Language learning through interaction: Online and in the classroom

Online language teaching has become a popular alternative to classroom learning (Liu et al; Warschauer and Meskill). This led to research comparing the two learning environments (Young). Regardless of the learning environment, in order to be effective, the second language classroom must be designed to lead learners to acquisition. Studies suggest that collaborative tasks that push learners to negotiate meaning lead to acquisition (Leeser; Loewen and Erlam; Mackey and Philp; Stafford, Bowden, Sanz). Participants in this study were in two environments; a second language classroom in the typical in person classroom format, and a language learning course in an online platform. Both the classroom and online environments were recorded and the amount of conversational interaction was coded and measured. The data suggest both classrooms and online platforms contain input and interaction necessary for acquisition to occur

The study and comparison of curriculum in smart and traditional schools

AbstractEducation is a basic element in every country's development, and subsequently, electronic education could be considered the most effective, reliable and the most modern method in individual and organizational development. This method and approach in education combines the ICT with the curriculum which will lead to the process of Teaching-Learning. The common trend in such schools is concentration on the use of the computer in a wide sense concerning the Teaching-Learning process along with a combinational outlook to the curriculum and also allowing the students to be flexible towards full cooperation and use ICT to involve themselves in the teaching process. In such schools, the educational contents are not confined to the school books, in fact, students can also use a wide range of sources such as: the Internet, and e-books which can make them not only digitally literate but give them a sense of creativity and productivity that cannot be observed in traditional schools. Nowadays, with the great changes in curriculum, the traditional teaching methods can not satisfy the needs of teachers and students any more. The purpose of this research is an integration of curriculum along with ICT in smart Schools and its advantages in comparison with traditional schools

WCLTA 2011 The study of functional elements of management system in smart schools

AbstractSmart Schools will need teaching-learning materials designed for the new teaching strategies. The primary objective of Smart School management will be to manage efficiently and effectively there sources and processes required to support the teachinglearning functions. Management will help there allocate skilled human resources to more valuable activities, save costs over the long term, improve the quality of decisions through better access to information, and accelerate decision making. Smart School is not just about ICT intervention in teaching and learning. The curriculum and pedagogy are given the highest importance, with the role of teachers, administrators, parents and the community enhanced in the education of the students. Individuality, creativity and initiative amongst the students are prioritized. Managing Smart School successfully will be a complex task, requiring changes to existing policies, procedures, and practices, both written and unwritten. It may also require formulating entirely new policies and regulations. This article focuses mainly on describing the functional elements needed to manage smart schools. The method employed for this research is based on library, documents, sites and E-magazines

The Perception of Using Technology Canva Application as a Media for English Teacher Creating Media Virtual Teaching and English Learning in Loei Thailand

Online Learning requires teachers to think creatively and innovatively to attract students. Learning media becomes the main factor in helping teachers make it happen. This study aims to find out the perception of English teachers in the use of canva application as a virtual learning media creation in Loei Thailand.This research applies mixed method design that starts with collecting quantitative data. After analyzing quantitative data, qualitative data is then collected and analyzed. 20 teachers were asked to fill out a questionnaire to find out their perspective on the use of Canva. This research has proven that canva application can be used to create learning media. The result in this research was the function and benefit of canva divided into two, namely as sumplemen and subtitusi. The supplement function of canva is (1) Canva fasilitated teacher to make learning media, (2) Canva Application Improve online teaching process. The substitution function of canva is (1) Canva Application Improves learning media effectively, (2) Learning media of Canva is easy to distribute to students (3) Canva application can help the technology requirement. That is, the function of Canva obtained in this study

THE USE OF ICT IN LEARNING PROCESS BY VOCATIONAL TEACHERS OF ENGLISH

In the era of modernization, people are very dependent on technology, Information Communication Technology (ICT) in education itself has important role in teaching and learning process. The purpose of this study was to investigate the kind of ICT used by the teachers, the utilization of ICT in learning process, the problems and solutions in teaching by using ICT, and the role of schools in assisting teachers to overcome the problems at vocational high schools in Sekayu. This study applied descriptive qualitative research design. The data were collected by using questionnaire, interview, observation, and document review. The participants of this study were the teachers of English, the vice-principal of facility and infrastructure, and the students. The findings of this study showed that the teachers of English at vocational high schools in Sekayu used hardware such as projector, laptop, speaker, headset, and smartphone, while software such as internet, dictionary application, e-book, Microsoft office, and browsing application. The teachers used discovery learning to utilize ICT in the syntax of the learning model. The main problem faced by the teacher was the unavailability of students’ personal ICT devices. The school also had the role to assist teachers in overcoming the problems. The conclusion was the teachers had applied ICT in the learning process however they did not fully apply ICT in each syntax of the learning model used

Integrating CALL Into English Language Learning: Bangladeshi College Students’ Perceptions and Challenges

This study aims to explore Bangladeshi college students’ attitude, perception, interests and challenges with regard to the application of Computer Assisted Language Learning (CALL) in learning English. A mixed method research was designed and administered to obtain the purposes of the present study. One hundred undergraduate students (52 male and 48 female) of English Department studying at a government college in Bangladesh participated in the questionnaire survey while twenty students (11 male and 09 female) were purposively chosen for the semi-structured interview section. The collected data of quantitative part were analysed by SPSS software and the responses of the qualitative part were thematically analysed. The findings revealed that students showed positive attitude towards the integration of CALL in English language learning and teaching process. Nonetheless, the Chi-square value revealed that there is no significant relationship between gender variation and the attitude to CALL. The results also revealed that students face some difficulties in using computer and other relevant technological equipment for English Language learning. The results provide concepts and suggestions to the future researchers for further investigations in relation to CALL for the benefits of learners and learning

THE USE OF NEW TECHNOLOGIES IN LEARNING ENGLISH IN THE AGE OF COVID-19

Whether to use or not new technology inside the classroom has always been discussed for various reasons. Nowadays, technology is becoming an integral part of everybody's life (Hongling & Zhang, 2012). Considering the benefits that the use of new technologies could provide to people, especially those for learning English, research on this topic has been deemed worthwhile. Having in mind the counter-arguments, the present paper aims to investigate the advantage of using new technology in a class, and most importantly, how to use it and promote learning, advantages and disadvantages of using new technology in the classroom, how to encourage students to use IT appropriately, and exploring some of the best ways to teach and learn English language (Hermans et al. 2008).Keywords: New technology, learning English, classroom, teachers, advantages and disadvantages