The Role Of ICT In Teaching ESL English Language Essay

The association of ICT and English in last few old ages had made rapid alterations in the presentation of course of study in assorted facets. Practitioners, theoreticians and research workers have started to pay serious attending to the challenges of the new engineering and these challenges and chances that new engineering nowadayss have resulted English instructors into a new dimension.

There are different issues related to the relationship of ICT and English which consists of complex deductions for schoolroom instruction and initial instructor instruction. Student instructors who play a critical function in presenting ESL have broad scope of experiences and degree of expertness in ICT. My purpose is to enable pupil instructors to be cognizant of these of import issues and have the accomplishments, cognition and critical apprehension to react instruction of English through ICT.

Initially, I perform analysis of the altering nature of ESL in the visible radiation of current engineering promotion. Then, explore the readings of the function of ICT in learning English, the proviso made by ICT in college and policy and schoolroom pattern in the country of the course of study.

Changing nature of ESL at present

Recent old ages have seen a move from the predomination of the printed trial to change sites for textual production, including web-based environments, nomadic phones and computing machines games. Screen based texts are characterized by varied and densely interrelatedness multimodal communicating with an increasing accent on ocular facets of texts, such as layout usage of fount and images and the incorporation of sound, life and hyperlinks. Digital engineering has besides made it easier to experiment the text production and to pass on quickly with a scope of familiar and unfamiliar audiences.

ESL instructors have to see how to learn linguistic communication literacy and technological accomplishments so that scholars can do effectual usage of ICT. When instructors develop and implement an electronic literacy attack, they must turn to a figure of inquiries:

How should ESL instructors make the best usage of new on-line chances to maximise linguistic communication survey and pattern while besides assisting pupils develop computer-based communicating and literacy accomplishments?

What strategies for pass oning and networking should pupils be taught?

What ends should linguistic communication teacher purpose for and what sorts of on-line undertakings could pupils transport out to carry through those ends?

Which are the most important electronic resources and tools that instructors should larn about so that they can learn them to their pupils?

How can teachers encourage pupils to go independent scholars who can go on to larn how to pass on, carry on research and show their thoughts efficaciously utilizing information communicating engineering beyond the confines of the category or semester? ( cited in Shetzer & A ; Warschauer, 2000, 171-172 )

The intent of this survey was to research the usage of the Internet in vocational high-school English acquisition environments in a specific socio-cultural context including in the physical universe and in internet. The consequences of the in-depth survey purpose to cast visible radiation on the combinations of English linguistic communication and ICT that can both heighten vocational high-school pupils ‘ technological competency every bit good as facilitate English linguistic communication acquisition and applications in an reliable state of affairs.

Research inquiries

Specific inquiries explored in the survey include the followers:

aˆ? Can pupils larn the maps of the Internet via the English linguistic communication and

Significantly better their English e-talk on the Internet?

aˆ? What are the benefits or troubles with the usage of Information Communication Technology in the instruction of English as a Second Language?

aˆ? What are the perceptual experiences of both instructor and pupils sing the usage of the Internet in the category?

aˆ? What are the issues and challenges that arise in the integrating of the Internet in English larning contexts?

aˆ? Can pupils experience comfy pass oning in English on the Internet? Can the design of the Internet and English category better their linguistic communication proficiency and grammatical use?

The scene for the survey

The research survey was conducted at a vocational high school________________ The class was named ‘Internet and English ‘ ; its major aim was to assist vocational high school pupils learn English in a natural scene with the aid of ICT.

This class used assorted methods to ease pupils ‘ Internet use by manner of English authorship. A ______-hour online talk plus a computing machine session was held on Tuesdays in a computing machine lab where ______ Personal Computers were set-up and networked. In the lab the instructor lectured on some introductory facets of the Internet and its maps and at the same clip demonstrated its utilizations and gave pupils chances for pattern utilizing English and researching the Internet. In add-on to the hebdomadal talk and computing machine session, the after-class activities and assigned undertakings were required of each pupil. To transport out the after-class undertakings and assignments, the pupils hence needed to link to the Internet and hunt for the needed stuffs in response to the instructor ‘s hebdomadal inquiries and, meanwhile, they were required to utilize English to pass on with the instructors every bit good as with the other schoolmates.

Although ICT installations and support were limited in the vocational school studied, the English instructor wanted to get the better of the barrier by the inclusion of some outside-campus web resources in his category. A class course of study, updated proclamations, press releases, profiles of the instructor and the pupils, and category presentations, images and recommended relevant web resources were all converged in colorful words on the web site.

Contentss of the undertaking

English was the chief linguistic communication used throughout category activities, which included English web site information aggregation, topic-centred treatment, online communicating, and email exchange.

the class used four major tools-the World-wide web, Newsgroups, Chat-rooms, and electronic mail to cultivate pupils ‘ web handiness and linguistic communication expressions/utterances so that the class was given chiefly in four sections. First, for the World-wide web subdivision, Project A – ego debut and Project B – website recommendation were their assigned undertakings. Second, in the Newsgroup subdivision, the instructor asked pupils to subscribe to the newsgroups they were interested in and so used the confab courier to post articles and inquiries and needed pupils to either reply the inquiries or discourse the given subjects in English. Third, in the Chat subdivision, the pupils were allowed to freely ‘e-talk ‘ about whatever interested them in the confab room in chat messanger. Through the different presentation formats of online tutoring, on-line treatment, and on-line argument, they were given different aims each clip.

Finally, in the electronic mail subdivision, pupils learned the basic bids by utilizing Outlook and basic thoughts about electronic mail user interface design and the system apparatus and some cardinal maps ( POP apparatus, web-mail, filtering, and so on ) .


The participants in this survey were ______ pupils: ____22 females

and _____7 male pupils plus the_______ immature male instructor. To take the elected class

‘Internet and English ‘ , certain requirements were required. For case, the pupils

needed to hold antecedently taken ‘Introduction to Computer Science ‘ and

‘Applications of Computer Science ‘ , which were the freshman and sophomore



For this class pupils were assessed as follows: 20 % for category engagement, 20 %

for prep exercisings, 30 % for the combined mark on the 1st and 2nd midterm

tests, and 30 % for the concluding test. Projects A and B were counted as the tonss of

the 1st midterm. The quality every bit good as the measure of each pupil ‘s specific online

vocalizations – their portfolio – was used as pupils ‘ 2nd midterm tonss. The Chat

public presentation in the confab messanger was used for the concluding test classs. The Final test

consisted of an article on the subject ‘ How do I perceive Internet and English ‘ ;

pupils were instructed to speak about the current semester merely and to include three

parts: my feeling of this category ; what I have learned from this class and my



The survey employed both qualitative and quantitative methods. The research worker used

a multi-method attack to document and measure the procedure of integrating of the

Internet in the English acquisition scenes, including the aggregation of their electronic

informations from confabs, treatments, duologues and email exchanges on the Internet,

observations of their on-line schoolroom activities, formal and informal interviews

with the teacher. A post-class questionnaire was administered to the participants

at the terminal of this category. In add-on, a pupil who had a particular demand for remedial

direction had actively interacted with the English instructor via electronic mail communicating

throughout most of semester. The pupil ‘s electronic mail exchanges with the instructor were

used as a instance survey.

Data aggregation

Data collected for the surveies included reliable electronic mail messages, questionnaires,

schoolroom observations, formal and informal interviews, and pupil logs.

Descriptive statistical information was provided for cross-referencing. The survey

was conducted in a natural acquisition scene. None of the pupil topics were cognizant

of being observed and analysed during the informations aggregation processs.

Overall consequences of the usage of ICT in the category

The instructor used an open-ended inquiry to beg pupil overall responses to the

usage of information communicating engineering in the category. This inquiry was, ‘ Do

you think Internet and English can truly better your English? Tell me why. ‘ Most

pupils thought the Internet was an interesting and utile tool in their Internet and

English category ( Table 1 ) .

Table 1. Datas from the open-ended inquiry

Positive reactions ( 19 out of 23 – 82.16 % ) Negative reactions 3 out of 23 ( 13 % )

Bing able to pattern typing 5 Not wishing the Internet 1

Learning more English 4 Excessively much vocabulary resulting in

Bing more motivated in larning new vocabulary 4 learning force per unit area 1

Bing able to larn more about computing machines 4 The fast-paced agenda of the category 1

Communicating with others utilizing electronic mails and doing

friends from other states 4

Looking for information on the Internet and heightening

reading comprehension by stuffs on the Internet 3

Meeting people 2

Talking on line 1

Bing able to rectify errors immediately 1

The ‘ Tell me why ‘ self-report informations were used for farther analysis. The positive

perceptual experience of Internet usage could stem from two beginnings. First, due to the convenient

entree provided by the Internet, pupils were able to do foreign friends. Second,

in the procedure of voyaging the web pages, the opportunities of straight reading English

and larning new vocabulary, sentence forms, and grammatical forms increased.

Furthermore, the immediateness of the online tutoring enabled the instructor to rectify their

errors rapidly. The other advantages include the acquisition of relevant

On-line discourse informations analysis

The information for quantitative analysis were gathered from the Chat map in

chatmessanger, which by and large meant take parting in on-line tutoring and online

arguments. Besides, the information from both the midterm test and concluding test in the first

semester were collected for analysis. In on-line tutoring and on-line argument, non every

pupil wrote down his or her responses. Although five pupils were wholly

silent, the other 24 pupils had at least one sentence ( here one sentence means an

vocalization with ‘a period ‘ or ‘a inquiry grade ‘ at the terminal ) in the online chatting.

However, in on-line argument, which discussed the interesting subject of ‘having a miss

friend or a boy friend ‘ , the volume of discourse evidently increased by an norm

of six sentences, and that was five times every bit many as the really first clip, when they

were required to speak about ‘a good instructor ‘ . Most pupils, who had already e-

talked the first clip, were more likely to compose more than the 2nd clip. As for the

2nd midterm test and concluding test, since the written records were used for pupils ‘

classs, every pupil was mandated to show his or her sentiments in order to derive

points. Finally the volume of the discourse resulted in an norm of

about 15 sentences in concluding test. This was two and half times every bit many as

in the midterm test.

When turn toing the grounds for the addition in pupils ‘ discourse volume, the

research worker found that pupils ‘ gradual increasing acquaintance with the computing machine

bids and the digital environment contributed to the increased figure of their

looks. Furthermore, the subjects for treatment which appeared to be interesting,

controversial or abundant in readily available online information besides resulted in an

addition in the figure of sentences.

Non-online discourse informations analysis based on two undertakings

In add-on to the online informations, non-online informations were collected from Project A and

Undertaking B for analysis. For Undertaking A, in order to promote pupils to get down their

English authorship, the English instructor purposefully used ‘self-introduction ‘ as an

introductory and familiar subject. Therefore each pupil was asked to utilize English to

introduce himself/herself. For Undertaking B, each pupil had to shop the English

resources on the Internet and so recommended some web sites as their front-runners

and to give grounds for their recommendation. Consequently, the mean figure of

sentences produced in Project A was eight, and this was approximately four times every bit many as

the figure produced for Project B. Further analysis of the in-depth informations revealed

that Undertaking A was a self-introduction and there were several basic points that the

pupils could ever include in their written presentations, such as blood type, mark

of Zodiac, and favorite athleticss. On the other manus, Project B asked pupils to

urge a web site that they found interesting. This subject was of broad range and

more ambitious than Project A.

Student perceptual experiences of the usage of ICT in English acquisition

In order to understand pupils ‘ perceptual experience of larning English by utilizing the Internet

and the impact of the Internet on English acquisition every bit good, a questionnaire was

administered to the pupils shortly before the terminal of the first semester in order to

roll up their demographic information and their responses to the usage of the Internet

in this English category. The questionnaire was composed of three parts: personal informations ;

experience in utilizing a web computing machine ; and ten 5-point-Likert-scale inquiries. A

general inquiry was given at the beginning of the questionnaire and 10 more

matching statements followed with picks. A sum of 26 questionnaires out of

29 were collected and used for analysis. The statistical consequences of this questionnaire

are presented below ( Table 5 ) .


What do you believe might be the grounds that the Internet could ease English acquisition?

( 1-Totally Disagree ; 2-Strongly Disagree ; 3-Agree ; 4-Strongly Agree ; and 5 — Wholly Agree )

Statements 1 2 3 4 5 Rank

1. The instructor interacted with pupils on the 0 3.8 % 57.7 % 15.4 % 23.1 % 1

Internet so that I feel less pressured in category. 3.8 % 94.2 %

2. I can larn new vocabulary, sentence forms, 0 19.2 % 57.7 % 15.4 % 7.7 % 8

and grammar on the Internet. 19.2 % 81.8 %

3. Anonymous communicating makes me less afraid 3.8 % 3.8 % 42.3 % 15.4 % 34.6 % 2

of doing errors in English chatting. 7.6 % 92.4 %

4. I could larn good English sentences from others. 3.8 % 3.8 % 30.8 % 38.5 % 23.1 % 2

7.6 % 92.4 %

5. I do n’t necessitate to talk English in forepart of my 7.7 % 26.9 % 26.9 % 34.6 % 3.8 % 9

schoolmates. Alternatively, typing in forepart of the 34.6 % 65.4 %

computing machine screen reduces my emphasis.

6. Learning English wo n’t be that tiring since I 3.8 % 7.7 % 38.5 % 15.4 % 34.6 % 5

could happen some challenging English information 11.5 % 88.5 %

on the Internet rapidly

7. I could better my English response velocity since 7.7 % 26.9 % 30.8 % 30.8 % 3.8 % 10

online chew the fating in English requires immediately 34.6 % 63.8 %

replying in English.

8. I could do key/pen buddies in foreign states 3.8 % 3.8 % 23.1 % 30.8 % 38.5 % 2

and pattern English authorship. 7.6 % 92.4 %

9. I could frequently pattern English since English is 0 11.5 % 26.9 % 38.5 % 23.1 % 5

the common linguistic communication on the Internet. 11.5 % 88.5 %

10. I could freely pattern English because I could 3.8 % 11.5 % 34.6 % 26.9 % 23.1 % 7

construct up my small practical universe on the 15.3 % 84.7 %

computing machine screen.

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