THE IMPORTANCE OF INFORMATION TECHNOLOGIES IN TEACHING ENGLISH AS A FOREIGN LANGUAGE
Abstract
The article describes the importance of using Information Technologies in teaching English as a foreign language (EFL). It deals with some problems in the process of teaching EFL for students. Nowadays the importance of incorporating Information Technologies in Foreign Language (FL) education has often been emphasized, especially by foreign language pedagogy scholars.
The aim of the paper was to summarize the results of the observations carried out at Nukus state pedagogical institute in Nukus in order to map ways of improving students’ foreign language were developed suitably and sufficiently in the observed EFL lessons. The analysis showed that EFL courses at the institution tend to regard the importance of integrating skills with the usage of ICT in FL education. As a result of discussion and analysis we concluded that it is pivotal to make use of 21st century skills in the process of teaching EFL.
References
2. Altun M. The integration of technology into foreign language teaching. International Journal on New Trends in Edıcation and Their Implications. 6(1). 2015. 22-27.
3. Armstrong S., Warlick D. The new literacy (online). Technology and learning magazine. 2004. Retrieved from http://www. techlearning.com/curriculum/0035/the-newliteracy/42060.
4. Blackmore J., Hardcastle L., Bamblett E., Ownens J. Effective use of information and communication technology (ICT) to enhance learning for disadvantaged school students. Deakin University,
2003. Retrieved from www.dest.gov.au/NR/rdonlyres/D63F92A3931.../ICTreport.pdf.
5. Cox M., Preston M., Cox K. What factors support or prevent teachers from using ICT in their classrooms? King’s College London, Miranda Net Project University of Surrey. Paper presented at the British Educational Research Association Annual Conference, University of Sussex at Brighton, September 2-5, 1999.
6. Hamilton J. Inspiring innovation in language teaching. Great Britain: Multilingual Matters Ltd. 1996.
7. Herbele V. Multimodal literacy for teenage EFL students. Cadernos de Letras, 27, 2010. 101-116. Retrieved from http://www. letras.ufrj.br/anglo_germanicas/cadernos/numeros/122 010/textos/cl301220100viviane.pdf.
8. Houcine S. The effects of ICT on learning/teaching in a foreign language. 2011.
9. Jayanthi N.S., Kumar R. V. Use of ICT in English language teaching and learning. Journal of English language and literature, 3(2), 2016. p. 34-38.
10. Ledward B.C., Hirata D. An overview of 21st century skills. Summary of 21st century skills for students and teachers. Honolulu: Kamehameha Schools–Research & Evaluation. 2011.
11. Livingstone S. Critical reflections on the benefits of ICT in education, Oxford Review of Education. 2012. http://dx.doi.org/10.1080/03054985.2011.577938.
12. Lotherington, H., Jenson, J. Teaching multimodal and digital literacy in L2 settings: New literacies, new basics, new pedagogies. Annual Review of Applied Linguistics, 31, 2011. 226–246.
13. Mathur Piyush. Technological Forms and Ecological Communication: A Theoretical Heuristic (Lanham, Boulder, New York, London), 2017. pp. 200202.
14. Mishra P. Kereluik K. What 21st Century Learning? A review and a synthesis. In M. Koehler., P. Mishra (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference. 2011. pp. 3301-3312.
15. Padurean A., Margan M. Foreign language teaching via ICT. Revista de Informatica Sociala. 3(12). 2009.
16. Rogers T. Methodology in the new millennium. English Teaching Forum, 38(2). 2000. Retrieved from http://exchanges.state.gov/ englishteaching/forum/archives/docs/00-38-2-b.pdf.
17. Royce T. Multimodal communicative competence in second language contexts. In T. Royce., W. Bowcher (Eds), New directions in the analysis of multimodal discourse. 2007. pp. 361-390. New York: Routledge. Retrieved from http://forlingua.com/downloads/ Chap12RoyceErlbaum.pdf.
18. Samuels Harry. 20th Century Humanism and 21st Century Technology: A Match Made in Cyberspace. English Teaching Forum 51.3: 2. Print. 2013.
19. Taylor F. Authentic internet in the EFL class. Modern EnglishTeacher, 18(1), 2009. p. 5-9.
20. Van Dijk T. Critical Discourse Analysis. In D. Tannen D. Schiffrin., H. Hamilton (Eds), Handbook of discourse analysis. Oxford: Blackwell. 2001. pp.352371.
21. Varis T. New technologies and innovation in higher education and regional development. Revista de Universidad y Sociedad del Conocimiento, 4(11),
2007. p.16-24. Retrieved from http://www.uoc.edu/rusc/4/2/dt/eng/varis.pdf.
CC BY-ND
A work licensed in this way allows the following:
1. The freedom to use and perform the work: The licensee must be allowed to make any use, private or public, of the work.
2. The freedom to study the work and apply the information: The licensee must be allowed to examine the work and to use the knowledge gained from the work in any way. The license may not, for example, restrict "reverse engineering."
2. The freedom to redistribute copies: Copies may be sold, swapped or given away for free, in the same form as the original.
