TOPIC: ICT IN MODERN LANGUAGE LEARNING

CONTENTS

1.0 Introduction
2.0 ICT, Education and Language Learning
3.0 Types and usage of ICT Tools in language Learning
4.0 The Key Features of ICT
5.0 Why is ICT necessary in modern education and Language Learning?
6.0 ICT Tools Usage in Language Learning
7.0 Issues and challenges in learning with ICT tools
8.0 Advantages and disadvantages of ICT in language learning
9.0 Conclusion
10.0 References

1.0 Introduction:
The ever increasing explosion of highly attractive multimedia resources on offer has boosted the
use of Information and Communications Technology (ICT) in teaching and learning of modern
languages. In today’s digital age, the world is rapidly shifting towards the online realm. From
shopping and entertainment to employment and education, almost every aspect of our lives is
influenced by the internet. First and foremost ICT is very essential for both teachers and student
alike because it aligns with the current trend. Traditional method of learning is gradually
becoming obsolete as more learning method move online using virtual teaching and language
learning system.

2.0 ICT, Education and Language Learning

ICT in education point of view refers to technology such as computers, communication facilities
and features that variously support teaching, learning and a range of activities in education. ICT
has become essential in the language learning because it gives a chance to the users to increase
their language as well as skills (e.g. learners) and to provide interesting materials (e.g. teachers).
ICT has become essential tool for educational change and reform as it leads us from “traditional”
to “modern” learning process. The key features of ICT include but not limited to Speed, capacity,
automation, communicability, replication, provisionality, interactivity, non-linearity and
modality.

Historically, computers have been used for language teaching since the 1960s’ however,
widespread use of (ICT) in language teaching and learning has only really occurred over the past
decade with the development of multimedia resources and the Internet. With the greater
emphasis currently placed on an e-learning culture, developments are now taking place to find
ways of learning electronically and effectively.
ICT as a support for classroom teaching, and as a part of it, has the obvious benefits of easy
access whenever and wherever one wishes, it dematerialization enabling us to use modern
methodologies as well as individualization serving different interests, levels and needs. Also, it
enables contacts beyond our university, state, and continent. Students have an overview of
topical issues, their context and background easy access for quickly finding inspiration for
(continuing) the conversation developing the skills for finding the right information, analyse,
present and discuss it, developing the skills for using the e-environment and new technologies,
developing responsibility for the learning process, forming one´s own opinion and learning to
(dare to) express it.

In this twenty-first century, we are all living in the age of digital technology. Information and
communication technology (ICT) is a force that has changed many aspects of the way we live.
ICT has been used world-wide to help people such as in business, trade, marketing, science,
education and others. Now, ICT is currently being used in education to assist students to learn
more effectively and help teachers to do administrative tasks more efficiently. In other words,
ICT in education has made it possible for students, teachers, specialists and researchers to
collaborate with each other in diverse ways

3.0 The Key Features of ICT are Speed, capacity, automation, communicability, replication,
provisionality, interactivity, non-linearity and multi-modality.

4.0 Why is ICT necessary in modern education and Language Learning? ICT from
educational point of view refers technology such as computers, communications facilities and
features that variously support teaching, learning and a range of activities in education. ICT has
also become essential in the language learning because it gives a chance to the users to increase
their language knowledge as well as skills (e.g. learners) and to provide interesting materials
(e.g. lecturers). In fact, ICT has become essential tool for educational change and reform as it
leads us from “traditional” to “modern” learning process. ICT is very essential in modern
education and language learning for several reasons as follows:

a. Enhance Learning Opportunities: ICT provides access to a wealth of information and

resources beyond traditional textbooks. Students can explore online databases,
educational videos and e-books which enrich their learning experience.
b. Interactive Learning: Tools like interactive whiteboards, educational software and
online platforms facilitate more engaging and interactive learning environments. This can
lead to improved student motivation and participation.
c. Collaboration and Communication: ICT enables seamless communication among
students and teachers, regardless of their physical location. Tools such as discussion
boards, video conferencing and collaborative documents allow for group work and peer
learning.
 d. Personalized Learning: Technology allows for tailored educational experiences.
Adaptive learning technologies can adjust the curriculum based on individual student
needs, helping them learn at their own pace.
e. Skill Development: Proficiency in ICT is crucial for students’ future careers. Integrating
technology in education helps students develop essential skills such as digital literacy,
critical thinking and problem-solving.
f. Accessibility: ICT can make language learning more accessible to diverse learners,
including those with disabilities. Adaptive technologies support various learning styles
and needs.
g. Efficient Administration: Educational institutions can use ICT for administrative tasks
such as managing student records, scheduling and communication with parents leading to
improved efficiency and organization.
h. Global Learning Environment: ICT connects students and educators worldwide,
fostering a global perspective. Students can engage with peers from different cultures and
backgrounds, enhancing their understanding of global issues.
In summary, ICT is integral to modern education and language learning as it enhances learning,
promotes collaboration, supports diverse learning needs and prepares students for a technology-
driven world.

5.0 ICT tools usage in language learning

A. Communication Tools
Video Conferencing: Tools like Zoom, Google Meet, and Microsoft Teams enable real-
time language instruction and conversation practice. It can also be used for online language
classes, even in low-bandwidth conditions by adjusting video quality.
Chat Platforms: WhatsApp, Telegram, and Slack allow for written language practice and
quick feedback.
Messaging Apps: WhatsApp and Telegram are widely accessible and affordable, enable
group chats, voice notes, and file sharing for language practice.

B. Multimedia Tools
Audio/Video Content: YouTube, podcasts, audiobooks, and language learning videos
provide listening and speaking practice.
Interactive Presentations: Tools like Prezi or Microsoft Sway help teachers create
engaging, multimedia-rich lessons.
Radio & Podcasts: With a strong radio culture in Nigeria, language-learning radio
programs and podcasts in Pidgin English, Hausa, Yoruba, and Igbo can supplement traditional
learning.
Local Content on YouTube: Teachers can create or recommend YouTube channels that
focus on Nigerian languages or English learning with local accents.
C. Language Learning Software and Apps
Interactive Platforms: Duolingo, Babbel, and Rosetta Stone provide structured language
courses with interactive exercises.
Digital Flashcards: Anki and Quizlet offer vocabulary practice with customizable,
multimedia flashcards.
Localized Apps: Apps like Duolingo and Babbel can be complemented by apps tailored
for African languages, e.g., Yoruba101, Igbo101, or Hausa language apps.
Offline Modes: Apps with offline access are critical in areas with limited internet,
ensuring learning continuity.

D. Online Learning Platforms

Learning Management Systems (LMS): Platforms like Moodle, Blackboard, and Canvas
host language courses, resources, assignments, and assessments.
Platforms like Moodle and Google Classroom are already used in many Nigerian
universities and can support both English and indigenous language courses.
MOOCs: Websites like Coursera and edX offer language courses with video lectures,
exercises, and peer interaction.
Open Educational Resources (OER): Free resources from platforms like Alison and
Khan Academy can be integrated for language learning.

E. Collaborative Tools
Online Forums and Discussion Boards: Students can discuss language concepts, ask
questions, and receive peer support on platforms like Reddit and language-specific forums.
Document Collaboration: Tools like Google Docs and Microsoft OneDrive enable
collaborative writing and peer editing.
WhatsApp Groups & Facebook Groups: Affordable and familiar tools for group
discussions, peer support, and collaborative writing in different languages.
Google Docs: Suitable for collaborative writing tasks and can work even with slow
internet, encouraging group assignments in English or local languages.

F. Assessment and Feedback Tools

Online Quizzes and Tests: Kahoot!, Quizizz, and Google Forms allow for interactive
assessments with instant feedback.
Speech Recognition: AI-driven tools like Google Translate’s voice feature or Microsoft’s
Immersive Reader help learners improve pronunciation.
Kahoot! and Quizizz: Teachers can create fun, competitive quizzes that work well in
classrooms with smartphones or computer labs.
Voice Notes for Pronunciation Practice: Students can submit voice notes via WhatsApp
for teachers to provide personalized feedback on pronunciation.
G. Digital Resources and Repositories
E-books and Online Libraries: Websites like Project Gutenberg and digital libraries offer
access to multilingual texts and learning materials.
Dictionaries and Translation Tools: Platforms like Linguee and WordReference provide
definitions, translations, and examples.
E-Libraries and E-books: Access to resources like the National Virtual Library of
Nigeria and free e-book platforms like Worldreader helps students to access language materials.
Dictionaries and Translation Tools: African Storybook Project and WordReference offer
contextually relevant language resources.

H. Gamification Tools
Language Games: Interactive games, such as Wordwall or Kahoot!, make vocabulary and
grammar learning engaging.
Virtual Reality (VR) and Augmented Reality (AR): Immersive language environments
allow learners to practice real-life scenarios.
Language Games for Local Contexts: Tools like Wordwall and Plickers can be adapted
for Nigerian language learning by incorporating local proverbs, folktales, and cultural references.
Offline Games: Interactive, culturally relevant language games designed for offline use
can reach rural areas.

I. Social Media Platforms

Language Learning Communities: Facebook groups, Instagram, Twitter, and TikTok are
used for informal learning, sharing tips, and practicing with native speakers.
Instagram, Twitter & TikTok: Nigerian students can follow language-learning hashtags,
join challenges, and participate in interactive language communities with content tailored to their
culture and languages.

J. Artificial Intelligence (AI) and Adaptive Learning

Personalized Learning Platforms: AI tools like ScribeSense or adaptive learning software
adjust content based on a learner's progress and needs.
Chatbots: Language practice chatbots offer conversational practice and vocabulary
reinforcement. AI Chatbots could be programmed to understand Pidgin English and other
Nigerian languages, offering conversational practice for both English and indigenous languages.
Speech Recognition Tools: AI-powered tools like Google Assistant can help students
practice pronunciation with Nigerian accents and dialects.

The under listed are other specific examples of ICT usage in language learning. They include but
not limited to the following:
 YouTube: a website where learners can find all sorts of videos which people have made
by themselves, others, of TV shows, etc. and have put on the web for everyone to see.
  WhatsApp Messenger: allows the users to exchange messages by creating groups and
sending each other unlimited images, video and audio media messages over an internet
connection.
 Facebook: closed Facebook groups can be a great way of communicating between
teachers and their learners. Learners can share ideas, opinions and homework projects
using Facebook group.
 INSTAGRAM: can be a valuable tool for the teachers because they can use innovative
ways to boost students’ engagement in the classroom.
 Blog: This is a great educational tool and it gives learners complete freedom to publish
content on the web. Blog not only displays written form but also photos and some people
also post in which it contains audio and even video.
 Sounds Right: Provides pronunciation chart that helps the users practice their
pronunciation in speaking.
 EnglishCentral: This site provides the users with videos with subtitles and can also
improve their speaking and pronunciation. Users watch the videos, practice vocabulary
used in the video, record themselves repeating what they hear and then get feedback on
their pronunciation.
 Learn English Audio and Video: This app helps the users improve their listening skill
by making them listen to and watch most popular English learning podcasts and videos in
LearnEnglish Audio and video.
 Zimmer Twins: The users can create short cartoon animations, add subtitles and voice-
overs.
 TooNDco: This website allows the users to create their own comics, make toon books,
characters, doodles and upload their work.
 JPThe Jakarta Pos: offers English news sources divided into some themes such as
lifestyle, travel, opinion, community and multimedia to the users that might improve their
reading skill.

Each type of ICT tool plays a role in making language learning more interactive and
engaging. These ICT adaptations can also make language learning more accessible and culturally
relevant for both teachers and students, regardless of their location or access to technology.

7.0 Issues and challenges in Learning with ICT Tools

With changes in modern technologies, learners need to be equipped with updated knowledge that
will help them adapt to the changing world. Such knowledge leads to better communication and
increased 21st century skills. Up‐to‐date technology offers many methods of enhancing
classroom teaching and learning. In this digital era, ICT use in the classroom is important for
giving students opportunities to learn and apply the required 21st century skills. Hence studying
the issues and challenges related to ICT use in teaching and learning can assist teachers in
overcoming the obstacles and become successful technology users. Due to ICT’s importance in
society as well as in the future of education, identifying the possible challenges to integrating
these technologies in schools would be an important step in improving the quality of teaching
and learning modern languages.

Challenges in integrating ICT into teaching and learning are enormous. Several research studies
indicate that lack of access to resources, including home access, is a complex challenge that
prevents teachers from integrating new technologies into education. Another impediment to
technology integration in the classroom is lack of technical support .Technical problems generate
barriers to the smooth lesson delivery by teachers. However, researches have shown that the
level of this barrier differs from country to country. In the developing countries, research
reported that teachers’ lack of technological competence is a main barrier to their acceptance and
adoption of ICT. Hence, lack of teacher competence may be one of the strong barriers to
integration of technology into education. It may also be one of the factors involved in resistance
to change. Implementing ICT in education presents several challenges for schools. These
challenges are as follows:

a. Infrastructural Issues: Institutions struggle with inadequate technological infrastructure,

including insufficient internet bandwidth, outdated hardware and lack of reliable power
sources.
b. Cost: The financial investment required for purchasing equipment, software licenses and
ongoing maintenance can be substantial. Budget constraints often limit institutions’
ability to implement and sustain ICT initiatives.
c. Training and Professional Development: Teachers may lack the necessary skills or
confidence to effectively integrate ICT into teaching. Continuous professional
development is essential, but it can be challenging to provide adequate training.
d. Curriculum Integration: Integrating ICT into existing curriculum can be complex.
Educators may find it difficult to align technology use with learning objectives and
ensure that that it enhances rather than distracts from educational goals.
e. Equity and Access: Disparities in access to technology can create inequalities among
students. Not all students may have the same opportunities to engage with ICT at home,
which can widen the achievement gap.
f. Resistance to change: Some educators and stakeholders may be resistant to adopting
new technologies due to comfort with traditional teaching methods or skepticism about
the effectiveness of ICT in education.
g. Technical Support: Institutions often lack sufficient technical support for
troubleshooting and maintaining technology, leading to frustrations and interruptions in
the learning process.
h. Privacy and Security Concerns: The use of digital tools raises issues related to student
data privacy and cybersecurity. Institutions must implement measures to protect sensitive
information.
 i. Over dependency on Technology: There is a risk that both teachers and students may
become overly reliant on technology, potentially undermining critical thinking and
problem-solving skills.
j. Continuous Evolution: The rapid pace of technological change means that institutions
must constantly adapt which can be overwhelming and resource-intensive.
Addressing these challenges requires careful planning, adequate funding and a commitment to
continuous professional development and support.

8.0 Advantages and Disadvantages of ICT in Language Learning

The following points highlight some of the advantages of ICT in language learning

1. ICT provides language learners to use the authentic materials

a. The internet provides an easy and fast access to the use of current and authentic
materials in the language being studied. Such materials include online newspapers,
webcasts, podcast, newsroom video clips and video sharing websites such as such as
YouTube.
b. Learners become more innovative with the help of ICT. The use of ICT motivates the
learners enabling them do better in their pursuit of knowledge and skill in a new
learning environment and experience. This helps learners engage in using authentic
language and linguistic resources.
c. ICT provides information to the learners which will be useful for them to compete
with the competitive world.
d. ICT facilitates student centered autonomous learning in the absence of face-to-face
teaching and learning. Students can study anytime and anywhere according to their
needs. This facilitates independent use of language learning process.
2. The opportunities to cooperate and collaborate with others
a. Learners are motivated to communicate and collaborate with peers around the world.
b. Using ICT, they can use Skype or online chatting to write to each other in real-time,
see and speak to one another online.
c. Learners are able to write, read, speak, listen and react to a conversation using ICT as
part of language learning process. In other words learners can use it for pleasure in
terms of enhancing language skills such as listening, speaking, reading and writing to
supplement their classroom language use.
d. The language learning through ICT not only enhances the linguistic skills, but also
the learner`s competence in using technology, which is essential for future
employment, higher education, personal development and their role in the modern
society. English language proficiency with technical skills increases employability of
the graduates.
e. ICT eliminates geographical barriers to learning. Students can access information and
resources from all parts of the world resulting in increased learning. ICT tools such as
 Chats, Online Forum Discussions (OFDs), etc. would open opportunities for cross-
cultural and continental interaction in the target language.
3. Language teachers can tutor their learners more effectively
a. Teachers are able to give individual and personalized guidance to the learners that
might lead them to be independent learners.
b. The language teachers can use different approaches for the learners and accommodate
their different learning styles needs and characteristics (fast, slow or handicapped).
c. The teacher can exert powerful motivation and provide bored learners with exciting
new ways to learn such as providing pictorial description in the materials.
d. The use of several media like audio, video, authentic contexts and real-world
experiences help language learners with different learning styles to assimilate the
content according to their needs.

Disadvantages
1. Learners get short span of attention because of the ICT in language learning
2. Online learning cannot offer human interaction: ICT often encourages passive
learning without being actively involved with others in the learning process. The learners
spend most of the time in a virtual learning environment resulting in limited personal
socio-cultural interaction. This limits the learners‟ interpersonal relationships and
interactions. Some scholars believe that children study better from real-life experiences
than from the learning through ICT. The use of ICT limits the learners only to a virtual
learning platform away from classroom learning with their peers.
3. Learners may open or log on to the unnecessary websites: Young learners are
vulnerable and they might be negatively influenced by the numerous contents that they
are exposed through ICT. They can log on to unnecessary websites to play games or to
watch movies etc.
4. Requirement for intense self-discipline and self-direction: The matured adults or
parents have no control over the vast amount of information available to the learners
through ICT. Practitioners should exercise discretion in involving learners in ICT
mediated language learning.
5. Good infrastructure and trained man power is required for the ICT tools in teaching and
learning
6. The teacher is only a mediator
7. ICT can cause „digital gap‟ among the learners: The learners who have more
accessibility to ICT would out-do other learners who have less exposure to ICT.
Similarly, the learners‟ familiarity with the ICT tools also affects their learning that the
learners who are more skilled in the use of ICT tools tend to take better advantage of
learning target language than the learners who are not equally skilled.
8. Learners may focus more on technical skills than the learning that is the primary
goal of ICT usage. Learners therefore may not be able to utilize the language learning
time and effort as they might be distracted by the technical elements in the ICT usage.
 9. Teachers may not be well equipped and updated with the use of ICT tools resulting in
slow teaching

9.0 Conclusion

With the development of more ICT tools used for language learning, there are still endless
opportunities for novelties, development and change. Students are becoming more and more
engaged, the communication and learning are less and less teacher-centred. In these
developments the role of teachers, students, and learning itself are continuously changing to offer
exiting possibilities for further development. Many of these developments are to be discovered in
the work process together with the students and colleagues from all over the globe.

10.0 References:

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Journal of Humanity and Artificial Intelligence, 02(05), 600-602. Available at:
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Languages: the English Context and European Viewpoints, Educational Review, Available at:
http://dx.doi.org/10.1080/00131910701255012

3. Mullama, K. (2010). ICT in Language Learning - Benefits and Methodological Implications,

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5. Yunus, M. M., Lubis, M. A. & Lin, C. P. (2009). Language Learning via ICT: Uses,
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6. Ghavifekr, S., Kunjappan, T., Ramasamy, L. & Anthony, A. (2011). Teaching and Learning
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