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International Journal of Early Childhood Special Education (INT-JECS)
ISSN: 1308-5581 Vol 14, Issue 03 2022
425
Utilizing Technology in the ELT Classroom: AnOverviewof the
Available Choices
Dr. Mohammed AbdAlla AbdAlgane Mohammed
Assistant Professor of Applied Linguistics, Department of English & Translation, College of
Science and Arts, ArRass, Qassim University, Saudi Arabia
Mo.mohammed@qu.edu.sa
ORCID ID:https://orcid.org/0000-0003-4782-9644
Bio-profile:
Dr. Mohammed AbdAlgane is an assistant professor of Applied Linguistics, has been awarded an MA
in ELT and a PhD in Applied Linguistics from University of Gezira, Sudan. Mohammed has been
teaching English at the tertiary level in Sudan as well as Saudi Arabia since 2006. He taught the four
skills, Linguistics, Phonetics & Phonology, Morphology, etc. His research interests are both theoretical
as well as applied linguistics, EFL speech production and perception, vocabulary teaching, reading,
readability, Phonetics, Phonology and teacher education.
Abstract
This article aims to study the effectiveness of using technology in language classrooms. It also aims to
establish what earlier studies have concluded about the role of technology in the language classrooms
with the larger aim of giving direction to educational institutions in the changing times. Previous
studies in the field are analyzed here to get a clear understanding of the state of technology in ELT. The
study concludes that given the changed educational paradigms, instructors as well as learners musttake
advantage of technology and utilize it constructively in the teaching and learning process.The
articlealso concludes that technology plays a positive role in the field of ELT, yet it needs greater
integration into the educational settings alongwith greater awareness on the part of both teachers and
students to use the new applications and tools that have populated the technological field in the recent
times.
Key Words: Classroom, Deadline program, Observation, Programstoryboard, Varietext.
1. Introduction
Development of students' language abilities and ensuring their engagement in the learning process in
the current times is highly dependent on the use of technology and its concomitant gadgets. Studies
have shown that this makes the teaching and learning process more efficient for both teachers and
students. Many specialists believe that the digital age has deeply affected the teaching profession, and
has also brought with it problems such as interference in the learning process. However, this problem
can be solved by pursuing an open-minded approach toward the use of new technologies (Morris,
2012). Since the beginning of its emergence, the employment of technology in the classroom has been
a consistent feature. As a teacher, one may use it to assist the learners learn more successfully by
incorporating it into the lessons. When it comes to the employment of technology in the classroom, the
phrase "integration" is frequently used and quoted. After all, technology is now a part of our everyday
lives, and it is time for educators and students to rethink the concept of bringing technology into the
curriculum and to strive to use technology in teaching in order to effectively aid the learning process.
According to many educators, the use of computer technology is essential for providing high-quality
education to students.Further, technology may benefit both instructors and students by offering
resources and enabling for hands-on learning experiences to take place in the real world, and there is
evidence to support this claim. The process of learning a new language may be a rewarding one if
students have access to a broad variety of authentic resources made available through technological
means.
International Journal of Early Childhood Special Education (INT-JECS)
ISSN: 1308-5581 Vol 14, Issue 03 2022
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Previous Literature
Li et al. (2015) claim that the rapid technological advancements have not only transformed our lives,
but also our education system. A wide range of research on how to utilize technology to enhance
teaching and learning show that technology, when used effectively, has significant potential to assist
teaching, engage students, and improve students' learning outcomes (Mann et al., 1999). In the
previous two decades, the availability of technology in classrooms has progressively increased, and
education has seen a rise in classroom technology demands (Martin, 2011).
The use of a language most widely comprehensible is one of the most significant components in
international communication. Speaking, listening, reading, and writing are just a few of the numerous
English language elements that students must master in order to become effective communicators
(Grabe & Stoller, 2002). In addition, Ahmadi, (2017) believed that the methods that teachers use in
their courses to promote language acquisition are an important element in ensuring learning outcomes.
According to Becker (2000), computers are regarded as an important educational instrument in
language classrooms when instructors have easy access to computers, are well prepared, and have some
degree of flexibility in their lesson plans and curriculum.
Bull and Ma (2001) stated that language learners now have access to a plethora of resources because of
the technological advancements. To be effective in language learning, Harmer (2007) and Gençlter
(2015) advocated for instructors to aid learners in identifying appropriate activities through the use of
computer technology, and to encourage teachers to employ computer technology in their own language
learning experience. Furthermore, Clements and Sarama (2003), asserted that learners can benefit from
the use of suitable technological tools in their classrooms. Moreover, Harmer (2007) affirmed the
utilization of computer-based language activities as being helpful in enablingstudents learn more
effectively in a cooperative setting.
Abdullah and Zoe (2015) explored the use of Animoto and Fotobabble in teaching ELT. They also
investigated the attitudes of various university instructorsto such applications and tools. Overall, the
study reported that teachers showed positive attitudes towards the application of such tools in ELT.
Al-Kadi (2018) reported that ELT technology alone in the classroom does not guarantee the success of
teaching English. He also reported the lack of clear approach which urges the specialists for developing
a theoretical framework responsible for integrating theory into practice.
Tomlison (2009) and Gençlter (2015) assert that computer-based activities provide learners with timely
and relevant information, a fact which is also supported by empirical research. It is their contention that
the utilization of online resources motivates students to continue their studies.
To put it another way, technology becomes a significant concern for educators at every level of the
educational process, from lesson design to keeping track of students’ progress (Eady & Lockyer, 2013).
Researchers like Solanki and Shyamlee (2012), and Gilakjani (2017), backed the notion that
technological advancements have transformed the way foreign language instruction is conducted. The
researchers came to the conclusion that the use of technology facilitates students' learning by allowing
them to pursue their own particular interests. Moreover, Bin-Hady and Al-Tamimi (2021) found that
technology can motivate learners to pursue their learning autonomously in an informal context.
Furthermore, it caters to the demands of both visual and auditory learners. Several academics, like Lam
and Lawrence (2002) and Gilakjani (2017), have argued that technology improvements allow students
to better control their own learning processes and have access to materials that their instructors may not
be able to provide them with. Similarly, Ali and Bin-Hady, (2019) reported that the use of WhatsApp
as a language learning tool promotes the learning ability of Saudi EFL learners; it also minimizes the
learning stress that the students face.
International Journal of Early Childhood Special Education (INT-JECS)
ISSN: 1308-5581 Vol 14, Issue 03 2022
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Using technology in language training has been the focus of many researchers (Al-Ahdal& Alharbi,
2021; Gilakjani, 2013; Gilakjani&Sabouri, 2014). Gilakjani (2013) notedthat present techniques have
the potential to be revolutionized. Moreover, Gilakjani and Sabouri (2014) pointed out that students
have the ability to take responsibility of their own education and have access to a variety of material
that would otherwise be out of their instructors' control. In addition to having an influence on student
activities, technology has a significant impact on the instructional tactics used by instructors. If
teachers do not incorporate technology into their classes, they will never be able to keep up with the
drasticchanges that are occurring in technology. This implies that teachers who are responsible with
teaching language skills must be updatedwith the most recent technical advancements in their field
(Gilakjani, 2017; Solanki &Shyamleel, 2012).
The development of students' computer technology knowledge and abilities can help to ensure that all
students, regardless of their background, have equal opportunitiesto excelin their studies. Today’s
students, despite the fact that they were born into a technologically sophisticated culture, may lack the
capacity to successfully employ technology in their daily lives (Bennett et al., 2008). Furthermore,
merely delivering technology is not enough to ensure success. All students should strive to increase
their technology literacy in order to get the most out of their educational experience as a whole (OECD,
2010). In response, the researchers will investigate some of the most pressing issues surrounding the
use of technology in the context of English language education and training. In what follows, this study
willtalk about how technology may be utilized in the classroom, look at previous studies on how it
might aid students in learning English, and provide some recommendations about how it could be used.
Technology is a powerful learning tool that is available to everybody today. Learners must make
extensive use of technology as part of their overall learning process. It is important for teachers to
demonstrate how to utilize technology to support the curriculum so that students may increase the
amount of time they spend using technology to improve their language skills (Al-Ahdal, 2020; Bin-
Hady et al., 2020; Costley, 2014; Murphy et al.,2003). The use of technology can help to raise the level
of collaboration among students which is one of the most significant learning instruments available.
Cooperative learning occurs when students work together to design projects and learn from one another
by reading the work of their classmates (Keser et al., 2012).
Bennett et al. (2000) argued that the useof computer technology in the classroom resulted in an
improvement in the quality of instructors' instruction and the learning of students. This makes it
possible for instructors to use technology in meeting the educational demands of their students. It has
been suggested that the application of computer technology allows instructors and students to create
local and worldwide communities that link them with the people and extend chances for their learning
(Bransford et al., 2000). They went on to say that the beneficial effects of computer technology do not
occur automatically; rather, they are dependent on how instructors employ it in their language courses.
Some of the programs that use technology are discussed below.
2. Dedicated Programs
There are a number of programs designed expressly for English language instruction (ELT) that focus
on manipulating text. All the commercially available programs for illustration are available for the
BBC and Apple II microcomputers (Phillips, 1987).
2.1. The Storyboard Program: A good example of the cloze principle in action can be seen in Wida
Software's Storyboard Program (version 2.1). One underlining per letter and punctuation remains
displayed on the monitor screen, along with the passage's title, taken from a disc of texts. In order to
reassemble the text, pupils need to type in words from the section that they believe belong there. Words
that have been correctly guessed are substituted in the text in all instances. Students eventually build up
a linguistic framework that helps them conceive of other terms that may be used in the text. Prior to
beginning the task, students have the choice of studying the texts for varying lengths of time or starting
"blind." Let's follow the well-worn stylisticians' road and use Hemingway's short tale Cat in the Rain to
demonstrate these issues. Think about the first paragraph of a narrative in which a hotel room in Italy
provides a unique perspective of a city square. There are a number of adjectives that might be used to
describe the situation in the paragraph, so the kids may recognize the passage as a description and
begin experimenting with them. Almost all of their endeavors would be met with failure if they did.
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Hemingway employs just eight adjectives in this opening paragraph, which has 93-word tokens: huge,
green, nice, light, gravel, long (twice), and empty. This is based on the precise tokens that may be
counted as adjectives. This discovery informs us a lot about Hemingway's writing style. It is something
that the students will have found on their own as a result of using the application, and this finding
might lead to an interesting debate in the classroom about why Hemingway chose to utilize such a
brutal approach. To put it another way, by requiring students to focus on every word in the book, the
computer software can help them develop an appreciation for the unique choices made by each author.
2.2. The Varietext Program: As a part of the British Council Software Series, CUP publishes
Varietext, a specialized tool for studying literature in English as a Second Language classroom.
However, in this situation, the text is displayed on the screen with particular words highlighted in a
unique color. There are several possible interpretations of these words, all of which may be accessed by
pressing a single key. All of the highlighted text's possibilities may be accessed by hitting a single key
on the student's keyboard. Alternate interpretations of the highlighted word are shown with each key
stroke, while the remainder of the text remains unchanged. Students can go word-by-word through the
text, looking at the many meanings of the highlighted terms. This tool may be used in a novel way
when the author himself or herself provides the other readings. If, for example, the author's many drafts
are preserved, then this is known as a variorum edition of the text. Wilfred Owen's poem 'Anthem for
Doomed Youth' is an excellent example. Due to careful examination of Owen's manuscript, we have
gained some understanding of the creative process that led to the composition of this poem. The poem's
original title, 'Anthem for Dead Youth,' was contemplated by Owen at one point. Many other phrases in
the poem were modified by Owen before it was published. Alternatives can thus be those that an author
genuinely believes are possible. In this way, the student's duty of reconstruction adds to its significance
since it sheds insight on the author's choices and the reasoning behind them.
2.3. The Deadline Program: As the last curriculum in our comparison, it places a greater emphasis
on student-generated creative writing than any of the other programs. Many people have questioned
whether creative writing is a valid academic activity. Nonetheless, there appears to be universal
agreement that creative writing may aid students in developing an appreciation for other authors'
accomplishments via their own experiences with writing.
ELT teachers have the challenge of helping students who are writing in a language they do not know
succeed in their creative endeavors. The British Council Software Series also includes this program,
which is aimed to help students with their English language skills.
The Program's core is a simple word processor that is accessible to students, that is, one that requires
little effort in terms of learning. In addition to giving initial input and direction for editing, this word-
processor offers extensions that allow for additional functionality. But it doesn't mean that the activities
it encourages can't be carried out without a computer. As a word-processor can attest, the computer
program simplifies the logistics of integrating numerous components of the work involved. Because it
provides the type of encouraging writing environment that international students require, 'Deadling' is a
particularly helpful tool for assessing writing development. As a result, it is particularly pertinent to the
so-called 'language/literature interaction,' which is a misunderstanding.
As for as today, the most widely usedapplicationsof technology in ELT are Zoom, Blackboard, Google
classrooms among many others.
3. Classroom Observation
According to Bielefeldt, (2012), the assessment of programs relies heavily on classroom
observation. Technology units and hours of training can be counted as inputs to a school program.
Students and teachers' perspectives on a new technology can be gathered through surveys and
interviews. Tests and school records can also be used to measure results. However, the actual learning
process can only be documented by direct observation of students and teachers at work. Prior to
evaluating results, it is important to know if an intervention has been successfully implemented
(Frechtling, 2002).
In its reviews of several federal, state, and private grant-funded programs, the International Society
for Technology in Education (ISTE) has been conducting classroom observations since 1999
(Bielefeldt., 2000; Kelly & Haber, 2003). In these initiatives, the goal was to see if information and
communications technology (ICT) werebeing used in the classroom. Observing that technology is
available and kids are paying attention to it is not enough. According to the National Educational
Technology Standards (NETS), a number of characteristics define what constitutes "true integration,"
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including adherence to the curriculum and instruction, active engagement with technology tools, and
the application of technology to help students improve a wide range of critical cognitive abilities
(ISTE, 2000, 2002, 2007, 2008). There are two reasons for making this choice. If ICT integration is an
end goal in and of itself, it may be used to create learning environments in schools that are more similar
to those found in postsecondary institutions, companies, and private residences. Second, unless a
project can demonstrate that classrooms genuinely changed, analyzing outcomes linked to ICT
integration, e.g., student achievement or attitudes, is meaningless.
The Hewlett-Packard Company financed ISTE in 2008 to create a tablet-based note-taking
application for the PC. The ISTE Classroom Observation Tool (ICOT) may be used on any Windows
or Macintosh computer and is designed for tablets, which allow the user to hold the computer in one
arm and write on the screen with a stylus. ISTE program assessment methods, such as those described
in Kelly (2003) and Kelly and Haber (2004), served as the foundation for ICOT (2006).
To be sure, NETS have been essential for program assessment and development in the years leading
up to ICOT. However, most project assessments are based on the fact that the criteria themselves do
not specify how they should be met. Program evaluations, unlike pure research, are often entrusted
with determining if and how a successful effort can be repeated or expanded up. There are a number of
factors that must be met before the standards may be met, according to ISTE (ISTE, 2000, 2008). There
are seven characteristics of the learning environment that (a) can be linked to ICT integration and (b)
can be seen in the classroom. The ICOT examines these seven characteristics which are as follows:
•Student groupings (individual, pairs/small groups, whole class)
•Teacher roles (lecture, model, interactive direction, moderation, facilitation)
•Learning activities (a lengthy list, with space for additions)
•Technologies used by teachers and by students (a lengthy list, with space for additions)
•Technology use time (recorded as presence during 3-minute segments of the class period)
•Percent of students engaged (estimated by noting students distracted during any two 3-minute
segments)
The ICOT does not explicitly include several critical criteria, such as levels of teacher training or
technological assistance, because they are not clearly observable. Even if these criteria are suggested, it
is impossible to include them in a procedure that is already taking care of many other elements of the
environment.
Conclusion
There can be no doubt that technology has a significant impact on both teaching and learning, and it is
necessary to note this in the conclusion of this study. Today, nearly everyone has access to some form
of technology, since we live in a technological age. Why aren't language teachers making better use of
their students' preoccupation with their mobile devices? Furthermore, the article argues forimportance
of spreading awareness amongstboth teachers and students to come up with the new technological
inventions and make use of them for educational purposes.
Abbreviations
ELT: English Language Teaching
EFL: English as a Foreign Language
NETS: National Educational Technology Standards
ICOT: Integrated C-Object Tool
ISTE: International Society for Technology in Education
ICT: Information Communication Technology
Findings & Recommendations
The findings of this study show that technology should be used in all educational settings, and
especially in ELT classes. As a result, teachers must monitor students in the classroom to ensure that
technology is being used effectively. As a result, the study advises more research in the field of
educational technology and especially in ELT classes. To help both instructors and students profit from
the huge technological transformation, computational linguistics specialists should perform additional
studiesin this area. It is recommended to revise technology use post-Covid-19 as the majority of
educational institutions have been obligated to teach virtually during the pandemic and even in its
waning phase. The problem persists in the developing countries where the governments are not able to
International Journal of Early Childhood Special Education (INT-JECS)
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make availabletechnical infrastructures that help teachers and students to utilize such friendly
environment for academicpurposes.
Limitations
This study focused on only some of the technological choices available to the teachers and learners of
language today. However, tools such as Zoom and Teams are far more popular amongst the academic
communities as substitutes of the physical classrooms. Their pros and cons have not been investigated
in this study. Moreover, being a purely review study, the impact of technological tools on real learner
output has not been investigated in this study though it was perceived as being beyond its scope.
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