The Role of Innovation in Language Learning: Reviewing Past Studies and Emerging Tech, Essays (university) of English Language

Download The Role of Innovation in Language Learning: Reviewing Past Studies and Emerging Tech and more Essays (university) English Language in PDF only on Docsity!

Technology and Second Language Acquisition

Name:

Subject:

Roll Number:

Introduction

Throughout the class, innovative use has become an important part of the learning cycle.

Usually, each language class uses some kind of innovation. Innovation has been used to help

and improve language learning. Innovation enables educators to adjust family activities to

improve language learning. As a means to help teachers encourage students to learn languages,

innovation continues to play an important role. The exam revolves around the use of new

developments in learning the second/unknown dialect. It examines various perspectives that

support second language students to use progress to expand their learning capabilities. In this

article, analysts categorize the term "innovation and innovation", clarify the use of innovation

in language classrooms, and evaluate past exams that use progress to improve language

learning ability and put forward some suggestions to make better use of these advances to help

students improve their learning ability. The written review shows that the powerful use of

innovation improves students’ language learning ability.

Body

Susikaran, R. S. A. (2013). The use of multimedia in English language teaching. Journal of Technology for ELT, 3(2). https://sites.google.com/site/journaloftechnologyforelt/archive/3-2-april-2013/1-the-use-of- multimedia-inenglish-language-teaching Summary: The four main contents of the 21st century’s education brought forward by UNESCO (United Nations Educational, Scientific, and Cultural Organization) are: the new generation should learn how to know; learn how to do; learn how to live together; learn how to be.

replace all other teaching methods and we can apply several methods together in one class. Only under the background of quality education can we use advanced educational theory and we can fulfill the target of college English teaching by utilizing modern education technology reasonably.

Baytak, A., Tarman, B., & Ayas, C. (2011). Experiencing technology integration in education:

children’s perceptions. International Electronic Journal of Elementary Education, 3(2), 139-

151. http://www.readwritethink.org/classroom-resources/lesson-plans/reader-response-

hypertext-making-782.html

Summary:

This lesson asks students "to develop and explore their personal responses to literature," which Allen Carey-Webb identifies is the basic teaching strategy that "put[s] the ‘reader response' theory into practice" (6-7). As Carey-Webb explains in more detail, "Rather than lecture, recitation, or the discovery of some predetermined meaning, reader response teachers favor small- and large-group discussions, literature circles, creative writing, and dramatic and artistic activities that help students engage actively with what they read and express their individual responses and understandings" (7). This lesson adopts the reader-response techniques of asking students to engage with the texts that they read and respond individually in multiple genres.

Assess:

Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

Reflect:

It is expected that technology integration will continue its contribution to the effective learning and teaching of English language skills. Furthermore, teachers should always remember that technology is just a tool, and learners’ learning progress depends on the suitable and creative instruction. In addition, through technology-based English teaching, learners will be more motivated and guided to communicate with each other and the process of learning skills will be more student-centered but less time-consuming. The findings of the studies of this paper can be beneficial for both teachers and learners. While experienced teachers know how to teach English language skills through integrating technology, many teachers should have training courses in how to teach the four skills successfully so that their learners make the most of the technology. Finally, teachers should understand the benefits that technology integration brings to their instruction and their learners’ learning.

variety of media to collect information from the field to bring back to the classroom or field centre for analysis. Time is an essential component and can be thought of forming the basis of most field trips, since there is time spent in the base or field Centre and also time spent doing the work in the field. There is a new opportunity here to combine the two and set up of the essentials of a base in the field, with the added benefit of assisting reflective learning through visualization and analysis of data in situ. This would help students assess whether their collected data is accurate, by relating the analysis more immediately back to the real environment and to discover whether more data collection is required whilst being in the field. This might reduce a common problem of field trips, where data is collected in the field, subsequently analysed back at base with the realisation that some data are incomplete or inaccurate, then having to go back into the field for supplementary collection. Reflect: The learning technology should be designed to perform a set of specific functions that are relevant to learning on the field trip. Simply replacing one method of performing an action with an appropriate piece of technology does not constitute a mobile learning intervention in this context. For example, a smartphone mapping application to find a route is not a tool designed to aid novel forms of learning, since it is simply swapping one delivery method (a paper map) for another. However, enabling different methods to record information in the field using a handheld device (such as taking field notes on a video or voice recorder) that enable discussion and reflection at a later date can offer new learning opportunities, so long as these are part of the field trip process as a whole. A field trip with a mobile learning component must be designed as such; the plan, the technology and the infield teaching guidance must work towards the learning objectives. To summarise, a field trip which is designed to take advantage of mobile learning as a set of techniques should:

 be designed around the technology (but not driven by the technology);  be focused by the learning objectives of the field trip;  include technology which is robust, reliable and relevant and allows the learner to connect prior knowledge with new data to encourage learning. Becker, H. J. (2000). Findings from the teaching, learning, and computing survey: Is Larry Cuban right? Education Policy Analysis Archives, 8(51). doi: http://dx.doi.org/10.14507/epaa.v8n51. Summary: Cuban (1986; 2000) has argued that computers are largely incompatible with the requirements of teaching, and that, for the most part, teachers will continue to reject their use as instruments of student work during class. Using data from a nationally representative survey of 4th through 12th grade teachers, this paper demonstrates that although Cuban correctly characterizes frequent use of computers in academic subject classes as a teaching practice of a small and distinct minority, certain conditions make a big difference in the likelihood of a teacher having her students use computers frequently during class time. More than 3/4 of such teachers have students use word processing programs regularly during class and a majority are regular users of at least one other type of software besides skill-based games. Assess: Yet, although Cuban's argument may have applied in the mid-1980's, is it correct today? The capabilities and functionality of what we call personal computers have changed by orders of magnitude since Cuban first wrote about desktop microcomputer technology. What passed for classroom computers fifteen

languages, the subjects where students use computers the least often, very few teachers have more than one or two computers in their classroom. Pourhossein Gilakjani, A. (2017). A review of the literature on the integration of technology into the learning and teaching of English language skills. International Journal of English Linguistics, 7(5), 95-106. doi: https://doi.org/10.5539/ijel.v7n5p Summary: Technologies have dramatically changed the way people gather information, carry out research, and communicate with others worldwide. Technology has removed the distance obstacles and has made it possible for higher education to effectively teach anyone. Technology integration is being increasingly used in instruction to improve teaching and learning. This rapid development of technology integration has presented a better pattern to find the new teaching models. Consequently, it has a key role in learning and teaching language skills. In this paper, the researcher defines the term technology integration, expresses the reason of integrating technology, explains the role of technologies in promoting learning, elaborates teachers’ roles and learners’ roles, reviews previous studies on the benefits of technology in the learning and teaching of language skills, indicates the situation of Information and Communication Technologies (ICTs) in Iran, and finally mentions the recommendations for the successful integration of technology. The review of literature revealed that the integration of technology into the classrooms considerably improves the learning and teaching of English language skills. Assess:

Technology plays a key role in promoting appropriate activities for learners and has a significant impact on teachers’ teaching methods in their classes. Technological advancements have gone hand -in-hand with the development of English and are changing the way in which we communicate. If we ignore technological developments in our classes we will never be able to keep up with these technologies. Therefore, it is very important for teachers to be aware of the latest equipment and to have a full knowledge of these technologies in different situations. There are different reasons why all learners and teachers should know how to use the new technologies. It should be mentioned that the new technologies develop and disseminate and we cannot ignore their impact on teaching and learning (Solanki & Shyamlee1, 2012). In this review article, the researcher will examine some of the important issues related to the integration of technology in learning and teaching language skills. These issues are as follows: the definition of technology integration, the reason of integrating technology, the role of technologies in promoting learning, teachers’ roles, learners’ roles, previous studies on the benefits of technology integration in the learning and teaching of language skills, the situation of Information and Communication Technologies (ICTs) in Iran, and the recommendations for the successful integration of technology. Reflect: Studies reviewed here indicated that technology offers both teachers and learners a lot of materials and communication opportunities to improve their language teaching and learning. In order to successfully integrate technology in language classes, both teachers and learners should adopt new roles and use the existing technologies in suitable ways. It is obviously true that one of the ultimate aims of technology language learning and teaching is to promote learners’ motivation and learning interest which can be a practical way to get them involved in the language learning process. The literature displayed that teachers should be prepared with professional skills which involve teaching and technical skills because

cultivate students' imagination and provides them with charming, charming and energetic

language learning options. All in all, the findings of this written survey show that innovation

has established a connection between teachers and students, provided imaginable information

and benefits, encouraged students to develop thinking skills, made learning and education more

focused on learning, and improved students’ Self-ruling ability. Make them feel more certain

and inspire students to become familiar with unknown dialects successfully.