Technological Tools in Foreign Language Education - Literature review Example

Role of Technology in Teaching Grammar in EFL rooms This research essay focuses on the role of latest technological tools in teaching English asForeign Language to those who are not native English speakers. The main focus will be on teaching the rules of grammar and principles that govern them. The current study will reveal some of the methods proposed by researchers in the past related to the technological methods in grammar teaching in EFL classrooms. Later, research proposal will be presented in detail. Literature Review Technological tools have great role to play in Foreign Language Education these days. You cannot imagine the classroom with the same old fashioned methods of using blackboard with chalks. The students need interactive tools to learn the language properly so that they can apply the principles and rules correctly. Numerous studies have shown that inclusion of technological tools in learning foreign language can significantly improve the learning of foreign language in general and grammar in particular (Cheng, 2003). In order to find out how technology improves the learning of foreign language, Chatel (2002) carried out direct meetings with eight teachers of English as a Second Language (ESL). His research findings show that proper selection of website and software helps students in selecting in their quest of ESL. The use of technological tools is quite efficient in transferring the real essence of language to the students of all ages. It is important to understand the methodology as a teacher for positively imparting the instructions and grammar tools to the students of EFL. These tools must be grabbed with both hands. Nowadays, there is little problem of tools for learning. The computer has revolutionized the world greatly with all kinds of automation in every niche of life. These tools should be utilized positively as much as possible in every aspect. Similar kind of research was conducted by Lasagabaster and Sierra (2003) who conducted interviews with 59 undergraduate students. The research results showed that the students were quite aided by the uses of Computer Aided Instructions (CAI). They seem to learn the foreign language usage and grammar quite easily once they have interactive tools available to them. The students must have computers with them to enhance their learning ESL. They can download various presentations and other type of interactive tools that enhance their learning capabilities. They will get groomed to the language decorum. Once they start feeling about the language as their own, it will be easy for them to make progress. There are many results in past relating the learning of languages at universities and colleges. Only a few of them focus on language instructions and grammar. It is difficult to learn instructions and syntax of the language more than anything else. The grammar is the real essence of the language that requires special attention and usage of modern technological tools. Some researchers carried out their studies in teaching grammar to EFL students and they found out that the usage of CAI were not superior to conventional methods a great deal. No doubt, slight advantage could be associated in ease of learning, but traditional instructions play almost the similar role in educating the language instructions according to Liou (1992). There is a great deal of debate related to the learning of grammatical tools of English for students. Some researchers are supportive of the use of technological tools in imparting the knowledge of syntax of the language while the conventional school of thought still favors the use of traditional methods in learning the language. Computers provide you with great deal of flexibility in dealing with the modern language tools. For example, you can view the presentations and interactive videos that aid in writing English. The direct linkage of grammar learning is with the conveying of your ideas effectively in writing. You should be able to speak fluently without making a lot of mistakes in grammar. Stressing too much on grammar could also lead to lack of fluency in speaking. You would rarely observe the pure grammar in native English speakers. They follow the instructions to a certain extent while keeping the aesthetic sense of the message to the other end also. The point of view of the researchers Liou, Wang, and Hung-Yeh (1992) to regard the conventional methods equivalent to the modern methods in teaching grammar in EFL classrooms is according to the computer tools at that time. The researchers had the background of 1990’s when the computers were rarely used for some purposes only. The tremendous boom of technology flourished only in 21st century that expanded with each coming day. Now, you will find plenty of people making new tools for helping the students in their language learning. Worldwide, the teachers are trying to develop computer-aided tools to help the students in their learning process. Since, English is regarded as the most commonly used language internationally, it is utmost important to learn the syntax and rules of this language as much as possible. Some research studies show the role of computer aided tools in learning EFL especially L2 writing skills (Thorson, 2000). These results show that technology has a great impact on learning the writing skills and gripping the essential instructions required for proper comprehension of the language. The use of computer aided tools has greatly improved the learning process, and students seem to increase their command on the language quite fast. They adapt to the grammar and syntax of the language quickly when they are taught in relation with the technological aspects. It is hard to believe these days the old fashioned methods of teachings carried out at universities and colleges. With the advent of the technological tools, it is quite possible to transfer your pool of knowledge and skills to the audience very easily. Moreover, English is technically a sound language that provides a systematic way to learn its grammar and instructions. The students may find ease in learning EFL with computer aided tools. When you are learning English language, you are bound to make mistakes. Let alone the language, it is natural for people to take some time to get used to the things and get into rhythm. When you talk about English as a foreign language, the students make plenty of mistakes while learning. The biggest area of trouble is grammar. While you have to balance your aesthetics of language with the grammar, it is necessary to grasp all the grammatical tools in detail. Some researchers found out types of mistakes and errors found out in learning phase of students. The teachers assign some tasks to students expecting that they will do correctly some part that they have understood perfectly while making mistakes in some other parts. Researchers have used error rates in learning grammatical tools in language. Huang (2002) discussed the error rates to be equal to the absolute frequency of errors in relation to the total words that a certain group of participants have written. Some researchers like James (2013) found out the possible areas in which the students are likely to make more grammatical mistakes while learning EFL. His results indicate that larger essays are more prone to errors as compared to smaller essays. He studied the essays of two groups in the study of EFL. One group was called as control group while the other group was termed as experimental group. He found that experimental group students made quite a lot of mistakes while those of control group had only a few mistakes. It is quite possible that subjects in the control group were self-monitoring their words for some reason. Another reason for experimental group to make more mistakes was that they had to write more words as compared to the control group. Once you are writing longer essays, you are bound to make more mistakes. It is a universal rule that you focus more while writing shorter essays. The type of mentioned by Kwok (1998) errors could be removed with the aid of technology these days very easily. Once you are writing your essays in sophisticated environments that provide you with facilities like dictionary, synonyms, grammar check and spelling check then you will make little or no mistakes. The tools like Microsoft Word and Latex are quite renowned in this regard. You will be able to learn these tools with the time that will eliminate any kinds of grammatical mistakes in your writing. One day will come when you won’t require the help of these technological tools to correct your grammar. You will be able to judge the quality of writing by yourself. Shaules (2007) especially focused on the grammar acquisition in EFL teaching to the students. In the opinion of the researcher, the learning of foreign language is pretty much similar to that of the first language that every person learns. The student goes through the same cycles of learning in ESL as he would’ve gone through in his childhood while learning his first language. The biggest difference between L1 and L2 acquisition is that L1 is affected tremendously by the external factors. As the child grows, he picks the words from his parents, siblings, and other friends. His vocabulary, styles of speaking, and accent is dictated by his environment. However, in the case of L2 acquisition, the scenario is completely different. External factors don’t seem to play any significant role in his process of learning. The students mature enough to capture any effect from his surroundings now. He is more intelligent to take all the effects from his computer-aided tools and other aspects for easy learning. Ellis (1985) has a great role to play in acquisition of grammar in L2. The learning of grammar structures has the similar process for every student no matter in which age group he lies. This process is more or less similar to the learning of grammar of L1. Learners of foreign language go through a certain set of rules and regulations that include the use of transitional forms and the overlapping stages. There is a natural order of acquisition from being zero in L2 towards becoming an expert in the language. The process of learning grammar of any language is streamlined to a great extent. However, there are plenty of interactive videos, animations, images, and presentations are available for making students learn English grammar syntax and tools so that they can express their ideas in their communication skills and while wiring their ideas on the paper. It is utmost important to learn these skills as soon as possible so that students can represent themselves as part of the greatest global community that can speak English as either L1 or L2. Derwing (1973) focused on complete language acquisition as compared to just the grammar. The school of thought that resembles the mind of the researcher believed that the grammar learning is just one aspect of the learning the foreign language. Some other tools like ways of expressing, and the styles of writing may be quite valuable in learning the language. It is very important to understand the role of grammar in language. However, grammar is just one dimension of the multidimensional English language. Therefore, all kinds of tools must be comprehended in details. Some researchers (Purpura, 2004) were of the point of view that formal accuracies must be up to the highest standards while speaking the English language. There is a great deal of accuracy required in speaking English when you are taking part in formal presentations and workshops. You have to provide your image as second English speaker. Moreover, technological tools have eased out the formality in writing at least. You will be able to make your presentations really great with little or no errors these days. Richards & Rodgers (2001) had point of view that the lessons of learning grammar must be embedded into the lesson instead of teaching it as standalone subject. Most of the people learn to apply the rules of grammar once they apply them while suing their L2 communication. Moreover, technological tools have really helped the students in dealing with the occasional grammatical lapses in our writing. We can safely write our ideas in English and then proof read with the help of tools available online these days. Dusco (2007) also researched about the methods of teaching EFL to students in the class. He proposed that practical considerations are utmost in learning language for students. This method of learning is quite suited to the young people who can easily adapt to the new kinds of language instruction. Young people will be more receptive with respect to the information. They will be able to deal with the instruction sets carefully in the future once they start using English as their L2. Dusco (2007) also focused on development of comprehension and fluency in foreign language and the use of the real language was considered as the source of real motivation for the students. It might be boring to copy the style of teachers while he is speaking English. You should develop your own tone of speaking. Moreover, your writing capabilities must be focused on the essential aspects of the linguistic tools in general in addition to the grammar tools in particular. The students can learn English very conveniently by monitoring their usage of words in every sentence. They can use CAI as their assistant for learning English as L2. Poole (2005) identified the forms that are used in learning of grammar of English as part of EFL classes. He studied the particular grammar structures and forms that could be very useful for the students in learning of the instructions of the language. There is step-by-step rise from zero knowledge to mastery of the language in detail. It is very important to understand these concepts in depth and transfer them to the next generations. Linguistic forms are also significantly important for most of the students to learn. The focus of forms of English grammar is certainly teacher dependent. The teachers have their own style of teaching forms of verb and other related concepts of learning EFL. From the literature review of the modern technological tools in teaching English grammar in EFL classes it is quite clear that the linguistic rules have become very easy to comprehend these days. You have all the facilities available that help you in learning the instructions of the language. The students have the leverage of using their computer to see the presentations and practice some exercises for them so that they can feel at ease with the language usage. It will be very convenient for them to use the technological tools to their advantage a great deal. The learning process has certainly streamlined now with little difficulties to mention. The students learn to hear and comprehend the meanings of the words spoken by others. The next stage involves writing your own words in English. The last stage involves applying the language on bigger scale where it is required urgently. References Chatel, R. G. (2002). New technology, new literacy: Creatinga bridge for English language learners. The New England Reading Association Journal, 38(3), 45-49. Cheng, Y. (2003). The effects of web-based instruction on Chinese EFL students’ learning outcomes. Dissertation Abstracts International, 64(2), 382. Derwing, B. L. (1973). Transformational grammar as a theory of language acquisition: A study in the empirical, conceptual and methodological foundations of contemporary linguistics. Cambridge [Eng.: University Press. Ellis, R.(1985). Understanding Second Language Acquisition. Oxford: Oxford University Press. James, C. (2013). Errors in language learning and use: Exploring error analysis. Routledge. Lasagabaster, D., & Manuel Sierra, J. (2003). Students evaluation of CALL software programs. Educational Media International, 40(3-4), 293-304. Liou, H. C. (1992). Can grammatical CALL help EFL writing instruction?. CALICO Journal, 10(1), 23-44. Poole, A. (2005). Focus On Form Instruction: Foundations, Applications, And Criticisms. Reading Matrix: An International Online Journal, 5(1) 47-56. Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching. New York: Cambridge University Press Shaules, J. (2007). Deep culture: The hidden challenges of global living. Clevedon: Multilingual Matters. Thorson, H. (2000). Using the computer to compare foreign and native language writing processes: Astatistical and case study approach. Modern Language Journal, 84(2), 155-170. Read More