative method allowed to assess the advantages and disadvantages of different educational approaches in the digital environment, comparing both the impact of traditional and innovative forms and means of learning on the formation of students' information resilience skills. Research into the impact of different teaching methods on the formation of students' information resilience when learning foreign languages proves the effectiveness of interactive platforms, game methods (simulations and role-playing games), online courses on digital security, as well as learning through social networks and forums. Hence, a set of exercises has been created to protect students from the threats of ICT when learning English. The exercises cover the formation of skills in protecting personal data and recognizing threats in the online environment, the development of critical thinking and checking information, the safe use of social networks, maintaining mental health, etc. through the activation of various types of speech activity in the process of learning a foreign language.

The research aim was to ask the question concerning the importance of incorporating the Information and Communication Technology (ICT) in the teaching of translation in English as a Foreign Language (EFL) classes in Saudi higher education institutions with respect to the practice of English teachers. The study took a descriptive method of analysis where a sample of 25 English language teachers in different universities in Saudi was used. It was done by using questionnaires and interviews and then analyzed statistically through SPSS software. The results showed that ICT assimilation improves student motivation, translation accuracy, and teamwork. Nevertheless, there are still some challenges, especially in access to technology, insufficient training, and time. The research suggests ongoing professional growth, enhancement of digital infrastructure, and the incremental introduction of ICT tools to the field of EFL translation education in Saudi universities in order to improve the quality of the latter.

The last decade has been marked by an increase in investment in information and communication technologies (ICT). Of course, such investments could not pass without a trace; a large number of studies of the economic impact of ICT on the economies of different countries of the world have appeared. ICTs blur boundaries, facilitate transactions and information exchange. They are transforming societies and spurring global economic growth, influencing both macro and microeconomic levels. ICT influences growth through several mechanisms. The article is devoted to the analysis of the role of the sector of information and communication technologies in the modern economy of Europe and Russia. The mechanism of its influence on economic growth in developed and developing countries and increasing the efficiency of providing services in the social sphere in developing countries is shown. This study showed that European countries, which are also the most competitive, lead in the use and adoption of ICT when it comes to companies that invest heavily in ICT development. But the development of ICT in Russia requires serious investments. An important stage in the growth of the economy thanks to information technology is the drafting and implementation of programs to manage the benefits of digitalization at the state level.

The use of the first language (L1) in the English as a foreign language (EFL) classroom is becoming an on-going debate. A newly growing view to the use of L1 in the foreign language (FL) classroom called translanguaging views that by utilizing the L1 along with the TL in FL classroom is considered as functional practice of languages rather than an impediment in FL learning. Accordingly it is necessary to find out the functions of teachers’ practice of translanguaging in the EFL classroom since this view has not been much researched yet. Related to this, the current study was intended to find out the functions of the EFL teachers’ translanguaging and to find out the teachers’ reasons for the use of translanguaging. This study followed qualitative descriptive interactive research design, and the subjects consisted of three English teachers at the 7th grade classes at two junior high schools in Singaraja. The data were collected through observations and interviews and were analyzed descriptive qualitatively. The results of this study showed that there were 3 functions of translanguaging. The most frequent function was related to knowledge construction, followed by classroom management, and interpersonal relations. There were 9 reasons for the teachers’ use of translanguaging, namely: to facilitate students’ understanding, to provide L1 and TL comparison, to elicit students’ responses, to attract students’ attention, tomanage students, to promote discipline, to develop deeper personal relationship, to create secure classroom atmosphere, and to make the class more interesting. In sum, the use of translanguaging plays a number of functions in the EFL classroom but it should be considered also the ‘optimal’ use of it in EFL learning process because the overuse of L1 might bring negative impact.

The purpose of this article is to analyze the introduction and use of information and communication technologies (ICT) in the special disciplines of higher education, to teach teachers how to improve the effectiveness of teaching and learning through information and communication technologies (ICT). This article discusses the issues of improving the knowledge and skills of students through the use of modern information and communication technologies in the preparation of designers, increasing students' interest in the educational process and the ability to apply their knowledge in practice in the future. The focus is on the need to develop appropriate strategies for a new educational role and, in addition, to enhance the role of learners in integrating information and communication technologies (ICT) into the educational process. The role and perspective of the teachers was very important, highlighting them as key players in the process. The data show that there is a belief that the use of information and communication technologies (ICT) in the educational process will help increase the effectiveness of education and facilitate the organization of the educational process. In particular, it shows that the contribution of information and communication technologies (ICT) to the improvement of the educational process in educational institutions, where information and communication technologies (ICT) is an innovative factor, is high. Achieving this high level means that the educational institution must not only modernize technological means, but also change the models of teaching.

In such countries as Turkey, where EFL (English as a Foreign Language) is the basic language teaching policy, the incorporation of grammar into language teaching has proven to be a must. However, to eliminate the concerns that revitalizing grammar in language classrooms might be resuming to traditional classrooms, the methodology to be adopted seems to be of vital importance. This paper aims to characterize a corpus based discovery learning procedure, in which learners are subjected to specific questions and experiences in such a fashion as to discover a given concept. This study offers a procedure that uses the Corpus in the classroom to teach a pre-determined grammar focus item.Unlike traditional ways, with this approach, learning can be facilitated through a specific teaching methodology, arousing a curiosity as well as posing a challenge. Thus, while the language focus is not limited to a discreet grammatical item, it is presented in a context, mainly sketched by corpus linguistics.The course methodology suggested in this article could inspire new insights into teaching lexico-grammar in EFL contexts by utilizing the facilities of ICT (Information and Communications Technology).

Information and communication technology (ICT) has changed and continues to change almost every aspect of our daily lives. Our personal lives, social interactions, educational systems, business atmosphere, and corporate culture-everything has changed in one way or another due to advances in the field of ICT. The construction industry is no exception. ICT provides an unprecedented opportunity as well as enormous challenges to the construction industry.