APPLYING TECHNOLOGY IN LANGUAGE

LEARNING AND TEACHING

(EnLa 2382)

Oromia Education Bureau

September 2024
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APPLYING TECHNOLOGY IN LANGUAGE
LEARNING AND TEACHING
(EnLa 2382)
Credit Hour: 2
Contact hour:2

Eligibility: Distance Course for English Language

Diploma Program Primary School Student-Teachers
(12+2)
Course Writer
Debebe Tola (MA)………………….Robe CTE
Course Editor
Alemayehu Wakgari (MA)…………Nekemte CTE

“If it does not challenge you, it can’t change you”

“Technology for Real Situation in Classroom”

September, 2024
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 Table of Contents
Contents Page

Table of Contents .......................................................................................................................................... ii

Course Description....................................................................................................................................... iv
Course Learning Competencies .................................................................................................................... v
Assessment Methods and Strategies ............................................................................................................ vi
Module Icons .............................................................................................................................................. vii
UNIT ONE: HISTORY OF TECHNOLOGY IN LANGUAGE LEARNING AND TEACHING ............. 1
Unit Introduction........................................................................................................................................... 1
Unit Learning Competencies ........................................................................................................................ 1
1.1. A Brief History of Instructional Technology in Language Teaching ........................................... 1
Enter the multimedia computer (MPC) ............................................................................................ 6
b. What is the Internet? .......................................................................................................................... 7
Taken from: How to Teach English with Technology (page 8) ............................................................ 10
1.2. The Role of Technology as Media in Language Learning ............................................................ 11
1.2.1. Phases to Deliver Materials through Media Technology .................................................... 13
1.2.2. Media Technology and Creativity in Language Learning .................................................... 14
Reflections ............................................................................................................................ 15
Reflect on your learning experience in this unit by writing short answers to the following questions. ..... 15
UNIT TWO: APPLYING TECHNOLOGY IN LANGUAGE LEARNING AND TEACHING .............. 18
Unit Introduction......................................................................................................................................... 18
Unit Learning Competencies ....................................................................................................................... 18
2.1. Technology in Language Classroom for Language Learning .......................................................... 18
2.1.1. Classroom Management Strategies in a Technology-Assisted Language Learning ................. 22
2.1.2. Integrating Technology to Engage Students and Achieve Learning Objectives in Language
Learning .............................................................................................................................................. 23
2.2. Adapting Multimedia Technology in Language Learning to Address Students‟ Learning Styles .. 25
Unit Summary ............................................................................................................................................. 27
Reflections .................................................................................................................................................. 27
Reflect on your learning experience in this unit by writing short answers to the following questions. ..... 27
Self-Assessment .......................................................................................................................................... 27

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UNIT THREE: TECHNOLOGY-INTEGRATED PROCESS IN LANGUAGE TEACHING AND
LEARNING ................................................................................................................................................ 28
Unit Introduction......................................................................................................................................... 28
Unit Learning Competencies ...................................................................................................................... 29
3.1. Technology-Integrated Process of Designing Language Teaching Materials.................................. 29
The 4D model of Material Development ................................................................................................ 34
3.2. Using Technology to Assess Students‟ Performance: Features and Types ..................................... 34
3.2.1. Podcast ...................................................................................................................................... 36
3.2.2. Chat ........................................................................................................................................... 38
3.2.3. Mobile Phones .......................................................................................................................... 41
3.2.4. Interview and Role Play ............................................................................................................ 42
3.3. Using Technology for Motivating and Engaging Students into Activities ........................................ 43
3.3. Using Technology for Motivating and Engaging Students into Activities ........................................ 43
Unit Summary ............................................................................................................................................. 46
Reflections .................................................................................................................................................. 47
Reflect on your learning experience in this unit by writing short answers to the following questions. ..... 47
Self-Assessment .......................................................................................................................................... 47
UNIT FOUR: USING TECHNOLOGY IN TEACHING AND LEARNING COMMUNICATIVE
LANGUAGE SKILLS ................................................................................................................................ 49
Unit Introduction .................................................................................................................................... 49
Unit Learning Competences ....................................................................................................................... 49
4.1 Role of Technology in Teaching and Learning Speaking Skills....................................................... 49
4.2 The Role of Technology in Learning and Teaching Listening Skills ............................................... 53
4.3 The Role of Technology in Teaching Reading Skills........................................................................... 58
4.3.1 Multimedia Approach in the Teaching and learning of Reading Skills ..................................... 59
4.3.2 Principles of Designing Multimedia Technology in Teaching and Learning Reading Skills .... 59
4.4 The Role of Technology in Teaching Writing Skills ........................................................................ 60
Reflections .................................................................................................................................................. 62
Reflect on your learning experience in this unit by writing short answers to the following questions. ..... 62
Self-Assessment .......................................................................................................................................... 62
REFERENCES ........................................................................................................................................... 64

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Course Description
Dear student-teacher, welcome to this course, This course is designed for English diploma
student-teachers who need to learn how to incorporate technology into their language teaching
and learning process to become more equitable, effective, and engaging educators. This course
is mainly designed for the purpose of providing student-teachers with the basic concepts of
using technology in the teaching and learning of language. Accordingly, with successful
accomplishment of this course the you will be equipped with basic knowledge about the concept
of technology in language teaching and learning and skills of using different technologies in the
teaching and learning processes of language. Thus, you will create plans drawing on socio-
constructivist and critical approaches to teaching and learning language that is culturally and
linguistically sustaining and will create plans to use technology to build a bridge between
classroom and community. In this course, you will not learn about specific technologies that
may be obsolete shortly or not available in their current or future teaching context. Instead they
will learn about the related skills to using technology to support their equitable and effective
language teaching and learning practices. Hence, the focus of this course is on developing the
ability to make plans to infuse technology into the language learning and teaching rather than
teaching about technology itself.
The course module has four units. The first unit is about the history of technology in language
teaching and learning. In this unit a brief history of technology in language teaching and learning
and the development of instructional technology in language learning are presented. The second
unit focuses on applying technology in language learning and teaching and unit three is about
technology-integrated process in language teaching and learning. The last unit is considered with
the use of technology in teaching communicative language skills.

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Course Learning Competencies
Dear student-teacher, upon the successful completion of this course, you are expected to:
 Understand how the use of technology emerged in language teaching and learning
 Acquire basic knowledge and skill concerning the role of technology in language
learning and teaching;
 Identify different techniques and skills on how to use different media technologies in
language learning and teaching;
 Create supportive plan for the classroom environment that integrates technology;
 Use technology in the overall process of language teaching and learning;
 Integrate technology in teaching communicative language skill;

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Assessment Methods and Strategies

One of the key elements of effective teaching is having the skills of assessment. From this
perspective, continuous assessment techniques based on minimum learning competencies (MLC)
are used for assessing student-teachers. Assessment for Learning (AFL) is important for
generating real time information for both the teacher educator and student-teachers during
classroom instruction, and has the final goal of improving instruction and learners‟ outcomes.
Therefore, it has become necessary to implement assessment for learning (AFL) to improve
student-teachers‟ knowledge, skills and attitudes in an integrated way. Different techniques of
continuous assessment in learning like regular classroom activities, oral and written tests,
assignments, portfolio development, presentation and final examinations can be carried out.
The following techniques of continuous assessment modalities (with recommended mark
allocations) are suggested to be implemented in assessment system for the course; however, the
teacher is free to use his/her own choice in the course of assessing student-teachers:

Assessment Technique Frequency Percentage

Distance Assignment 1 30%
Final Exam 1 70%
Total 100

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Module Icons

Dear student teacher, in this module, the writers have used the following icons to help you find a
section or part of a section for your quick review.

This signals an introduction to the module/unit/section.

 This tells you that there is a question or activity to answer or think about

This shows important points that you need to note and remember.


This tells you that there is a checklist (reflection) for the main points.


This indicates self-assessment that you have to do.



 This shows you that there are minimum learning competencies to the

module/unit/section.
This shows you that there is a unit summary.

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 UNIT ONE: HISTORY OF TECHNOLOGY IN LANGUAGE LEARNING
AND TEACHING

Unit Introduction
Dear student-teacher, this unit deals with the historical background of applying technology in
language teaching and learning. It consists of two sections. The first section is about a brief
history of instructional technology in language teaching where different aspects of instructional
technology for the purpose of teaching language are elaborated. Section two of the unit covers
issues about the development of technology in language learning.

 Unit Learning Competencies

Dear student-teacher, up on completion of this unit, you will be able to:
 explain the historical background of using technology in language teaching and
learning;
 reflect on the development of technology in language learning;
 identify different areas of language teaching and learning using media technology

1.1. A Brief History of Instructional Technology in Language Teaching

Dear student-teacher, up on the completion of this section of the unit, you will be able to:

 understand the historical existence of technology in the language teaching and learning;
 describe the trends in the development of technology for language instruction

Activity 1.1

Dear student-teacher, before you are going to read about the history of instructional
technology below, try to answer the following question.

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  Have you ever heard how the modern technology was started in language teaching
and learning? If „yes‟, what do you know about the gradual development of
technology in the teaching and learning of language?

Below are given important points you need to know about instructional
technology.

There have been two major phases in technology that support language instructions: audio
materials and visual materials. Audio materials are accepted as the first examples of technology
used in language teaching. First of all, audiotape has a history dating back to the late 1950s. The
first audiotape machines were bulky and heavy, yet it only became a universal medium with the
emergence of audiocassette in the 1970s which created a great effect for the enhancement of
language teaching.

The common use of audio after 1970s resulted in the establishment of the audio language
laboratories and this allowed both teachers and students to control the access to audio materials.
After that, new forms of digital audio, called as the audio compact disc or CD, was introduced in
the early 1980s and quickly caught on. Most importantly, a final type of digital audio was
computer-based digital audio in 1980s.

In short, evolution of the use of audio materials in language instruction has provided interactive
and extensive use of authentic listening materials and thus it is still widely used in language
classrooms. As listening is one of the crucial phases in language learning, the creation of audio
media can be accepted as a milestone in integrating technology into the language instruction.
That is to say, what is needed principally at the beginnings of language learning is considerable
amount of comprehensible input (especially through reading and listening) that might help
learners progressively construct their knowledge of the language system.

On the other hand, an all-encompassing listening activities allow students to listen to materials
that contain familiar items might be useful in making the connection between reading and
listening. Therefore, use of audio technology should be used interactively via computers and
projection machines to support them with visual media and it also enables the students to follow
up reading passages with the audio recorded by native speakers of target language.

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Today, textbooks supplies extensive interactive audio materials (CDs) to teachers and students
by promoting learning new vocabulary items and diverse number of cultural elements together
with authentic knowledge about target language. Moreover, cellular phones and Mp3 players
are widely used as supplementary listening technologies and also enable the learners to do
listening activities wherever they are.

The second type of technology used in language teaching is images and videos are main
constituents of visual media often used effectively in language teaching. One of the most
common visual media now used are photographic motionless frames, either in the form of slides
or frames on a videodisc or CD ROM. Slide projector and overhead projector were special forms
of device to use these still frames dating from the 1960s, yet they have become a simple
technology to use. Although they had advantages for a particular time period, including relative
simplicity in its technology, they are in the process of becoming outdated technologies
nowadays. Slides can now be created on computer media which gives the teacher the advantage
of using high-quality images and organizing the slides in different ways for different groups of
students.

Motion video and TV were also used widely for a particular time period beginning from 1960s.
They are still used by teachers when necessary in classrooms, but instead of separate devices,
computers include the technology to use all of them at the same time. Especially after the
internet use in teaching and learning al1 contexts became so common together with computers,
the combined versions of technology has emerged with the help of internet and computers and
teachers and students have started to create very comprehensive instruction based on
instructional technologies.

Activity 1.2

On the basis of the above information, try to answer the following questions.

a. What is the difference between audio and video materials?

b. What was brought into language instruction with coming of audio materials in existence?
c. How can CDs, MP3 (audio) players and cellular phones make language learning
interactive?

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 d. Computers include both audio and video materials together. What does it mean?

It is important to highlight that widespread use of visual media is based upon computers.
Especially for visual media, computers have been used for language teaching since the 1960s.
The integration of computers into language teaching caused the emergence of a new term called
as Computer Assisted Language Learning (CALL).

We can divide this 50-year-history into three main phases:

 behaviorist CALL
 communicative CALL and

 Integrative CALL - two phases:

a. Multimedia
b. Internet

Each stage corresponds to a certain level of technology as well as a certain pedagogical

approach.

The next phase of communicative CALL, emerged in the early 1980s, just after that behaviorist
approaches to language teaching were about to be refused at both from, the theoretical and
instructional perspective, and when newly released personal computers (PCs) started to create
diverse opportunities for individual study.

Advocates of communicative CALL laid emphasis on the fact that rather than directly teaching
the forms of language, computer- assisted instruction should put more emphasis on how to use
forms allow and encourage students to produce original utterances rather than just try to
communicate using predetermined language structures, and assist the students at using the target
language effectively for communicative purposes based on skills like speaking and writing.
Through communicative CALL, the focus was both on what students do by means of
technological device and also on how students interact with each other or computer while
studying.

Task-based, project-based, and content-based approaches all aimed to engage learners into
authentic environments via utilizing several skills of language learning and use. This conduced
toward a new viewpoint on technology and language learning, which has been called “integrative

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CALL”. According to this approach, the learners acquire how to use different technological tools
within the normal process of language learning, rather than visiting the computer lab on a once a
week basis as different exercises.

Nowadays Information and Communications Technology (ICT) are used as an alternative term
for CALL. The term includes technologies in which the computer plays a central role, i.e.
Computer Assisted Language Learning (CALL), the Internet, and a variety of common
computer applications. Moreover, Cloud, Twitter, Facebook, web quests, games; mobile
devices (tablets and smart phones) stand out as the newest ICTs that are used for teaching and
learning a language.

Activity 1.3

Dear student-teacher, in the next part you are going to read about multimedia. Before that
answer the following questions from what you have already known. Then compare your
answer with what you are going to read.

1. What we mean by multimedia? Search from internet and try to reflect the definition of
multimedia from you point of views.

2. List the different types of multimedia used in area.

3. Explain the advantage of multimedia in language teaching.

a. Multimedia

The term multimedia was originally used to describe packages of learning materials that
consisted of a book, a couple of audiocassettes and a videocassette. Such packages are still
available, but the preferred terms to describe them seem to be multiple media or mixed media -
although there is considerable disagreement as to what they should be called now that the term
multimedia has acquired a different sense. Nowadays multimedia refers to computer-based
materials designed to be used on a computer that can display and print text and high-quality
graphics, play pre-recorded audio and video material, and create new audio and video recordings.
Because of its capability of integrating the four basic skills of listening, speaking, reading and
writing, multimedia is of considerable interest to the language teacher.

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Enter the multimedia computer (MPC)

The multimedia computer (MPC) was the next major landmark in the history of multimedia,
appearing in the early 1990s. The MPC was a breakthrough in terms of its compactness, price
and user-friendliness. Most PCs that are currently available can be classified as multimedia
computers. These following components are essential features of an MPC:

 a soundcard
 facilities for playing back and recording sound
 facilities for playing back and recording video
 a combination CD-ROM/DVD drive for storing programs, especially those containing
large amounts of audio and video

Modern multimedia computers usually come equipped with a DVD read/write drive or a
combination drive that can read and write to DVDs and CD-ROMs, as well as playing and
creating audio CDs.

First, an important distinction:

i. A DVD-player is the name given to the device used in home entertainment systems to
play back video and audio. A DVD-player can play:
o DVD-Video discs - also referred to as DVD-Movie discs: e.g. containing, full-length
feature films, videos of concert performances, etc;.
o audio CDs.
ii. A DVD drive, as fitted in a multimedia computer, can play
o DVD-ROM discs, which consist of combinations of computer programs and high-
quality motion video;
o DVD-Video discs - also referred to as DVD-Movie discs: e.g. containing, full-length
feature films, videos of concert performances, etc;
o CD-ROMs (see Section 2.1.6);
o audio CDs.

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The main advantage of all types of DVDs is that they offer very high quality video and sound. In
this respect they have caught up with - and surpassed - the video quality offered by older 12-inch
videodiscs

Each DVD is divided into six sections:

i. Video & Script: The whole movie can be viewed in full-screen mode without subtitles or
in small-screen mode with subtitles and an optional rolling script. If the learner wishes to
view a particular scene and play it over and over again, it can be selected from a menu.
ii. Movie Quiz: The learner takes part in a quiz on the movie, pitting his/her wits against a
"virtual" competitor - a character who has already appeared in another Euro Talk series.
iii. Record Yourself: The learner can choose a character in a short clip from the movie and
record his/her own voice, which is then substituted for the character's voice.
iv. Dictionary: The learner can look up a word, which is then spoken aloud and illustrated
with a still picture from the movie.
v. Word Search: The learner can look for an example of a word in use. A short clip
containing the word will then play.
vi. Activities: These consist of a four types of interactive exercises:

o Vocabulary: The learner attempts to match a spoken word with a still picture
o Missing Word: A gap-filling/multiple-choice drag-and-drop exercise in which
the learner attempts to match a blanked-out word in the movie subtitle with a
selection of possible words that appear below the subtitle.
o Spelling: An activity which is similar to Missing Word, except that the learner
has to drag the word letter-by-letter into the gap in the subtitle.
o What's the next line? A multiple-choice exercise in which a short clip from the
movie is played and the learner has to anticipate the next line.

b. What is the Internet?

The Internet is a computer network connecting millions of computers all over the world. It
provides communications to governments, businesses, universities, schools and homes. Any
modern computer can be connected to the Internet using existing communications systems.

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Schools and universities normally access the Internet via their own educational networks, but
private individuals usually have to take out a subscription with an Internet Service Provider
(ISP).

As you can note from the above explanations, the history of technology development in language
learning starts with the appearance of Computer-Assisted Language Learning (CALL) in the late
1950s. Since that time, the development of the computer has been quite rapid. Evidently, in the
1980s, there was a revolution on the existence of integrative CALL and the internet which
developed the presence of multimedia such as text, graphics, sound animation, and video.
Therefore, those appearances become the way of the computer could be used for language
learning.

This indicates that computer is an important instructional tool in languages learning in which
teachers have useful access, are adequately prepared, and have some freedom in curriculum.
Therefore, the computer technology can be used by the teacher in assisting them to get the
appropriate media in supporting their teaching method and facilitating students in learning.

Nowadays, technology is being popular in language learning. It has been used by the teacher and
students in and out of the classroom. It is believed that technology can help them in the process
of teaching and learning a language because of the following reasons.

 Technology is an effective tool in language learning and it can support a curriculum that
can facilitate students in increasing their language skills.
 The use of technology in language learning can lead to improvement for both teachers
and students in the learning process.
 Teachers can improve their creativity in selecting useful technology and the way of
delivering materials by using it.
 The use of technology can lead the students‟ engagement to the material which can help
them in improving their language skills easier.
 It provides lots of alternatives to make teaching and learning interesting in order to get
the learning improvement.
 The implementation of technology offers the usage of multimedia such as images, text,
audio, videos, which can enhance learners‟ linguistic knowledge.

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  The use of multimedia technology allows finding, collecting, and selecting the
information and activities from different sources and these activities will facilitate
students to improve their skills in analyzing and interpreting the language and context.
The use of multimedia technology such as videos can help students to understand the
topic with enthusiasm and develop their knowledge.
 When students learn a language with technology, it helps them in developing their
higher-order thinking skills.

Therefore, the use of technology in language learning is very important to invite students‟
attention in order to students‟ language learning advancement.

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Taken from: How to Teach English with Technology (page 8)

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 Activity 1.3

Dear student-teacher, based on the above information, answer the following questions.

1. What are audio materials?

2. What are the advantages of authentic materials in language teaching?
3. Based on your experience of language learning, what are the common visual media used
in language teaching-learning process?
4. What do you understand about Computer Assisted Language Learning (CALL)?
5. How do you think computers can be used in language learning?
6. Have you ever used your mobile phone for language learning? If “yes”, how?

Activity 1.4

Dear student-teacher, go to the nearby primary schools and ask what types audio and visual
materials language teachers use in teaching language and organize information you get.

1.2. The Role of Technology as Media in Language Learning

Learning Competencies

Dear student-teacher, up on the completion of this section, you will be able to:
 describe the concept of technological media;
 identify different technological media used for language learning;
 apply some media technologies to learn language

Activity 1.5

Under this section you are going to read about media technology in language learning. First
try to answer the following questions.
a. What do you understand about the term “Media Technology”?
b. List down some media technologies you know that can serve for language learning
purpose.

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Technology can be used by the teacher as a teaching media in the classroom in order to deliver
the material to the students. Technology can be used as a tool or media that can potentially
support, enhance, and assist language learning. As media, generally, media has two roles, there
are as instructional aids and instructional.

a. At first, media is used as instructional aids; it means media is used completely to enrich
teachers‟ presentations. The use of media can help teachers to deliver the materials which
can help students to catch the messages or the contents of the materials easily.
b. Secondly, media is used as instructional systems; it means media is used to support the
instruction in both conventional and non-conventional settings.

Moreover, there are two main functions of technology as a media of language learning:

a. Media as a learning tool- As a learning tool media has a role to reach the learning goals.
It is based on the belief that the learning process with the help of media can improve the
quality of students‟ learning activities. Therefore, students‟ learning activities with the
use of media are better than without the use of the media.
b. Media as a source of learning- it can help students in enriching their knowledge which
can help them in understanding the material. Therefore, it is clear that media plays an
important role in supporting students in learning a language. However, teachers should
choose an appropriate technology that will be used as a media in the process of teaching
and learning a language. This way will help the teacher in improving learning activities to
gain the learning goals.

There are certain advantages of using technology as media of language learning.

The use of technology as media in the classroom can help the students to internalize
information and knowledge of the external world to develop their own experiences.
By using technological media, students can get real experiences that can construct their
thoughts.
Using technology as a media can result true learning experiences for the students.
The use of technological media in the classroom enables teachers to deliver the materials
in various ways. It aims to gain the students‟ attention, so they can meet the learning
outcomes.

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1.2.1. Phases to Deliver Materials through Media Technology
Dear student-teacher, there are four phases in delivering materials for language learning through
media technology:

1. Identifying students’ need

Teachers should identify what the students‟ need to make the integration of materials and media
technology use appropriately. However, the materials must be suitable with the curriculum in
order to achieve the learning goals that have been explained in the curriculum.

2. Determining instructional objective

The teachers should determine the objective that will be achieved by the students. Hence, it
affects the media technology that would be used by the teacher in the teaching and learning
process.

3. Determining the material

The teachers should determine the part of the materials that would be included in the media
technology. In this phase, the teachers may arrange the materials that would be delivered from
the beginning to the end of the teaching and learning process.

4. Starting to compose the material on media technology

In this phase, the teachers put the materials that have been decided on the media technology. The
media that would be used should be appropriate with the materials; hence it can support each
other in order to make the students understand the materials easily.

Language teachers have already developed many imaginative and creative ways of engaging
pupils' interest in language learning in the classroom, and a carefully-structured, communicative
approach promotes effective learning as pupils discover meaning and structure and are guided in
adapting and manipulating the language for their own use. Much use is made of pair work in
order to involve as many learners as possible in the learning process.

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1.2.2. Media Technology and Creativity in Language Learning
Media technology that can be used for language learning are various, it consists of the hardware
and software of technology including audio, video, images, interactive media, etc. All of those
can support students‟ language learning when the students can use it effectively. Thus, students
need creativity to choose the use of those media technology. Creativity is needed for creating the
media technology including the content of the language learning that would be presented on the
media. In this turn, creativity can be defined as a skill to manage and modify something in a new
way.

Moreover, in the process of language learning, students may choose the kinds of media
technology that will be used, then creating it by themselves as creatively as possible; they may
use the existed media technology to be modified in a new way that is customized with the
learning goals. Thus, it can give the students opportunities to express themselves in creating the
media technology for their language learning. Hence, creativity and the use of media technology
are the things that cannot be separated. Creativity may help students to get the interesting media
technology that would facilitate in learning language in order to improve their language skills.

On the other hand, the use of media technology in language learning could foster
students‟ creativity. Thus, in fostering students‟ creativity media technology has the
following benefits:
The use of technology can facilitate students to develop their creativity and provide them
with interesting, enjoyable, and exciting way to learn the language.
Media technology can stimulate creativity among the students. It occurred because of the
use of media technology gives students opportunity to explore the ideas from any
sources. Thus, they will have imagination thoughts or ideas about something which can
be connected with their past experiences to create new learning possibilities.
The use of media technology can motivate students to investigate, find answers, and to
learn. As a result, creativity in learning with media technology can make the students
have a good motivation to learn and feel interesting in learning a language. By having
good motivation, it can drive students to survive in doing assignments as part of learning
process.

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As Harmer (2001) said that motivation is a kind of internal driving force which drives someone
to do something in order to achieve something. Therefore, students should be creative in the
learning process in order to mastering in language skills. Finally, without creativity, it would be
difficult for students to choose and create media technology that can support them in learning a
language.

Activity 1.5
Dear student-teacher, answer the following questions to check your understanding about the
above information.
 What is the role of media in promoting language learning and students‟ engagement?
 What is the need of considering students‟ needs and instructional objectives in media
technology for language learning?

Unit Summary

In this unit you have learned about the historical trends of technology in language teaching and
learning. Moreover, in this unit you have been introduced with the role of technology in
language teaching and learning specifically in promoting students‟ motivation and engagement.
Thus, different types of technology can be used in language teaching and learning based on the
specific focus of the lesson.

Reflections
Reflect on your learning experience in this unit by writing short answers to the following
questions.
1. Did you find the topic of this unit interesting? Why?
2. Which of the activities in this unit were:
a. easy? why?
b. of medium difficulty? why?
c. difficult? why?
d. enjoyable? why?

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 Self-Assessment
Assess your learning progress in this unit by putting a tick mark (✓) in the appropriate box in the table
below. Tell your partner your plan to make improvements in areas where you have weaknesses (if any).
no. can you… yes no
1. identify the historical development of technology in language learning and
teaching?
2. ?identify the role of technology in language teaching?
3. ? down different types of technology in language teaching?
list
4. discuss the basic criteria in selecting technology?

Self-test exercises from unit one.

I. For the followings write TRUE if the given statement is correct and write
FALSE if the statement is wrong.
1. The first technology used in language teaching is video material.
2. Authentic listening materials are introduced with the introduction of audio materials.
3. Cellular phones are only used in the classroom for language learning.
4. The advancement of computers supports the use of visual materials.
5. DVD-player are used to play back all video materials except audio materials.
6. Images and videos are the components of visual materials.
7. One of the distinct features of computer technology is the inclusion of both audio and
visual access.
8. Behaviorist CALL has been recently emerged when compared with Communicative
CALL.
9. Communicative CALL is basically related to teaching language structure.
10. The focus of communicative CALL was considered with what students do rather than
their interactions with one another.
11. Task-based, project-based, and content-based approaches of language learning are
exclusively different from Integrative CALL.

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II. Fill the blank spaces in the following statements.
1. Listening activities with familiar items allow students to make connection between
_________ and ______________ skills.
2. __________________ are widely used as supplementary listening technologies and also
enable the learners to do listening activities wherever they are.
3. The term ________________________ refers to the integration of computers into
language teaching.
4. ___________________ are very important in integrating the four language skills.
5. __________________ can be used as learning tool and source of learning.
6. The first phase in delivering language learning material through media technology is
_________________________.

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 UNIT TWO: APPLYING TECHNOLOGY IN LANGUAGE LEARNING
AND TEACHING

Unit Introduction
Dear student-teacher in unit one you have learned about the general issues about instructional
technology in language learning. This unit primarily focuses on elaborating basic concepts in
applying technology in language teaching and learning. The unit covers issues about technology
in teaching and learning, technology in language learning, using technology in language
classroom for the purposes of classroom management, students‟ engagement and achievement of
learning objectives as well as the role of media technology in addressing students‟ learning
styles. Accordingly, in this unit the role of technology in language teaching and learning,
benefits of technology in promoting students‟ engagement and addressing students‟ learning
styles are taken into consideration.

 Unit Learning Competencies

Dear student-teacher, upon the successful completion of this unit, you will be able to:

 Explain the role of technology in language teaching and learning;

 Identify the role of using technology in language classroom for the classroom
management;
 Indicate the role of media technology in promoting students‟ engagement in language
classroom;
 Identify the values of media technology in addressing learners‟ learning preferences or
styles.

2.1. Technology in Language Classroom for Language Learning

 Sub Unit learning Competencies

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After completing this section of the unit, you will be able to:

 Identify the purposes of using technology in language classroom;

 Explain the role of technology in assessment and students‟ motivation.

Activity 2.1

Dear student-teacher, before you go through the given information about the use of technology in
language learning try to react on the following questions.

a. Have you ever seen language teachers use different technological materials in the
classroom for teaching language?
b. If your answer for question „a‟ is „yes‟, mention some of these technological materials
used by language teachers.

Technology has been integrated into second language teaching and learning since the 1960s as a
mechanical tutor to train repetitive language drills, the so-called drill-and-practice method. It is
only since 2000 that computer technology has been largely used in reading, writing, literacy, and
cultural awareness. With the development of multimedia computing and the Internet, technology
is becoming a vital feature of second language classrooms and an important issue confronting
second/foreign language teachers and researchers.

Technology in language learning has been in constant evolution since its genesis in the 1950s, in
part due to attempts to keep up with the ongoing developments in computer technology. The
development of technology in language teaching and learning is also the result of the
development of learning theories and pedagogical considerations. These tools are based on some
theoretical underpinnings.

The most widely used variant of technology in language learning is CALL (computer- assisted
language learning). This term has been widely used to refer to the areas of technology and both
second language teaching and learning despite frequent suggestions to revise the term (Chapelle,
2001). Of course, many other similar terms associated with technology use in language learning:

 TELL (technology-enhanced language learning),

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  WELL (web-enhanced language learning),
 CELL (computer-enhanced language learning),
 NBLT (network-based language teaching), and
 CMC (computer-mediated communication).

As far as technology in language learning is considered, it is important to elaborate issues about

the importance of multimedia in language learning. Multimedia is the integration of text,
graphics, animation, sound, and/or video. When we talk about using Multimedia in the classroom
it can includes Power Point presentations that are created by the teacher, commercial software
that is used for reference or instruction, or activities that directly engross the students in using
multimedia to construct and convey knowledge. The intention of using multimedia in the
classroom is to construct and convey knowledge effectively that makes the learning stimulating.

Activity 2.2

Dear student-teacher, now answer the following questions to check your understanding of
the above information.

1. What are technological devices commonly used in language learning and teaching?
2. What are the different types technologies used in language learning?
3. What is the need of mediating language learning with technology?
4. How do you define the term „multimedia‟? How multimedia is important in language
learning?
5. What is the advantage of using technological innovations in language teaching and
learning?

There are some advantages of using multimedia as technology of language learning.

a. Leads to Better Learning- Learning through this profits less time and is enjoyed more.
Multimedia has provided the opportunity of energetic learning reassuring some thoughts
and actions on the part of the students.
b. Makes the Session Interactive- Multimedia gives an opportunity to get involved in the
interaction.

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c. Increases Motivation- Motivation to learn the language is very important when we talk

about effective learning and teaching. These days as students are becoming more and
more smart and intelligent to teach students through traditional methods make the
students less interested in the subject especially in learning English language. But if the
teacher adopts various techniques using multimedia like showing documentaries and
doing online activities the students can be motivated to learn and engage actively.
d. Promotes Student-centered Learning- Using multimedia or any sort of technology in
the classroom leads to learner centered learning. Students show accountability for
learning when collaborative activities or project based learning is implemented through
technology.
e. Different Learning Styles can be Addressed- One biggest advantage of using
multimedia in classroom for language learning and teaching is it allows the teachers to
address different learning styles which students may find interesting and innovative. If
the teacher uses multimedia students can see, hear, and imagine what things are
represented to bring the subject to life.
f. Keeping Students Updated with Technological Advances- As we are living in the age
of technical revolution it becomes inevitable for all to have information of how and
where technology should be used. Similar is the case with the students. Students are
considered to be the future citizens of the nation who might have to compete at a global
level because of globalization. Hence if technology or multimedia tools are used for
teaching and learning purpose students do get exposure to the ever-changing arena of
technical world.
g. Access to Limitless Resources for Language Teaching and Learning- Today it has
become important for the teachers to bring about a change not only in the practices of
teaching but also the variety of content selected for teaching. Earlier the teacher had to
heavily rely on the prescribed text for teaching but now with the help of technology and
the aid that multimedia has provided the teacher not only experiment with the teaching
styles but also the variety of content given to students. With the help of multimedia more
ideas can be explored and brought into actions.

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2.1.1. Classroom Management Strategies in a Technology-Assisted Language Learning
Classroom management strategy is considered as an important aspect for teachers to monitor
their students‟ progress. It is important because classroom management is related to teachers‟
actions to set order and time allocation during learning process found that classroom
management strategies have been considered as an important factor that affects students‟
learning achievement. Therefore, the teachers are demanded to establish effective classroom
management strategies that offer clear explanation and applicable knowledge for students.

In this case, there are four practical effective classroom management strategies for the teachers:

 Establishing compassionate and supportive interaction with students,

 Giving a clear instruction to maximize students‟ comprehension,
 Motivating students to become active during the learning process, and
 Fostering students‟ social skills and self-regulation.

Technology-Assisted Classroom management strategies can be conceptualized as structures that

promote the adjustment of cause and effect of events that facilitate learning. Such classroom
management strategies demand teachers to support students‟ learning by establishing a learning
environment where effective instruction can happen with minimum disruptions. Technology-
Based classroom management strategies consist of the three combination of effective teaching
strategies which includes meaningful learning material, powerful teaching strategies, and clear
learning syllabus to support productive learning.

In this modern era, there has been a rapid development in Information and Communication
Technology (ICT) for teaching and learning and its function whether it is inside or outside the
classrooms. The technology can be in a form of internet services, software, or hardware.
Encouraging the teachers to use ICT and internet can enhance teacher-student sense of belonging
and improve knowledge sharing with the students.

The students in this era are digital natives that have great mastery upon technology. Therefore,
using learning platforms in internet can improve the interaction between the teachers and the
students. It can also extend the learning process beyond classroom, so students can participate in
interaction, collaboration, and information and resource sharing beyond their lesson time in the
classroom.
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The immense improvement of technology will create the possibility for the teachers to use
technology as part of their classroom management strategies. Effective classroom management
need to include establishing and maintaining order, designing effective learning instruction,
dealing with students, and effectively handling the progress of each student in classroom which
is not impossible to be implemented using technology.

It becomes a common practice nowadays that teachers use technology to make students become
engage during the learning process because the students use technology in their daily basis. Thus,
it is believed that using technology can make students become engaged to the lesson and it can
make the students to have better comprehension and learning result.

In CALL class, the integration between technology and classroom management is a must
because CALL is related to how to use computer to assist language learning. Technology in
CALL (internet, software, and hardware) class is used to make classroom management becomes
easier for teachers.

Activity 2.3

Dear student-teacher, on the basis of the above information now answer the following questions.

1. What is the contribution technology-assisted classroom management strategy in students‟

language learning?
2. Explain the role of the so far stated teachers‟ practical effective classroom management
strategies in promoting students‟ language learning.

2.1.2. Integrating Technology to Engage Students and Achieve Learning Objectives in

Language Learning
In classrooms across the nation, students are not only being given technology as a tool, but are
expected to use it to enhance their learning. Effectively addressing content standards/learning
objectives at this stage of learning will help to enhance the importance of developing technology
to prepare students for next level/life skills. While enhancing learning with technology is
important to prepare students for learning, it also serves as a tool to engage students when used
well, aligned with curriculum and student learning goals. Based on the diversity in learning goals

23
and strategies, technology also offers methods to meet the differing needs of middle school
students.

Technology integration necessarily alters the traditional paradigm of the teacher providing
wisdom and the student absorbing knowledge. The knowledge needed for tomorrow‟s jobs will
change before many of today‟s students enter the job market. In integrating technology to meet
students‟ curricular needs and providing engaging instruction, challenges still exist. Keeping
students on-task and effectively engaged with technology continues to be difficult. For most
students who have access to technology outside of school, they use their digital media for “fun”
and not always for academic purposes. While some strategies have proven effective in some
contexts, it is impossible to fully keep this from happening especially when students are on their
own outside of school.

The decision on the selection and use of technology for instruction should be made at the onset –
when the instruction is being prepared by the teacher, not in the middle or at the conclusion of
the instruction. The objective and method of instruction including technology and outcomes of
instruction should be specified at the planning stage.

Especially when incorporating technology, teachers must take into account their own attitude and
perspective towards technology and the level of technology integration that they feel comfortable
using. While teachers are beginning to stretch out of their comfort zones, students are benefitting
from opportunities to engage with content in new ways.

Teachers should be incorporating technology with a specific purpose in mind for using this tool.
Technology provides tools for active learning, among others- it is a means, not an end.
Integrating technology into our pedagogy conjures reflection on our part as educators about
moving away from the ways things have been done, to imagining the ways things ought to be
done.

Activity 2.4

Dear student-teacher, before you are going to read the next section try to reflect on the following
question.

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  How can integrating technology in language learning to promote students‟ engagement?

Integrating technology in language learning can promote students‟ engagement in three ways:

o It can expand the scope of classroom learning beyond the physical boundaries of the
classroom (and also beyond inclusion of only teacher and students).
o It can expand accessibility of, and engagement with, content and information.
o It can expand the ways students can demonstrate what they have learned.

In general, teachers apply technology for a number of reasons, such as student engagement, time
management, motivation and meeting individual students‟ needs. One of the main questions they
consider is not what technology to select but how to apply the selected means to maximize
learning outcomes within the given instructional time.

2.2. Adapting Multimedia Technology in Language Learning to Address Students’

Learning Styles
 Sub Unit Learning Competencies

Dear student-teacher, after completing this section, you will be able to:

 identify different techniques of adapting multimedia technology for language learning;

 explain the role language technology in addressing individual differences in language
classroom.

The teaching-learning connection involves a number of important elements. The first element is
the subject, and depending on the content and the relevance to life situations which involves the
following questions:

 What are the learning objectives?

 What is the place of this class within the curriculum?
 Is the knowledge at the level of facts, application, or synthesis?
 In what ways does this class build an understanding of and interest in the discipline?

The second element is the student. Because students differ greatly by gender, culture, intellectual
development and family academic background, the following student-based questions must be
answered:

25
  What is their cognitive level, and
 What is their prior knowledge of the subject?

A third element in the teaching learning connection is the environment. Here environment
referred to equipment available in the classroom. They argued that if the environment is
hampered, it might inhibit learning. For example, classrooms with computers and video
equipment can facilitate learning, while classrooms without computers and video equipment can
inhibit it. Computers and video equipment in the classroom is instructional technology.

Multimedia (or hyper media) has been described as the presentation of sound, image, and text
combined with computers. It is audio, still imaging, animation, and full motion video presented
on a computer. Put another way, it is high quality voice, music, sound, color, motion video, still
images, and graphics all accessible through a computer. The presence of a computer is what
makes multimedia something different from books and video because it allows the user to
interact and control the information.

In information and audio-visual methods there is a provision for critical thinking skills and this
must be coupled with a value system that includes responsible empowerment of the student. The
use of media technology in language learning enables the instructional process to address
students with various learning preferences and styles in the classroom due to the facts detailed
below.

The digital medium and interactive method allows both the teachers and the students to
control the presentation and analysis without very elaborate computer skill.
Students are engaged actively in learning and teachers can introduce students to primary
data.
Media allows students to see real-world images that make instruction more concrete and
comprehensible.

Basically, people register information through the five senses: sight, smell, touch, taste, and
hearing. There are three models of sensory perception, auditory, visual and kinesthetic. While the
use of more senses may increase the learning process, people have preferences for which of the
senses they use most. Although all learners have some things in common, they constitute a
separate category of learners who have their own needs. In their attempt to teach, teachers use

26
various means and media technology to transmit knowledge by addressing all the students
according to their learning preferences (styles).

Unit Summary
In this unit you have dealt with two basic issues. The very crucial issue discussed in this unit was
about the use of technology in language classroom for language learning. Accordingly, in line
with this idea you have introduced with the use of technology-assisted classroom management
strategies in promoting language learning and how teachers use technology in motivating
students for language learning and engaging them into language learning activities.

Reflections
Reflect on your learning experience in this unit by writing short answers to the following
questions.
3. Did you find the topic of this unit interesting? Why?
4. Which of the activities in this unit were:
e. easy? why?
f. of medium difficulty? why?
g. difficult? why?
h. enjoyable? why?‟

Self-Assessment
Assess your learning progress in this unit by putting a tick mark (✓) in the appropriate box in the table
below. Tell your partner your plan to make improvements in areas where you have weaknesses (if any).
no. can you… yes No
1. explain the role technology in language classroom?

2. identify teachers‟ strategies of implementing technology-assisted classroom

management strategies?
?
27
 3. identify the role technology in enhancing motivation and engagement?

SELF ASSESSMENT ACTIVITIES FOR UNIT TWO

Dear student-teacher, for the followings choose the correct answer.

1. Of the followings, which one best describes technology integrated language

instruction?
A. Maximum engagement B. Well performance C. Managed classroom D. All
2. The most widely used technology in language teaching is ____________.
A. TELL B. CALL C. WELL D. WAP
3. One of the followings is wrong about media technology in language learning and
teaching.
A. Better learning B. Interactive learning C. Student-centered learning
D. None
4. The process of selecting media technology depends on the following except
A. Lesson objective B. Student need C. Cost D. Availability
5. In the teaching-learning connection process, the subject element considers
A. Learning objectives B. Cognitive level C. Experience D. Classroom

UNIT THREE: TECHNOLOGY-INTEGRATED PROCESS IN LANGUAGE

TEACHING AND LEARNING

Unit Introduction
Dear student-teacher, this unit covers the integration of technology in the process of language
teaching and learning. The unit includes three sections. The first section entails about the role of
technology in the process of designing language teaching-learning materials and tasks. Section
two is about the use of technology in assessing students‟ performances during the teaching and
learning process. The final section is related to applying technology to deliver classroom
activities and engaging students into activities.
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 Unit Learning Competencies

Dear student-teacher, upon the completion of this unit you will be able to:

 Identify the processes of using technology to design language teaching materials;

 Explain the role of technology in assessing students‟ performances;
 Describe the place of technology in delivering and engage students into classroom
activities.
 Use technological innovations in daily life

3.1. Technology-Integrated Process of Designing Language Teaching Materials

Sub unit Learning competencies

Dear student-teacher, up on the completion of this section of the unit, you will be able to:

 Identify technology-integrated materials for language teaching;

 Practice processes of designing technology-integrated materials for language learning and
teaching.

Activity 3.1

Dear student-teacher, the following questions are related to your experiences of language
learning. In group of five to six students prepare a report to present in the class.

1. What language teaching materials do you know? List down some of them and explain
how they can be used in language teaching and learning.
2. What do you think the differences between traditional and modern technology related
language teaching materials?

Teaching materials are the resources used by teachers to perform pedagogical activities. The
resources include printed and non-printed versions like digital textbooks, CDs, Maps, and
Videos. To meet students‟ needs and wants, teachers should evaluate the teaching materials, and
then develop them. It is obvious that no single textbook can accommodate students‟ needs and

29
wants perfectly. Therefore, teachers are in charge persons to evaluate, adapt, replace, and revise
the materials. In other word, teachers are teaching material developers, they can modify printed
to online materials and vice versa. Teachers have power and freedom to develop their teaching
materials as long as they do not deviate from the designated curriculum.

Modern technology is inevitable in the current situation of teaching and learning. It has great
possibilities to cover variety of students‟ learning styles. The more modern a technology, the
more helpful it is for supporting the teaching and learning process. With regards to material
development, teachers are expected to be able to apply or integrate technology for their teaching
materials development.

In fact, there is a positive and significant relationship between the development of teaching
materials and the use of media. Thus, in developing language teaching materials, media play an
important role to support the implementation of teaching materials development. In this case,
technology-integrated material development for language teaching can be done by integrating the
four language skills through different forms of teaching materials, promoting interactive learning
through online resources.

Generally speaking, language teaching materials are divided into three groups.

a. The first is traditional materials, such as course book, workbook, teachers‟ guidance,
chart, flashcard, teacher-made materials etc.
b. The second is audio and visual materials, such as video player, audio player, projection
device, computer, etc.
c. The third is information communication technologies (ICT) based materials, such as
interactive white boards (IWB), materials providing mobile assisted language learning
(MALL), tablets, computers, podcasts, smart phone, and the Internet.

30
 Different types of language teaching technological devices

Activity 3.2

Dear student-teacher, on the basis of the above picture answer the following questions.

1. What are the similarities and differences between the above three groups of language
teaching materials?
2. Explain the role of language teaching materials in relation to:
a. Addressing students‟ needs
b. Providing experiences and daily lives for learners

In developing technology-based language learning materials, some important things should be

considered by materials developers:

a. learning materials should be in line with the learners‟ needs and wants;
b. learning materials should be related to syllabus, curriculum and method that are
implemented;
c. learning materials should give learners experiences to interact with authentic use of language
through spoken and written texts;

31
d. learning materials should allow learners to carry out many activities in learner-centered
classroom; and
e. learning materials should be useful for the learners‟ daily life

Technology-integrated process of material development for language teaching mainly relies on

the Four-D Model of material development. This model of material development comprises of
four stages which are explained as follow.

Stage One: Define

The stage which is frequently recognized as the stage of needs analysis aims at determining the
learning objectives and the coverage of the learning materials that will be developed. To do this,
there are five steps that should be done: front-end analysis, learner analysis, task analysis,
concept analysis, and specifying instructional objectives.

Stage Two: Design

This stage aims to design teaching materials. There are 4 steps undertaken in this stage:

A. Setting the Criterion Reference Interpretation

This is a connecting step between the Defining and Designing stage. It is arranged based on the
learning objectives and the result of student analysis; then a grid of learning outcomes tests is
developed according to the level of students‟ cognitive abilities.

B. Selecting Media

It aims to identify learning media relevant to the characteristics of material or topic taught, and it
can maximize the use of the teaching material in the classroom.

C. Selecting Format

It is intended to design the learning material, selection of strategies, approaches, learning

methods, and learning resources, all of which are relevant to the learning media used.

32
 D. Initial Designing

This step consists of activities to simulate the presentation of material with media and teaching
steps planned previously.

Stage Three: Develop

In this stage, a product is developed and produced. It is carried out through two steps, namely
expert/practitioner assessment followed by revision and trials. The purpose of this stage is to
produce the final form of teaching materials after being revised based on feedback and
suggestions from experts or practitioners and the results of trial.

Stage 4: Dissemination Stage

The last stage in the development of 4D model learning tools is the dissemination stage. The last
stages of final packaging, diffusion, and adoption are the very important although often
neglected. The dissemination stage is carried out to promote the product developed so that it is
accepted by users (system, groups or personals). Things that need to be considered in carrying
out dissemination/dissemination are user analysis, strategies and themes, timing of
dissemination, and selection of dissemination media. Stage, calls validation testing, packaging,
diffusion and adoption.

33
 The 4D model of Material Development

3.2. Using Technology to Assess Students’ Performance: Features and Types

Sub Unit Learning Competencies

Dear student-teacher, after completing this sub unit, you will be able to:

34
  identify different types of technologies used in assessing students‟ language learning
performances;
 explain the basic features technologies for assessment purposes

Activity 3.3

Dear student-teacher, before you are going to learn issues about the use of technology in
assessing students‟ performances in language learning, try to answer the following questions.

a. What areas of language learning do you think can be assessed using technologies?
b. What sorts of language learning technologies are applied for assessing students‟ language
learning?

Dear student-teacher, today, different technologies have dominated the world by impressive
developments. These developments have made different technologies to be used in different
aspects of language teaching such as language testing. In view of that, different technologies can
be used to help the teachers assess their students‟ language proficiency in general and different
language skills in particular without having to be dependent on traditional methods of testing
which may not reveal the exact achievement of different skills. In this regard, several factors
should be considered by those teachers who aim at designing assessment based on technology:

 Does the activity require the student to be creative?

 Does the activity reflect real world communication?
 Does the activity let the student use what he/she has learnt?
 Does the activity allow the student to use their language skills as a whole?
 Does the activity increase motivation?
 Does the activity reduce the affective filter?
 Does the activity increase group work?
 Is the activity reliable enough?
 Is the activity valid?
 Is the activity authentic?

Consequently, any activity to be designed to assess different language skills via the utilization of
different technologies should require the students to be creative. To do this end, the activity

35
should reflect real world communication. In other words, it should reflect on what the language
learners may face within the society. Another essential factor in designing technology based
assessment is that the activity should let the students use what he/she has learnt. Some teachers
design some tests looking for what the students do not know rather than what they have learnt.

The activities should also reduce the affective filter and increase the motivation. Sometimes, this
can be achieved by giving the floor to the language learners themselves to design some
assessment activities for their peers. In this regard, teachers can divide the class into two groups
and ask each group to design some test items for the other group. This will increase the
motivation. The last but not the least important issue to be considered after designing the
activities is verification of the items. In fact, the reliability and the validity of the test should be
verified. This can be achieved by running a pilot study to make the necessary amendments.
Considering the above-mentioned questions, different technologies such as computer, the
internet, mobile phones, and chat can be valuable sources not only for language learning but also
for assessing different language skills.

Following are some computer-assisted, mobile-assisted, and sound recorders activities that can
be used both in formal and in informal language learning settings. They can also be used to
assess the language learners‟ progress.

3.2.1. Podcast

A podcast is a broadcast digital audio recording, made available via the Web in a way that
allows the recording to be downloaded for listening at the user's convenience. The term podcast
is often used to describe a broadcast digital video recording, also made available via the Web.
The term podcast takes its name from a combination of iPod (Apple's portable digital media
player) and broadcasting, but podcasts and podcasts do not necessarily require the use of an
iPod or similar device.

36
 Picture of podcast

Audio file formats

Dear student-teacher, when using the above software packages, it is important that you are aware
of the range of formats in which sound can be stored on a computer. Most sound editing
packages allow you to save images in different formats and to convert from one format to
another. The commonest formats are:

 MP3: The standard format for storing sound files, especially music, on the Web. MP3 is
the form favored for podcasts. The advantage of this format is that it compresses the
sound, thereby saving space, without a significant loss in quality. MP3 is a variant of
MPEG:
 MP4 AAC: Abbreviation for MPEG-4 Advanced Audio Coding. The MP4 AAC file
format is used to store audio files in a more manageable size without affecting the
quality. MP4 AAC's best known use is as the default audio format of Apple's iPhone,
iPod and iTunes media player. See also the reference to MPEG-4 Advanced Video
Encoding
 WAV: Until recently, the commonest format. Produces high-quality sound but takes up
quite a lot of space.
 WMA: Windows Media Audio is Microsoft's own audio encoding format which offers
high-quality output with lower file sizes.

Podcasts are best used for practicing and improving listening comprehension. However, they can
also be used for improving other language skills such as speaking proficiency. In this regards,

37
students can go to some websites which enable them to record and upload their own voices.
Then, other students can easily have access to the recorded clips. Accordingly, they can then
leave some comments regarding what they hear. These comments will help language learners to
know about their weakness. Following, the teacher can score the students accordingly. This way,
the students are free to talk about any topic which they have information about. They can talk
about any topic which they like. So, they are not limited to what the teacher wants. The affective
filter will also be decreased.

In order to increase the validity of the scoring, the scoring criteria should be developed which
correspond with the course objectives. Another activity which can be given to the students is a
project. Accordingly, a project is given to a group of language learners to work on outside the
classroom atmosphere. Then, the students in the same group should report the outcome to the
teacher. However, teachers should bear in mind the language proficiency level and the interest of
the participants. In other words, teachers should not impose a topic to a group which is above the
language proficiency level of the students.

To avoid introducing linguistically inappropriate topics to the language learners, teachers can
ask the language learners about their preferences. Among the topics which the language learners
offer, teachers can select one. In relation to the sorts of activities which can be used through the
application of different technologies such as podcast, it should be emphasized that various
activities can be used this may seem to be traditional at the first glance. However, the important
point is that the outcome of any activity given to the students should be shared with other
students through podcasting.

3.2.2. Chat
Today, many web 2.0 sites offer free online chatting service which can be pedagogically
valuable for language learning as well as language assessment. In the same line, the role of social
networking sites like Twitter and Facebook known as Web 2.0 in language learning has been
investigated by some researchers.

Accordingly, the term “Web 2.0” refers to web applications that facilitate participatory
information sharing by user-centered design and collaboration on the World Wide Web. A web
2.0 site allows users to interact and collaborate with each other in a social media dialogue in

38
contrast to websites where users are limited to the passive viewing of content. Web 2.0 sites offer
possibilities for increasing ability for communication, self-expression and teach (Hall, 2008).
According to Brown (2008), services like Facebook and twitter provide a range of
communicative modes for the development of online communities. These new communicative
technologies and forms are characterized by minute or micro-sized pieces of text or information
(Friesen, 2007), socially-oriented interactions (Mason 2008), and the development of myriad
connections between and among users and resource (Siemens, 2005).

According to many studies conducted regarding the use of chat for language learning, chat
conversations for one hour a day can improve speaking proficiency to a significant extent. Shy
students are those who benefit more from chat room. However, the important point to mention
here is that the chat conversation can be beneficial if it is conducted orally not in the written
form. If chatting with other students in other countries is not possible, language learners can chat
with their peers. Teachers can raise a topic in the classroom every week and asks the students to
join different chat rooms and exchange ideas with their classmates or other students. In relation
to the topic selection criteria, teachers should consider the students‟ language proficiency level
and interest.

Web 2.0 used for chat

Examples of Web 2.0 applications

The following sub-sections contain examples of and links to Web 2.0 applications that have been
found useful by language teachers:

39
  i. Image sharing
 ii. Social bookmarking
 iii. Discussion lists, blogs, wikis, social networking
 iv. Chat rooms, MUDs, MOOs and MUVEs (virtual worlds)
 v. Podcasting
 vi. Audio tools
 vii. Video sharing
 viii. Screen capture tools
 ix. Animation tools - comic strips, movies, etc
 x. Mashups
 xi. Document sharing

Some advantages of web 2.0 technologies in language teaching

 Students can negotiate meaning, which is a cognitive process that speakers use to
understand one another better, that is, to increase the comprehensibility of language
input.
 Learners have the chance to produce output as well.
 In addition, negotiation of meaning may also raise speakers' awareness of target language
forms. Speakers may be alerted that their speech is inaccurate.
 Chats give students the possibility to interact with native speakers.
 Groups of learners of either similar or different proficiency levels may also benefit from
valuable interactional exchanges.
 It motivates students and provides a rich context for conversing in the second language.
 Students get an immediate response, and this kind of feedback fosters instant
communication and spontaneity.
 Learners can collaborate with each other and construct meaning in chat-rooms which are
monitored by teachers.
 Students can practise any time they want and anywhere they are.
 After chatting, conversation text can be copied and pasted into a word-processing
document for further work. For example, students can spot the mistakes in their partner's
text and provide the correct version of it.

40
  To help stimulate and support meaningful communication, learners can have a list of
questions, or a goal of finding out specific information. Alternatively, students may work
towards a specific outcome, such as a information-poster.

3.2.3. Mobile Phones

In relation to the use of various technologies that can provide quick access to authentic language
input in informal language learning setting, mobile phones now have the emerging potential to
achieve a large scale impact in language learning and language testing because of their
portability, versatile features, and low cost. Rapid advancements in information and
communication technology have together made this potential of mobile phones to a great extent
possible. In this regard, emerging technologies such as mobile phones need to be fully
interpreted and applied according to the environment in which they will operate, being well
aware of their limitations and challenges, bearing in mind their potential impact on transforming
current cultures and practices.

In the same line, today almost every student has one mobile phone. Many students spend many
hours on the phone per week talking with their classmates about school things or other things. If
the students are encouraged by the teachers to hold these conversations in English rather that
their first language, the students can improve their language proficiency a lot. Teachers can also
ask the students to record their conversation and bring it to the classroom to be assessed by the
teacher or the other students. Students may find it difficult to achieve this purpose at first.
However, as they do this over and over, they will arrive at the pedagogical value of holding their
conversations in English. Moreover, they will find so many things in common with other peers to
talk about in English.

41
 Different activities performed by mobile phones

Picture of different mobile phones

3.2.4. Interview and Role Play

At the first glance, interview and role play seem to be traditional. However, the point is that the
students can choose a topic and interview other students about it. If the interview is recorded by a
camera or a mobile phone, it can be viewed and assessed later by the teacher. However, the
teacher can encourage the students to listen to the recorded interview and rerecord it if they find
their problems before they give it to the teacher. They can also ask their peers to listen to their

42
 conversations and evaluate them. This way, the teacher can increase the students self-monitoring
which is generally understood to help language learning.

3.3. Using Technology for Motivating and Engaging Students into Activities
Sub Unit Learning Competencies

Dear student-teacher, up on the completion of this sub unit, you will be able to:

 identify different technologies used for promoting students‟ motivation and engagement
in language learning;
 explain techniques of applying appropriate technologies in motivating students to conduct
language learning activities

Activity 3.4

Dear student-teacher, based on the above information answer the following questions.

1. What is the need of students‟ motivation in learning language?

2. What are the common types of activities students do during language learning in the
classroom?
3. What do you think about the role of technology in promoting students‟ motivation to
actively engage in conducting language learning activities?

3.3. Using Technology for Motivating and Engaging Students into

Activities

Sub Unit Learning Competencies

Dear student-teacher, after completing this sub unit, you will be able to:

 identify different types of technologies used in assessing students‟ language learning

performances;
 explain the basic features technologies for assessment purposes

43
 Activity 3.5

Dear student-teacher, before you are going to learn issues about the use of technology in
assessing students‟ performances in language learning, try to answer the following questions.

c. What areas of language learning do you think can be assessed using technologies?
d. What sorts of language learning technologies are applied for assessing students‟ language
learning?

The use of technology has become an important part of the learning process in and out of the
classroom. Every language classroom usually uses some form of technology. Technology has
been used to both assist and enhance language learning. Technology allows teachers to
customize classroom activities and thereby enhance the language learning process (Ahmadi,
2018).

Computers are considered an important teaching tool in language classrooms, to which teachers
have convenient access, are sufficiently prepared and have some freedom in the curriculum.
Computer technology is considered by many teachers to be an important part of providing
quality teaching and learning. Moreover, technology provides unlimited resources to language
learners so that teachers should encourage students to find appropriate activities using computer
technology to be successful in language learning.

In addition, Tomlinson (2011) and İlter (2015) argued that computer-based activities provide
students with quick information and appropriate materials. They go on to say that online
materials motivate students to learn more. Technology provides learning resources and brings
learning experiences into the world of students. Using technology, students can be provided with
many authentic materials and motivated to study the language. Technology has always been an
important part of the teaching and learning environment. It is an essential part of the teaching
profession through which they can use it to facilitate student learning. With technology
becoming a part of our daily lives, it is time to rethink the idea of integrating technology into the
curriculum and focus on incorporating technology into teaching to support the learning process.
This means that technology is becoming an integral part of the teaching and learningal

44
experience and a significant issue for teachers, from the beginning of the preparation of teaching
and learning all experiences to the teaching and learning process (Eady and Lockyer, 2013).

Dear student-teacher, the use of ICT in language teaching enhances students‟ motivation and
engagement in the language teaching and learning process due to the following reasons:

 students play an active role, which can help them retain more information
 the follow-up discussion includes more information where students can become more
independent
 students can process new student-based learning materials and their language skills can
increase

There are two different perspectives on how to integrate technology into the classroom to
increase students‟ motivation and engagement. First, in the cognitive approach, students are
given the opportunity to meaningfully increase their exposure to language and construct their
own knowledge. Second, within the social approach, students must be given opportunities for
authentic social interactions to practice real-life skills.

Technology-based language learning is highly essential in promoting students‟ engagement due

to certain reasons.

A computer-assisted discussion is characterized by more equal participation than a face-

to-face discussion.
Access to authentic materials in the target language is critical for successful language
learning.
Technology helps students and teachers to study learning materials due to their quick
access.
Advances in technology play a key role in preparing students to apply what they learn in
any subject to find their place in the global workforce.

Technology facilitates student learning and serves as a true teaching and learningal tool that
enables learning.

45
 Activity 3.6

Dear student-teacher, based on the so far discussed information identify the correct statements
from those given in the table below. Indicate your responses by putting (X) mark in the space
provided.

SN Statements Rating
1 Technologies can be used to make language learning activities authentic
and contextual.
2 Technology-assisted students‟ motivation is better used for students‟
participation.
3 Technologies are exclusively important only for motivation to do tasks.
4 Technology-integrated language learning is more teacher-centered.
5 Authentic materials can be adapted via technologies.
6 Students‟ active roles are played more in the absence of learning
technologies.
7 Students can learn application while using technologies.
8 Using technology can make students more dependent.
9 Student-based learning is hardly assisted with learning technologies.
10 Social interaction can be exercised when learning technologies are used.

Unit Summary
This unit was focused on stating the role technology in designing language teaching materials. In
relation to this you have learnt about different types of language teaching materials. In addition,
this unit has addressed the implementation of technology in assessing students‟ performances in
language learning. Moreover, the use of technologies in motivating for and engaging them into
language learning activities has been presented.

46
 Reflections
Reflect on your learning experience in this unit by writing short answers to the following
questions.
5. Did you find the topic of this unit interesting? Why?
6. Which of the activities in this unit were:
i. easy? why?
j. of medium difficulty? why?
k. difficult? why?
l. enjoyable? why?‟

Self-Assessment
Assess your learning progress in this unit by putting a tick mark (✓) in the appropriate box in the table
below. Tell your partner your plan to make improvements in areas where you have weaknesses (if any).
no. can you… yes no
1. identify the role of technology in designing materials for language learning
and teaching?
?identify the role of technology in assessing students‟ performances?
2.
3. ?Explain the role of technology in students‟ motivation for activities?
4. discuss different types of technologies in language learning?

SELF ASSESSMENT EXERCISES FOR UNIT THREE

Dear student-teacher, below are the list of ideas regarding technology-integrated process of
language instruction. From the given list, identify statements with wrong idea about such a
process and write the letter of your choice on the provided after the list.

A. In designing technological materials, primarily teachers are needed to evaluate the

materials.
B. Adaptation is one of the teachers‟ role in designing materials though they cannot modify
them.
C. Flash cards and interactive white boars are naturally based on ICT.

47
 D. National language education curriculum is the „mother‟ educational material for further
development of other materials to teach language.
E. The first stage in the „Four-D‟ model of material development is concerned with
designing instructional materials by interpreting on the basis of criteria set.
F. Assessment techniques rely on modern technology mainly serve teachers to save time.
G. Podcasted language teaching materials can be downloaded.
H. Podcasts are best used for practicing and improving listening comprehension by
integrating with the rest language skills.
I. Twitter and Facebook are the only typical components of Web 2.0 that used in language
instruction.
J. The basic reason for using technology for students‟ motivation is its unfamiliarity.

______________________________________________________________________________
_____________________________________________________________________________

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 UNIT FOUR: USING TECHNOLOGY IN TEACHING AND LEARNING
COMMUNICATIVE LANGUAGE SKILLS

Unit Introduction
Dear student-teacher, generally four language skills are identifiable in any language namely-
LISTENING, SPEAKING, READING AND WRITING. Accordingly, this unit focuses on the
role of technology in teaching and learning these communicative language skills. These are
fundamental to language teaching and learning. Language skills refer to the skills a person
acquire to be competent in a given language. Whereas listening and speaking are basic to any
language learner, reading and writing are secondary because they are developed after the
acquisition of the primary skills of listening and speaking. However, the act of reading and
listening are regarded as receptive skills because they entail the acquisition of new knowledge
while speaking and writing are constructive in nature, as they involve the use of expressions or
language construction by the speaker/writer.

 Unit Learning Competences

Dear student-teacher, after completing this unit you will be able to:

 Describe the values of using technology in teaching and learning communicative

language skills;
 Identify technology-integrated activities in teaching and learning communicative
language skills.

4.1 Role of Technology in Teaching and Learning Speaking Skills

Sub Unit Learning Competencies

Dear student-teacher, up on the completion of this section, students will be able to:

 Explain the role of technology in learning speaking skills;

 Practice learning speaking skills by using different technologies.

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 Activity 4.1

Dear student-teacher, answer the following questions from you prior experiences.

1. How many language skills are there?

2. From your experience at primary and secondary schools, how did your language teachers
teach each of the following language skills?
a. Speaking skills
b. Listening skills
c. Reading skills
d. Writing skills
3. Did your language teachers teach any of these language skills by using audio or visual
materials?

Besides, utilizing technology in teaching methods is a fundamental practice in teaching EFL,

where it is available and accessible. Suggestions to incorporate the use of technology in teaching
speaking have been stated. The use of CMC (computer-mediated communication) in teaching
pronunciation and conversation is put forward to improve students' oral skills (Hong, 2006).

With the technology used in teaching language skills, McDougald (2009) also revealed that ICT
is definitely a complement to conventional teaching, especially when developing reading, writing
and listening skills in English. The use of technology in teaching speaking is one of the changes
in how languages are taught in school which focuses on the use of language communication
rather than just passing the examination.

Besides, Bahadorfar and Omidvar (2014) also stated that technological tools like the internet,
podcasts, video conferencing, videos, and speech recognition software are considered the best
tools for teaching speaking skills and using such tools have been regarded as ways of helping
students improve language skills. Moreover, Huang and Hung (2010) also state that an e-
portfolio is a technology that allows students to have lexical richness in speaking in which
learners benefit from their oral performances. Using such technology in teaching speaking is
immensely acceptable by students. Similarly, the internet, podcasts, video conferencing, videos
and speech recognition software, TELL, blogging is considered to be some of the best tools for

50
teaching speaking skills (Parveen, 2016). Using these technologies has become the mode of
communication of instructors and students for the present day which implies that technology is
needed to get into the modernized world.

Technology has become an additional tool for teaching in enhancing their students‟ speaking
competence. The utilization of technology in teaching speaking has become an essential practice
particularly in teaching English as a foreign language. It stated that computer-mediated
communication in teaching pronunciation and conversation is initially focused to improve
students‟ oral performance. Speech laboratory is also of great importance in teaching speaking
and speech articulation along with many technological tools of today (Margret, 2010).

In addition, video applications for conferencing are also considered an essential computer-
mediated communication tool in promoting speaking fluency and accuracy. It caters to social
interaction purposes and it serves as oral reinforcement of language fluency, accuracy and course
contents outside of classroom settings. In like manner, digital storytelling is one powerful
technology tool for teaching speaking. It integrates computer technologies and the art of
storytelling in which graphic designs such as texts, images, and audio are combined making it
into a creative media of storytelling. More so, digital storytelling in the classroom has enhanced
and developed students in English speaking skills for it allows students to story-tell using their
own words and voice. Cartoons on television and other digital platforms also enhance students‟
speaking skill. Cartoons provide audio and visuals, to attract attention, therefore, develop
students' motivation towards the learning of speaking.

Also, using Information Communication Technology (ICT) enhances speaking skill, motivation
and oral performances. It has a huge and significant impact on students learning effectiveness in
which students claim to have their speaking ability, knowledge and creativity enhanced. The use
of multimedia as learning material as one of the ICT technologies was recorded as significantly
effective in honing student‟s ability to speak in English. Video blogging is effective as it
promotes students‟ learning motivation. Using technology in teaching speaking with the
experimental group has a larger significance in English fluency compared to the other group
taught to speak in English using the traditional method.

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Using technology in teaching speaking brings a number of positive results on the part of the
learners.

Technology in teaching speaking develops language fluency, accuracy and complexity.

As well,
Using technology in teaching speaking improves students‟ speaking fluency and
coherence, lexical resource, grammatical range and accuracy and pronunciation.
Technology in teaching speaking improves students' speaking skills and employing such
has a positive impact on learners speaking skills, fluency, and pronunciation. It also
overcomes students' speaking difficulty.

Speaking is of key significance for English language students to acquire. In this context, ICT, if
appropriately used, could play a crucial role in rising students' speaking proficiency. It is
essential to integrate ICT in teaching oral expression as it brings the real world into classrooms.
The benefits of implementing ICT in oral expression sessions can be summarized in the
following brief notes:

a. It offers both teachers and learners a wide range of authentic materials of the target
language.
b. ICT motivates students to develop their speaking skills.
c. It bridges the target language culture with the teaching and learning process.

The integration of ICT in teaching and learning speaking skills requires adopting effective
teaching techniques to help students enhance their speaking proficiency. For instance, teachers
can use CD-ROMs (Compact Disk Read –Only Memory) or DVDs (Digital Versatile Disk) to
teach speaking skills. CD-ROMs together with DVDs have a positive impact on students'
performance as they enabled students to be exposed to authentic language and to be autonomous
learners. Thus, if the university or the school has a computer laboratory, teachers can program
some oral expression sessions where students work individually or in pairs on CD-ROMs
materials. Also, during oral expression sessions, learners can listen to a short sections of a DVD
dialogue several times, then their comprehension will be checked and evaluated.

Additionally, chatting, if it is well prepared, organized, and timed, can be useful in improving
students' speaking proficiency. It is a crucial technique in improving learners' fluency and

52
accuracy. When implementing chat technique, students may meet in pairs or in small groups via
social media networks to discuss subjects dealt with in oral expression sessions.

4.2 The Role of Technology in Learning and Teaching Listening Skills

Sub unit Learning Competency

Dear student-teacher, upon the completion of this section you will be able to:

 Explain the role of technology in teaching listening skills

 Identify various technologies to teach and learn listening skills

Activity 4.2

Dear student-teacher, try to answer the following questions.

1. What are the most commonly used materials in teaching and learning speaking skills?
2. Explain how speaking skills can be taught or learnt using the followings.
a. Audio materials
b. Visual Materials
c. Audio-video Materials

There are various aspects of technologies that can be used for learning of speaking skills as
detailed below.

In the language process of teaching and learning, listening is an essential aspect of language that
supports other language skills. These are some reasons why listening becomes critical thing in
language teaching and learning. Highlight four benefits of developing listening skills: improving
academic success, getting transferred information from the teacher, understanding teacher
instruction, and developing social and relational skills. Besides, listening is also crucial in the
process of teaching and learning, especially in a multicultural context. In a classroom, the
students probably meet another student who is different in culture.

Communication is the critical part of understanding each other and trying to establish social
interactions. To maintain their communication, the students need to learn to be good listeners.

53
Listening occurs while a person from one culture receives and processes a message from another
culture. In addition, the critical function of listening skills is to communicate with people and
understand what is said by others under the circumstances of the given contexts resembling
natural communication dialogues.

In listening classrooms, the teacher must focus on promoting a student-centered approach to

build their autonomous learning, especially with technology utilization. The integration of
technology in the listening classroom can be done through blended learning strategies. Blended
learning of listening skills plays a vital role in finding the solution in the learning processes.

Blended learning refers to the use of high-tech in online listening that can be blended with
traditional learning in the subject of listening. Blended learning processes occur not only in the
classroom or face to face but also outside the classroom using media, this learning can be called
the best learning in listening skill. Students are supposed to do this independent learning as well
as provide the ability to choose learning materials based on their level of understanding and,
more importantly, their interests both in and out of the classroom mediated by technology
platforms such as Schoology, Google Classroom, LMS (Learning Management System.) In that
case, students will have a chance to improve their listening skills even with the teacher's limited
guidance because they can actively decide to learn what they need during their learning.

Activity 4.3

Dear student-teacher, now answer the following questions from what you understand.

1. What do you understand about blended learning?

2. How blended learning is important in learning listening skills?

3. What are the common technological platforms to apply blended learning?

Furthermore, using technology-based materials for students' listening skills indicates that it is
helpful to develop the students' communicative skills and help students handle spoken English
outside the classroom prepare students to use English on real-life occasions.

Far from passively receiving and recording aural input, listeners actively involve themselves in
the interpretation of what they hear, bringing their own background knowledge and linguistic
54
knowledge to bear on the information contained in the aural text. Not all listening is the same;
casual greetings, for example, require a different sort of listening capability than do academic
lectures. Language learning requires intentional listening that employs strategies for identifying
sounds and making meaning from them.

Listening involves a sender (a person, radio, and television), a message, and a receiver (the
listener). Listeners often must process messages as they come, even if they are still processing
what they have just heard, without backtracking or looking ahead. In addition, listeners must
cope with the sender's choice of vocabulary, structure, and rate of delivery. The complexity of
the listening process is magnified in second language contexts, where the receiver also has
incomplete control of the language.

Given the importance of listening in language learning and teaching it is essential for language
teachers to help their students become effective listeners. In the communicative approach to
language teaching, this means modeling listening strategies and providing listening practice in
authentic situations: those that learners are likely to encounter when they use the language
outside the classroom.

The one of the best ways introduce students to listening strategies is to integrate listening
activities into language lessons using multimedia technology. As multimedia technology
(interactive videodisc, CD-ROM, CD-I, etc.) becomes more accessible to teachers and learners
of other languages, its potential as a tool to enhance listening skills becomes a practical option.
Multimedia allows integration of text, graphics, audio, and motion video in a range of
combinations. The result is that learners can now interact with textual, aural, and visual media in
a wide range of formats.

The rationale behind what is now growing support for Computer Assisted Language Learning
(CALL) is not unlike earlier enthusiasm for audio-tape-based technologies. That is, both media
provide individualized access to target language material that the learner can control and use in a
self- study format. However, expectations for CALL in general and multimedia in particular are
much higher. The fast and powerful computational capacity, in conjunction with the orchestrated
video, text, and graphics of today‟s multimedia learning systems would predict more
sophisticated paradigms within which students can interact with the target language and,

55
consequently, more effective learning. Learning a language via individualized instruction with
the computer, especially when audio and video are involved, is an extremely appealing
proposition, one that has sold to many an administrator in search of instructional panaceas.

Activity 4.4

Below are lists of technological devices. Indicate the role of each devices in learning listening
skills.

a. Radio
b. TV
c. Computer
d. Mobile phone

Some of the benefits of using multimedia technology in teaching listening skills include the
followings:

1. Retention of information in short term memory. Most current multimedia applications

allow the student some control over the rate of language presentation. That is, users can
start, stop, and review pieces of information to better understand and remember the aural
text. The addition of video provides a clear, logical flow of events so that linking
(remembering) new information to old is facilitated.
2. Discriminate the sounds of the target language. User control over language presented in
more than one modality supports a student's ability to discriminate where words begin
and end. The synchronized display of text along with the aural text assists the learner in
distinguishing phonetic groupings and boundaries. When learners can see the faces of
those speaking in the video, moreover, they can additionally make use of facial
movements to understand the sound-meaning correspondence in the target language.
3. Recognize patterns of stress, rhythm, and intonation and how they signal information and
intent. Stress, rhythm, and intonation are automatically highlighted when aural language
is divided into syntactic units. When we speak, the logical breaks in our discourse (the
places where we pause ever so slightly) occur at syntactically predictable junctures.

56
 When specific words are stressed and patterns of intonation used, learners can be cued to
closely examine the visual and spoken reactions of interlocutors in the video presentation.
4. Understand reduced speech. Multimedia is particularly well suited to assist learners in
their understanding of reduced forms of target language speech. Having the written
version of fast, naturally-paced aural text on the computer screen allows the learner
access to both the written and spoken forms simultaneously.
5. Recognize core vocabulary and the rules and patterns of words used to communicate.
Coordinated aural, visual, and textual information on the computer screen at the same
time makes up an ideal laboratory for student problem-solving at the level of individual
words and sentence structures. The learner has at her disposal rich visual and contextual
clues that can assist in breaking the code of the written and aural text. The multi modal
cues can be cross-referenced for word, sentence-level and broader understanding.
6. Understand communicative functions of utterances according to context. Video can be a
very rich source of context for language processing. In a multimedia format, learners are
provided control over the rate and order of video presentation and can therefore take
advantage of starting and stopping the action in order to study language in a well-
represented context. Video also typically boasts tight correspondence between what is
seen and what is heard. That is, in only very rare cases is the audio portion of video
temporally disconnected to what is being viewed. By studying target language
communication in a multimedia format, learners can experience and come to understand
the connections between utterances and how they function within a visually depicted
context.
7. Process different speech styles, different rates, and performance errors. Rate and style of
audio naturally vary according to the genre of the video selection. Many situation
comedies, for example, exemplify slowed speech. Interlocutors speak slowly and
deliberately so the joke can be processed and understood. There are other kinds of
programming, talk shows, for example, that are very fast-paced and difficult for non-
native speakers to comprehend. Multimedia that includes varied genres permits a broad
experience of different voices with differing rates and speech styles. Students can control
the aural text so they have sufficient time for their individual processing needs.

57
 8. Recognize that meanings can be expressed in different grammatical forms. Redundancy
in video presentations is common. That is, interlocutors and narrators frequently repeat
the same information in different ways so that meaning and intention is made clear to the
viewer. In a multimedia format, phrases and sentences that carry the same or similar
meaning can be highlighted for users and/or the learner can be prompted to highlight
those phrases and sentences she feels express like meanings.
9. Infer meaning and make predictions using personal knowledge, experiences, and
strategies. Video is a medium to which language learners come well equipped. Students
are very accustomed to inferring meaning and making predictions from what they see and
hear on the screen. In a multimedia format, these viewing/comprehension strategies can
be cued and guided by, for example, posing pre-viewing questions on top of the stilled
first frame of the sequence they are about to watch. Inference, predication, and calling up
prior knowledge and experience can thus be activated.

4.3 The Role of Technology in Teaching Reading Skills

Sub Unit Learning Competencies

Dear student-teacher, after completing this section, you will be able to:

 Identify technologies in teaching and learning reading skills;

 Explain multimedia approach in teaching and learning reading skills;
 Practice designing multimedia technology for instruction of reading skills.

Reading has significant donation toward the evolution of students‟ English mastery. It is
undeniable that from reading, students‟ listening, speaking, writing, vocabulary, pronunciation
and grammar can be enhanced through reading (Al-Seghayer, 2013). Regarding its powerful
significance, the implementation of teaching reading has to be handled very carefully to address
all the above essential elements. Therefore, teaching reading objectives, method, materials,
media, and assessment international reading/literacy association. In today‟s digital era brings
rapid impact toward the changes of the role of teachers, teaching strategy and reading material
itself.

58
Most of the benefits of technology on reading class perform in the aspects of motivation,
interactivity, authentic material, learners‟ autonomy, automatic feedback, and thinking skills.
Regarding the advantages of technology in EFL reading classes fruitful critics are addressed
toward the existence of Computer Assisted Language Learning (CALL).

In the teaching and learning processes of reading skills multimedia technology plays very
important role in enhancing students‟ reading comprehension. Issues about using multimedia
technology in the instruction of reading skills are discussed as follow.

4.3.1 Multimedia Approach in the Teaching and learning of Reading Skills

The approach of multimedia learning is where the learners are going to be exposed to the
utilization of audio, pictures such as animation, video, and technology throughout reading
comprehension lessons. Two components compose the process of reading comprehension, which
are vocabulary knowledge and text comprehension. Besides that, multimedia learning can be
used to support the children using their prior knowledge and new vocabulary to comprehend the
text. Furthermore, the multiple components in multimedia learning can assist the learning
process and boost their motivation to learn.

Utilizing technology within the classroom is usually closely connected with the term multimedia
learning, and the advancement of technology has to make the incorporation of multimedia easier
and more complete. In general, the term "multimedia" is employed to indicate any sort of activity
or application that used multiple types of media to present information or idea such as video,
animation, and many more. The implementation of multimedia in text comprehension also able
to improve memory retention, learning satisfaction, and learning achievement on the information
presented using multimedia learning.

4.3.2 Principles of Designing Multimedia Technology in Teaching and Learning Reading

Skills
In designing multimedia technology for the instruction of reading skills there are five principles
of multimedia design (Mayer, 1997).

a. The first principle, modality, explained the advantages of presenting information using
two modes of presentation rather than one mode, such as the combination of words and

59
 picture or animation and audio narration. The modality principle can also help pupils to
learn complex materials and perform higher-order thinking skills.
b. The next principle is the contiguity principle, where the mode of presentation should be
kept closed to make it related to each other rather than presented it separately. As an
example, the explanation of cloud formation using picture and audio is better presented at
the same time to ensure pupils can relate to both modes of presentation.
c. The third principle, which is the split-attention principle, suggests words are better
presented in auditory form rather than in text form in animation or video.
d. The fourth principle is that individual differences and the effects of contiguity and split-
attention differ with individuals. According to the CTML, pupils who have high-level
prior knowledge will be able to create their mental image, and contiguity is not suggested
for them. On the other hand, pupils with a low level of prior knowledge might benefit
from contiguity and split-attention.
e. The last principle of multimedia learning, the coherence principle addresses the
disadvantages of superfluous information in learning. The materials presented in
multimedia learning should avoid using too many words and pictures. Instead, use
reasonable and essential words and pictures to foster pupils' understanding.

Activity 4.5

In you groups prepare a short report on the following idea.

Assuming that you are going to design a multimedia technology for teaching listening skills
which of the above principles of designing multimedia technology are more appropriate? Why?

4.4 The Role of Technology in Teaching Writing Skills

Sub Unit Learning Competencies

After completing this section, students will expected to:

 Identify technologies in teaching writing skills;

 List down the benefits of technology in using writing for communication;
 Explain techniques to give feedback on writing with technologies.

60
Writing is one of the productive skills which can also be called as active skills. As writing is in a
reciprocal relationship with speaking and it contains grammatical structures, lexis and the proper
use of them, learning process can be really challenging. Therefore, the progress of this skill may
be slower than the receptive ones such as reading and listening.

When learners get a regular constructive feedback, the process is smoother and the progress is
stronger. One of the massive useful methods in improving writing skills is the corrective
feedback given by the teachers. Feedback is the most significant source of assessment
information that supports learning and improvement. Teachers and institutions mat prefer
different ways and methods for this. Variety of giving written corrective in language learning is a
massive support to develop writing skills more effectively. Automated written corrective
feedback is considered to be very effective and it has qualities that distinguish it from the
feedback teachers give potentially but it still requires anticipation in error-flagging.

Today, classrooms continue to make the transition from a print environment to a digital
environment as teachers continue to look for different ways to meet the needs of 21st century
learners and to change the traditional class into a more communicative learner-centered one
where students are more involved in their own learning process. As students are exposed to
technology nearly everywhere in their daily lives, learning should be supported and blended with
technology as well. Moreover, curriculum designers should make sure that the curriculum is
technologically friendly, if the aim is to make a progress in curriculum to fulfill today's changing
needs.

Activity 4.6

Dear Student-teacher, to check your understanding of the so far information answer the
following questions.

1. Which of the following aspects of writing skills can be addressed by using technology?

a. grammar
b. organization
c. coherence

61
 d. paragraphing

2. How do you think each of the above aspects of writing can be accessed using computers?

 Reflections
Reflect on your learning experience in this unit by writing short answers to the following
questions.
7. Did you find the topic of this unit interesting? Why?
8. Which of the activities in this unit were:
m. easy? why?
n. of medium difficulty? why?
o. difficult? why?
p. enjoyable? why?‟

Self-Assessment
Assess your learning progress in this unit by putting a tick mark (✓) in the appropriate box in the table
below. Tell your partner your plan to make improvements in areas where you have weaknesses (if any).
no. can you… yes no
5. identify the role of technology in designing materials for language learning
and teaching?
?identify the role of technology in assessing students‟ performances?
6.
7. Explain
? the role of technology in students‟ motivation for activities?
8. discuss different types of technologies in language learning?

62
SELF ASSESSMENT EXERCISE FOR UNIT FOUR

Dear student-teacher, after you carefully study the contents of unit four complete the second
column of the following table with the language skills that can be taught using technological
materials given in column one.

SN Technological Material
1 Digital Story telling
2 Cartoon motions
3 ICT
4 CD-roms
5 DVDs
6 Audio Materials
7 Visuals
8 Audiovisuals
9 Blending Materials
10 Schoology
11 Google Classroom
12 LMS
13 Radio
14 TV
15 Computer
16 Mobile Phones
17 Multimedia
18 Tape Recorder
19 Motion picture
20 Cartoon Movies

63
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ANSWER KEYS FOR UNIT ONE

I. TRUE/FALSE
1. False
2. True
3. False
4. True
5. False
6. True
7. True
8. False
9. False
10. False
11. False
II. FILLING BLANK SPACES
1. Reading and listening
2. Cellular phones and MP3 players
3. Computer Assisted Language Learning (CALL)
4. Multi media
5. Media
6. Identifying student needs

ANSWER KEY FOR UNIT TWO

1. D
2. B
3. D
4. C
5. A

ANSWER KEY FOR UNIT THREE

B, C, E, F, I

68
ANSWER KEY FOR UNIT FOUR

SN Technological Material Language Skill(s) can be taught

1 Digital Story telling Speaking and listening
2 Cartoon motions Speaking and Listening
3 ICT All
4 CD-roms Speaking and Listening
5 DVDs Speaking, listening and reading
6 Audio Materials Listening
7 Visuals Writing, speaking and listening
8 Audiovisuals Listening, speaking and reading
9 Blending Materials Listening
10 Schoology Reading
11 Google Classroom Reading
12 LMS Reading
13 Radio Speaking and listening
14 TV Listening, speaking and reading
15 Computer All
16 Mobile Phones Speaking, listening, reading and writing
17 Multimedia ALL
18 Tape Recorder Speaking and listening
19 Motion picture Reading and writing
20 Cartoon Movies Reading, listening and speaking

69
ACTIVITIES FOR DISTANCE STUDENTS
COURSE: Applying Technology in Language Learning
COURSE CODE: Enla 2382
NAME____________________________________________________
IDNO_____________________________________________________
DEPARTMENT: __________________________________________
SECTION_________________________________________________
The following activities are done while you are studying the distance course
material. Thus,
 Read the course material deeply before you answer the questions.
 Write your answers on separate paper before you write them on the
question paper.
 Submit your assignment on the registration day.
DIRECTION ONE: Match expressions given under column “A” with those under
column “B”.
SN A SN B
1 Audio Tape A Suitability of Material with
curriculum
2 Authentic Listening Materials B Subject, Student, Environment
3 CALL C Audio Material
4 Multi-Media D Models of Material Development
5 Movie Quiz E Reacting to visual character
6 Identifying Students‟ Need F Multi-media
7 Integration of text, graphics, sound G Integration of computer in LT
and video
8 Teaching-Learning Connection H Course book and Charts
Element
9 Traditional Materials I Integrating four language skills
10 Four-D Model J Familiar activities

1
DIRECTION TWO: For the following statements write TRUE if the given statement is
correct and write FALSE if the statement is WRONG.

1. The advancement of audio materials favors language learning through videos.

2. Interactive language learning exclusively encourages the communication between
teachers and students while the interaction among students relies on memorizing
language structure.
3. Through the use of Computer Assisted Language Learning (CALL) basically language
structures are ignored though functional use of the language be contingent with such
structures.
4. Behaviorist CALL, Communicative CALL and Integrative CALL respectively emerged
one after the other.
5. In using technology as a media to teach language, teachers‟ use of ready-made
technological devices is not the sole solution as they can create their owns.
6. Language instruction with technology integrated enhances students‟ active participation
and motivation for learn which in turn can minimize classroom management problems.
7. Achievement of the intended objectives in language instruction needs identifying
students‟ needs and individual learning preferences among many others.
8. Language teaching can be viewed from different angles; teachers can use variety of
materials either audio or audio-visual or motion or motionless. Such materials can be
termed as hyper-media.
9. Obviously, technology-integrated language teaching lessens or greatly slackens teachers‟
creative ability of designing teaching materials.
10. Regardless the function of mobile phones for communication, they enable students to
learn language without being spatial and temporal boundaries.

DIRECTION THREE: Write clear and brief answer for each of the following
questions. You are expected to write your answer ONLY on the space provided.

1. Briefly define the following technology-assisted language learning settings.

a. Podcast
________________________________________________________________________
_______________________________________________________________________

2
b. Chat
________________________________________________________________________
________________________________________________________________________
c. Mobile Phones
________________________________________________________________________
________________________________________________________________________
d. Interview and Role Play
________________________________________________________________________
________________________________________________________________________
2. List down the three major phases of Computer Assisted Language Learning (CALL).
a. _____________________________________________________________
b. _____________________________________________________________
c. ______________________________________________________________
3. Explain the concept of multimedia or mixed media in your own words.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4. Indicate the specific roles of language teachers in the phases of delivering material
through medial technology.
a. Identifying Students‟ Needs
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
___________________________________________________________________
b. Determining Instructional Objectives
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

3
 c. Determining the Material
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
___________________________________________________________________
d. Composing the Material on Media Technology
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
5. List down the advantages of using multimedia as technology of language
learning.________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________
6. How do you understand the role of instructional technology in dealing with classroom
management strategies?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
______________________________________________________________________
7. Technology-integrated process of material development for language teaching mainly
relies on the Four-D Model of material development. What are them?
________________________________________________________________________
________________________________________________________________________

4
 ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________
8. In the following table different types of technologies used for assessing students‟
performances in language learning are presented. Write areas (skills) of language that can
be assessed using each of them in the corresponding row in the second column of the
table.

Specific Technology Language Skill(s) can be Assessed

Podcast
Chat
Role play
Mobile Phones
Interview and Role Play