Integrating Technology in the EFL Classroom - Essay Example

? Integrating Technology in the EFL room al Affiliation Integrating Technology in the EFL room Introduction High literacy standards are a key priority to many countries in the world, Israel not an exception. This is attributable to the fact that high literacy standards result in the bringing up of citizens who have the knowledge and skills to drive the country into prosperity. In fact, most developed countries in the world have achieved the level of developments partly due to the literacy standards in the country. Currently, educating children to become literate is one of the key priorities of the Israeli government. To ensure that the country achieves high literacy standards, the Netanyahu administration invested a large amount of money towards education in the country. Report indicates that about 70% of education funding in Israel comes from the central government while the remaining 30% comes from cities and other sources. This was in a show of the government’s commitment to educating its people to be literate for prosperity and development. So far, Israel has been registering an increase in the number of students enrolling for classes at different levels. Latest report indicates that Israel has about 1.8 million students from pre-school to high school level (Newman, 2012). This is an indication of the country’s commitment to high literacy level. This number also continues to increase as the population continues to grow. Even though teaching Israelis to be literate is a key priority of the Netanyahu administration, it is also the most challenging area in the country’s education system. This is attributable to the changing nature of the classroom. Research indicates that the classroom environment has undergone radical changes in the 21st century (Cordova and Lepper, 1996). For instance, Israel has experienced an influx of immigrants from immigrants in the country from all over the world. This has resulted in an increase of a large number of people in the country who are not able to speak or write the English language, which is the country’s national language. The fact that a large population of the country cannot speak, read, or writes the English language is posing a huge challenge to teachers in the country. It is an acknowledgeable fact that becoming proficient in a foreign language is very difficult and can be daunting. As a result, a large number of people in the country who do not understand the English language normally find it difficult learning a new language since the English language is new to them (Jonassen, 2000). Therefore, in order for such students to learn and become proficient in the English language, they must be supported as much as possible. Teachers who have had the opportunity to teach students learning English as their second language understand that such students require language support for their language acquisition. To say that students learning English as their second language have attained the level of proficiency required, they must be able, not only to hear and write the English language, but to speak and read the English language well. However mush this might be a daunting task; we strongly believe that integrating technology such as the use of computers can play a crucial part in increasing a student’s grades in the English language. This discourse examines how the integration of computer-assisted instruction (CAI) can be an important tool for teaching new learners of English language. In addition, the paper will explore the gains that have resulted from the use of computer-assisted instruction in teaching the English language to new learners. Literature Review Verbal Interaction Interaction between new English language learners and those who are proficient in English language is key in promoting proficiency in English language. As such, teachers of English language need to provide students learning English as a second language, a language-rich environment where they can continuously engage in the English language, according to Harmer (2007). This implies promoting interaction between English learners. Interaction is important because it gives new English learners the opportunity to learn through communication, according to Brown (2003). Computers have proved very useful tool that can facilitate an environment where students learn through interaction and communication by increasing verbal exchange among students. A research conducted by Liaw (1997) did confirm that the use of computers in teaching English language increased the interaction between students. In the study, Liaw used e-books containing interactive tales by displaying them on the computer screens as a real book with both illustrations and text. Liaw also included different interactive choices that the learners could use to read the book. The choices consisted of an actual voice that allowed students to read the story loud, sound effects, as well as music. In addition, the story on the e-book was highlighted to enhance visibility so that students could read the text easily. Liaw then used a video tape to record how the students interacted as they read the computer book. In order to enhance effective interaction for the purpose of the study, the students, were arranged in a group consisting of three students each. As the students began reading the story displayed on the computer, the researchers recorded the type of speech that each group used to interact with each other. Liaw (1997) observed that, even though the students had very little English language proficiency, they interacted fairly by using other modes of language, which enabled them to read effectively the books displayed on the computer screen. In fact, the video record showed that the students went as far as making several commands to each other as they read the computer books. In addition, they were able to share their thoughts and opinions regarding what they read on the computer books. Further, the students did question each other regarding the story read on the computer book and were able to receive responses from their colleagues. The analysis of the video recording showed that, at the beginning, the students engaged mainly on the discussion regarding the computer related functions. However, the more the students became familiar with the computer and its functionality; their story changed and became story-related. After the study, Liaw (1997) concluded that the use of computers enhances verbal interaction among English language learners. This clearly demonstrates that computers can help teachers of the English language enhance English language proficiency of new English learners, since it creates an environment that enhances verbal interaction. Reading As aforementioned, merely been able to speak English language does not constitute being proficient in the English language. In this regard, a student must be able to read the English language, as well. This is normally not easy for new English learners. As such, teachers must provide them with the needed support and an environment that promotes the acquisition of reading skills. Research shows that technology is a useful tool that can be used to enhance the reading ability of students (Crystal, 1997). Teaching new students English language may sometimes involve requiring students to read simple texts, which are very primary in content. However, young children who consider themselves grownups tend to have an attitude that they are too old to read primary content books. This normally poses a huge challenge to teachers of new English language learners. This implies that the only way to encourage such students to read primary content is by finding a way of motivating them first, claims Jarwis (2005). It has been demonstrated that the use of computers in teaching English language can change the attitude of learners by increasing their interest in learning the English language. In fact, computers make texts simple and legible to read. This has a motivating effect on learners since they do not find it hard trying to read texts as is the case with textbooks, which are sometimes not clear. At the same time, the use of computers in teaching English language to new learners is beneficial since it teaches the student how to pronounce the words in the right way. A research conducted by Case and Truscott (1999) found that the use of computers in teaching English language proficiency is beneficial in enhancing the reading instruction since it is capable of providing prompt feedback on student performance. In addition, the use of computers in teaching English language proficiency is beneficial in enhancing the reading skill of learners since it improves student’s vocabulary, comprehension, and fluency. This has a positive effect on increasing learner’s proficiency in the English language resulting in improved performance. The use of computer in teaching English proficiency also has the potential of increasing the performance of students in becoming proficient in the English language by enhancing the with texts in reading instructions. Additionally, due to the motivating effect of technology in the classroom, computers have proved effective in improving the attention of students in the classroom. This enables a student be able to read texts, which would not have otherwise been able to read as noted by Case and Truscott (1999). It is advised that the responsibility of teaching children should not be left only for teachers in school. Rather, parents also play a huge role in teaching their children the English language, according to Landerholm, Karr, and Mushi (2000). However, the best way to improve the involvement of parents in their children’s education is by using the latest technology. The involvement of parents in the education of their children with computers is not only beneficial to the children alone, but also to the parents themselves since this help in improving their literacy level, as well. Computers also have a variety of programs and software that parents can use to engage their children in thereby increasing their literacy skills. Most children like computers because of the games and other fun programs found in the computer, according to Landerholm, Karr, and Mushi (2000). These games give children the opportunity to have fun while at the same time increasing their literacy skills. Apart from the computer games, most computers have software packages, which can be used to enhance grammar, spelling, vocabulary, and phonic skills. In addition, most computers have software programs capable of translating one language to another. For example, most computers have a translation option for languages such as French or Spanish to English language, according to Crystal (1997). This is beneficial to new English learners in their endeavor to become proficient since the use of computers will help them translate their native language to English thereby improving their English proficiency. In fact, research has shown that all languages that a learner knows are valuable to new English language learners in enhancing their English proficiency. Development of Vocabulary The use of vocabularies in English language is key in becoming English proficient. However, teachers normally find it difficult teaching new learners’ English vocabularies. This is attributable to the fact that it is the first time they hear the language. However, this challenge can easily be solved today by integrating technology in teaching English to new learners of the language. This is based on the findings, which have shown that the use of computers in teaching English language can enhance vocabulary. In fact, Kang and Dennis (1995) once claimed that treating vocabulary in isolation only serves to hinder real vocabulary skills. As a result, they advise that students need to learn vocabulary both in a context and visual to enable them understand and apply them appropriately. This can be made possible by integrating technology, which has proved effective in providing contextual environment where vocabulary learning and use thrives. In addition, computers promote teaching vocabulary by giving learners the opportunity to participate actively in an interactive learning environment. This enables students to learn various vocabularies that they might use in the English language. Kang and Dennis (1995) conducted one such study in Seoul, South Korea, with the aim of ascertaining the impact of computer used in vocabulary development among new learners of the English language. The fifth grade learners of the English language were divided into three different groups, with each group assigned a different area, including pictures, definitions, and context. The researchers gave the group studying definitions of the English word in the Korean language. At the same time, the researchers required this group to rely solely on rote memorization. The second group, which was assigned the responsibility of studying pictures was also given the definitions but were also accompanied by pictures, as well. The last group in the study was given a situational context in which they were required to use the English word first after which they were given a picture and the definition. Researchers observed that the groups given pictures and definitions performed much better than the group assigned the context at the initial stages of the study. Nevertheless, the context group improved gradually at clock ticked by registering impressive scores until the surpassed the definition of the picture groups. Researchers then provided a test at the end of the study session to ascertain the mastering level. A similar trend was registered in the test where the context group required impressive results than the definition and picture groups. Based on the observations, the researchers concluded that the context group required sometimes to enable them familiarize themselves with the instructional treatments to be able to take advantage of the instructional approach. Finally, the contextual approach emerged as the most effective in enhancing the long-term mastering of vocabulary. However, this learning process was enhanced by the use of computers. Based on the findings of this study, it becomes apparent that the use of computers can enhance the use and mastering of vocabulary in English language. This very important research can be used in the education sector to improve the proficiency in English language for new learners. This is because the use of computers have been demonstrated to enhance vocabulary application and mastering which is very important in enhancing performance in vocabulary use. Writing Being able to write grammatically correct English is key to English proficiency. However, teaching new English learners how to write grammatically correct English has been very challenging tasks to most English teachers in the country. However, the challenges associated with teaching new English learners how to write good English can easily be resolved through the integration of technology in teaching the language. As aforementioned, the integration of computers in teaching English language has proved effective in helping new English learners develop strong vocabulary knowledge and skills. The same has also been observed in writing. In this regard, research has demonstrated that the use of computers in teaching English language is helpful to new English language learners in improving their writing skills. Education experts have claimed that the composition for new English learner needs close guidance to ensure that the learners do not become frustrated in the process (Cordova and Lepper, 1996). New learners of the English language as a second language have confirmed this assertion by claimed that writing in a new language, is difficult and sometimes very frustrating. In order to make writing easy, the use of computer graphics has been found to make writing in the English language easy for most beginners. In addition, writing using computer graphics have been cited as being very enjoyable and fun to most new learners of the English language. In addition, students can also make use of the clip arts available in computer programs to pass a message in a manner that is clear and understandable (Arcario, 1993). This demonstrates the extent to which the integration of technology can be beneficial in enhancing the performance of new English learners in English proficiency. A study conducted by Techs (1996) on three students who were learning the Spanish language as their second language in New York City demonstrated that the use of teaching could enhance the performance of a student learning a second language. Trenchs conducted the study using electronic mail in providing instruction to the three students. The aim of using the electronic mail, according to the researcher was to enhance the student’s writing skills in the Spanish language. After sending the email to all the three students, they began engaging Trenchs by replying to the messages sent to them via the email. Ellis (1994) noted that the aim of doing this was only to improve the writing skills of the three students had interest in learning the Spanish language. From the study, Trenchs observed that using electronic mail, as a mode of classroom communication can be effective in improving the writing skills of students learning a second language. In this regard, the researcher noted that the use of electronic mail had a significant motivational effect on the students to use their new language, which was Spanish in this case, in a new and creative manner. For instance, the use of electronic mail proved beneficial to the students by enabling them to scroll the features, which enabled them to view all the inbox messages and use the structure of the mail to respond to the messages (Trenchs, 1996). In addition, the fact that the students were able to scroll the features in the electronic mail gave them the opportunity to edit and revise easily. Based on findings of this case study, it becomes evident that the use of electronic e-mail is an effective language learning activity since it enables students to use real text and meaningful language. As such, teachers, can use e-mailing activities as a means of enhancing new English learners writing skills. Writing and speaking grammatically correct is a big challenge to new English learners in the country. In fact, even some native English speakers in the country also find it difficult speaking and writing grammatical English. This implies that the education system should undergo radical reforms to ensure that students both new learners of English language, as well and the native English speakers are taught how to speak and write grammatical English. A research conducted by Lewis (1997) the integration of technology in the education curriculum has the potential of enhancing the grammar skills. This is particularly made possible with the use of computers. Lewis supported his argument by arguing that a computer have feature that gives a student lots of choices, such as the font, bold, italicizing, underlining and coloring tests among others. In addition, a computer has grammar review option that allows learners to correct any grammar mistake of a document. By making such correction, they learn in the process thereby enhancing their proficiency in the English language, notes Lewis (1997). In fact, typing on a computer also has a motivational effect to learners than writing with a pen or a paper. As a result, learners will find it enjoyable spending a lot of their time studying the English language on a computer. In the end, they learn many things including the vocabulary, parts of speech, how to use tenses in English language among other many benefits (Anderson and Speck, 2001). The impact of the internet on education system can also not also be overlooked when it comes to teaching of languages lesson. The internet has emerged as a very useful tool in people’s lives today. In fact, the majority today communicates and conducts businesses through the internet. This is because it is fast and convenient. Above all, the internet is accessible through a variety of devices today including, computers, Smartphone, iPods and iPods, just to name but a few. The integration of computer in the classroom curriculum has been cited to have massive motivation and enthusiasm in learners. As such, experts have proposed the introduction of the internet as part of a classroom tool for teaching new language learners because of its motivational power. A study conducted by Ellinger et al. (2001) found that the use of internet in language classes encouraged students, enhanced their independent learning ability, as well as brought a lot of enthusiasms into the classroom. In this regard, the use of the real video in the EFL classrooms is not only interesting and fun, but is also attractive for communicative conversations. The internet makes it easy to display the authentic videos, which can be obtained easily via the You Tube and displayed in EFL classes. Chapple and Curtsi (2000) also noted in a study their conducted on the effects of the use of film in classrooms that the use of authentic films had a high motivational effect on the learners. The researchers attributed the high motivation to the contextual clues that learners gained from the film. As such, teachers, can effectively make use of films to teach English language to new learners. The internet can also enhance interaction between learners of English language. Today, the internet has allowed the development of social media platform where people can interact and share ideas. Some of the social media sites used for socialization today include Facebook, Twitter, and LinkedIn just to name but a few. Social media can also act as a good tool for enhancing language proficiency in new English learners. In order to do this, all learners can be provided with laptops with internet connections. Once this is done, the teacher then ensures that every student has a social media account where they can connect with their classmates and the teacher. When students connects to their friends, the learners get to interact freely which result in the exchange of ideas and opinions. In the process, they learn new things, including the English language. Conclusion Teaching citizens to be literate is a priority to namely nations. In Israel, in particular has focused much on improving the proficiency of English language in the country. However, as demonstrated in the literature, teaching new learners English language poses a big challenge to teachers in many countries across the world. This is attributable to the fact that new students are not familiar with the language and perhaps hears it for the first time. However, this challenge has been made simpler today following the level of technological advancements. Several studies across the globe have shown that computer-assisted instructions promote learning a variety of ways. In this regard, the research showed that computers could act as an important tool for enhancing English proficiency for new English language learners. Its impact has particularly been demonstrated in vital academic areas, including reading, writing and vocabulary mastering and use. In addition, the use of computers in language classes can enhance verbal language development in new English language learners. However, as much as studies have proved that computers are effective in teaching the English language in classes, this should not be taken to mean that it could be used as a substitute for effective teaching. Instead, computers should only be used as a supplement tool to the day-to-day curriculum in teaching EFL. References Anderson, R & Speck, B. (2001). Using technology in K-8 literacy classrooms. Upper Saddle River, N: J: Prentice Hall. Arcario, P. (1993). 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