Technology in Teaching and Learning in ESL Classrooms

Authors

  • Galimullina Luiza Tolgatovna Teacher, FerSU
  • Aktamkhonova Nozimabonu Abrorjon qizi Teacher, FerSU

DOI:

https://doi.org/10.51699/ijllal.v2i5.1727

Keywords:

Technology, teaching-learning process, distant learning, digital learning, language-learning games, syntax structures

Abstract

The main objective of this article is to assort various uses of technologies as a teaching-learning tool in a virtual learning environment. The use of technology has impacted every element of human life, and it has the ability to play a pivotal role in the fields of education and training, particularly in distant learning, to transform it into a cutting-edge learning environment. New technologies are increasingly needed in the teaching and learning process. The information age transforms into an era of knowledge, offering sound and unequalled practicality for information exchange, communication, and exploration to enhance the teaching and learning process. Different educational technologies have benefited both instructors and students, they have taught teachers how to incorporate technology into their classrooms, and students are becoming more engrossed in learning using technology. Through digital learning tools like PCs, iPads, cellphones, and smart digital white boards, technology has digitized classrooms. Additionally to increasing student involvement and passion for studying, it has enhanced course offerings. This research paper deals with the issues that teachers encounter when using conventional ways to teach English are discussed. It suggests five innovative language-learning games that use technology to teach learners syntax structures.

References

Christian Lous Lange - Technology is a useful servant ... - Brainy Quote. Derived from https://www.brainyquote.com/quotes/christian_lous_lange_335254.

Cuban, L. (2001). Oversold and underused: Computers in classrooms.

Cuban, L., Kirkpatrick, H., & Peck, C. (2001). High access and low use of technologies in high school classrooms: Explaining an apparent paradox. American Educational Research Journal, 38(4), 813-834.

Jun, H. G., & Lee, H. (2012). Student and teacher trial and perceptions of an online ESL academic writing unit. Procedia - Social and Behavioral Sciences, 34, 128-131. https://doi.org/10.1016/j.sbspro.2012.02.026.

Kopcha, T. J. (2012). Teachers’ perceptions of the barriers to technology integration and practices with technology under situated professional development. Computers & Education, 59(4), 1109-1121. https://doi.org/10.1016/j.compedu.2012.05.014.

Galavis, B. (1998). Computers and the EFL class: Their advantages and a possible outcome, the autonomous learner. English Teaching Forum, 36(4), 27.

Galimullina, L. (2023). Exploring the Multi-Level Nature of Phraseological Units With Onyms in English and Russian: a Cognitive Linguistics Perspective. JOURNAL OF EDUCATION, ETHICS AND VALUE, 2(4), 10-12.

Ghaznavi, M.R., Keikha, A., & Yaghoubi, N.M. (2011). The impact of information and communication technology (ICT) on educational improvement. International Education Studies, 4(2), 116-125.

Nim Park, C., & Son, J.-B. (2009). Implementing Computer-Assisted Language Learning in the EFL Classroom: Teachers’ Perceptions and Perspectives. International Journal of Pedagogies and Learning, 5(2), 80-101. https://doi.org/10.5172/ijpl.5.2.80.

Riasati, M. J., Allahyar, N., & Tan, K.-E. (2012). Technology in Language Education: Benefits and Barriers. Journal of Education and Practice, 3(5), 25-30.

Talgatovna, G. L. (2023). Sources of Origin of Phraseological Units with Proper Nouns in the English Language. American Journal of Language, Literacy and Learning in STEM Education, 1(2), 36-40.

Downloads

Published

2023-05-19

How to Cite

Tolgatovna, G. L. ., & qizi, A. N. A. . (2023). Technology in Teaching and Learning in ESL Classrooms. International Journal of Language Learning and Applied Linguistics, 2(5), 80–84. https://doi.org/10.51699/ijllal.v2i5.1727