{"id":3573,"date":"2012-11-16T05:00:47","date_gmt":"2012-11-16T05:00:47","guid":{"rendered":"http:\/\/www.eltweekly.com\/elt-newsletter\/?p=3573"},"modified":"2012-11-16T05:00:47","modified_gmt":"2012-11-16T05:00:47","slug":"vol-4-issue-47-research-paper-the-use-of-technology-in-teaching-english-as-a-foreign-language-in-secondary-schools-of-iran-by-dr-fatemeh-alipanahi","status":"publish","type":"post","link":"https:\/\/eltweekly.humbeestudio.xyz\/?p=3573","title":{"rendered":"Vol. 4 Issue 47 \u2013 Research Paper: 'The Use of Technology in Teaching English as a Foreign Language in Secondary Schools of Iran' by Dr. Fatemeh Alipanahi"},"content":{"rendered":"

ELTWeekly Vol. 4 Issue#47 | November 19, 2012 |\u00a0ISSN 0975-3036<\/strong><\/strong><\/strong><\/strong><\/strong><\/strong><\/strong><\/p>\n

\n

** This paper is submitted by\u00a0Dr. Fatemeh Alipanahi<\/strong>, Assistant Professor of Islamic Azad University, Zanjan Branch (Fall 2012).<\/em><\/p>\n

Abstract<\/strong><\/p>\n

Today the researchers and philosophers are emphasizing the need for all learners to master what they call \u201c21st century skills\u201d. These skills are central to another goal for learners in the technology-filled lives they may face: media, technological, and information literacy and being able to choose, interact with, and produce technology-based media. So, this study aims to tell us how well to use computers or in other words technology in second and foreign language instruction; because the power of the machine lies in how well it gets used and integrated into the daily classroom activities. And also tells us about the most useful technological tools for teaching language skills in EFL classes. I tried to find out the answers to these research questions by the use of technology-based teaching methods for about one month in a high school and also I had an interview with an English teacher to get her opinions, too. It should be mentioned that in this study some factors such as gender, background knowledge, etc were not taken into account. Besides these the results of the study revealed that EFL teachers who use technology mostly in teaching English are more successful than those who use the traditional methods which aren’t technology-based ones. So in order to succeed teachers should use many types of computer technologies in schools.<\/p>\n

\u00a0\u00a0\u00a0 Key words: <\/strong>technology, EFL teaching, secondary schools<\/p>\n

Introduction<\/strong><\/p>\n

In\u00a0 the\u00a0 last\u00a0 three\u00a0 decades\u00a0 there\u00a0 have\u00a0 been\u00a0 great\u00a0 changes\u00a0 in the education landscape\u00a0 in\u00a0 the economically advanced\u00a0 countries. For example,\u00a0 increasing\u00a0 access\u00a0 to higher\u00a0 education has\u00a0 resulted\u00a0 in\u00a0 a diversification of\u00a0 student populations\u00a0 that\u00a0 comes with\u00a0 a wide\u00a0 range\u00a0 of\u00a0 learning\u00a0 styles\u00a0 and\u00a0 learning\u00a0 needs which\u00a0 are\u00a0 rather\u00a0 different from\u00a0 the\u00a0 traditional student populations. Some policy makers see digital technology as\u00a0 a\u00a0 tool\u00a0 to\u00a0 help manage\u00a0 some\u00a0 of\u00a0 these\u00a0 changes,\u00a0 and\u00a0 in\u00a0 particular,\u00a0 to\u00a0 use\u00a0 it\u00a0 as\u00a0 a transformative tool in teaching and learning (Crook & Light, 1999).<\/p>\n

In order to help students to reach their full potential, teachers must consider learning goals – the personal goals that students have for language study. Within\u00a0 any\u00a0 classroom, students will have a variety of reasons for learning an additional language (and a variety of backgrounds,\u00a0 abilities,\u00a0 and\u00a0 motivations\u00a0 that\u00a0 they\u00a0 bring\u00a0 to\u00a0 the\u00a0 task).\u00a0 These reasons can range from simply desiring to read a text in its original language to passing a professional test in the foreign language. Throughout the education literature, researchers and philosophers are emphasizing the need for all learners to master what they call \u201c21st century skills\u201d (Egbert, 2005; Learning Point Associates, 2003). These include: 1-Knowledge acquisition, 2-Problem-solving, 3-Critical thinking, 4-Production, 5-Inquiry, 6-Communication, 7-Creative thinking.<\/p>\n

These skills are central to another goal for learners in the technology-filled lives they may face: media, technological, and information literacy and being able to choose, interact with, and produce technology-based media. Scholars contend that, without these 21st century skills, our learners will not be prepared for their futures outside of our classrooms. More\u00a0 and more\u00a0 enterprises,\u00a0 especially\u00a0 foreign\u00a0 invested\u00a0 ones,\u00a0 require\u00a0 applicants\u00a0 to have both adequate English proficiency as\u00a0 is usually demonstrated by passing\u00a0 the national\u00a0 College\u00a0 English\u00a0 Tests\u00a0 (CET-4\u00a0 and\/or\u00a0 CET-6),\u00a0 and\u00a0 a\u00a0 new\u00a0 literacy\u00a0 termed\u00a0 “electronic literacy” (Shetzer, Warschauer, 2000). This mainly involves the ability to use computers and the Internet for on-line information search and electronic communication. The urgent need to prepare students for these future challenges has made it a priority to incorporate technology into university English teaching programs.\u00a0 This kind of integrated teaching demands new ways of organizing the classroom. As\u00a0 for\u00a0 the\u00a0 effects\u00a0 on\u00a0 students’\u00a0 learning\u00a0 performance,\u00a0 those most\u00a0 widely reported\u00a0 include\u00a0 facilitating\u00a0 authentic\u00a0 and\u00a0 purposeful\u00a0 communication,\u00a0 improving\u00a0 students’ awareness of readers and fostering\u00a0 learners’ critical\u00a0 thinking and problem-solving abilities(Warschauer et al., 2000).<\/p>\n

In our country, realizing the urgent need to help students develop the new literacy skills, the educational system has started to integrate technology in our schools. However, this is not a very easy task because of lots of economical problems that we have. The high cost of hardware,\u00a0 software,\u00a0 connection\u00a0 charges,\u00a0 plus\u00a0 technical\u00a0 glitches\u00a0 like\u00a0 machine\u00a0 breakdowns\u00a0 and\u00a0 slow\u00a0 transmission speed makes\u00a0 it difficult. The campaign is also slowed down by unfavorable educational factors, such as rigid curricula,\u00a0 exam-oriented\u00a0 teaching\u00a0 approach,\u00a0 and\u00a0 teachers’\u00a0 lack\u00a0 of\u00a0 training\u00a0 in computer literacy\u00a0 and\u00a0 language\u00a0 teaching<\/p>\n

Literature review\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/strong><\/p>\n

In Iran, a few similar researches have done among Iranian students one of which investigates the level of Information and Communication Technology (ICT) use in teaching English as a foreign language (EFL) and it explores the effect of EFL teachers\u2019 personal and technology-related characteristics in ICT use in English classes. The results revealed that digital portable devices were used more than computer or network tools in English classes and teachers used technology most frequently in teaching oral skills. It was also found that ICT use correlated inversely with teachers\u2019 age, years of teaching experience, and computer anxiety. (Rahimi, Yadollahi, 2011).<\/p>\n

Statement of purpose\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><\/p>\n

This study aims to tell us how well to use computers or in other words technology in second and foreign language instruction; because the power of the machine lies in how well it gets used and integrated into the daily classroom activities. And also tells us about the most useful technological tools for teaching language skills in EFL classes.<\/p>\n

Research questions<\/strong><\/p>\n

1) What are the most useful technological tools for teaching language skills in EFL classes in Iran?<\/p>\n

2) How well to use computers or in other words technology in second and foreign language instruction?<\/p>\n

Methodology\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><\/p>\n

Participants<\/em><\/p>\n

The participants were 20 high school students. Ten of them were selected from a co-educational school that they were five male and five female students which I considered as a control group and ten of them were selected from girls’ school that were supposed as experimental group. All the participants were aged between 13-15 years old.<\/p>\n

Procedures<\/em><\/p>\n

For about one month I tried teaching dialogues and vocabulary to the experimental group by the use of certain software and bringing video projectors and laptop to the class. On the other hand, during this time I didn’t use any technological tools in teaching the same subjects to the control group (co-educational ones). Then the Participants were asked to be prepared for a final oral exam. The items covered whole book materials to compare the students’\u00a0\u00a0 competence in technology-based parts in both groups.<\/p>\n

Interview<\/em><\/p>\n

Besides these I asked one of my friend’s ideas about “The use of technology in teaching English as a foreign language in secondary schools of Iran”<\/p>\n

“English is an international language. So, it is important that students all over the world become familiar with it. I think teaching English in Iran is not systematic. The textbooks are not up to date; we use the old-fashioned books that were written about 30 years ago, with some boring topics and unappealing pictures. Because of this, Iranian students are not able to speak English and use it in different situations even after they are graduated.<\/p>\n

The teachers didn\u2019t use any technologies in teaching English in the past. But in recent years, some teachers, especially young teachers, use simple or even modern technologies such as computers, smart boards, video projectors, etc. in their teaching process.<\/p>\n

In my opinion young teachers are more creative than the old teachers who are in the last years of teaching, because they are energetic and they don\u2019t afraid of changing the method of their teaching or using new devices in the classes.<\/p>\n

Nevertheless, there are two major problems in teaching English in Iran. First of all, there aren\u2019t enough modern and effective devices in the classes. Most of the Iranian schools, especially in small towns or in the villages, have just a chalkboard. They don\u2019t even have a cassette player to use it for teaching.<\/p>\n

The second problem is about the teachers. There are a few experienced teachers who are familiar with the new technologies. Sometimes we see that there is a computer or a video projector in the class, but the teacher doesn\u2019t know how to use it. Besides, old teachers usually prefer to use traditional methods of teaching, like grammar-translation or audio-lingual method. They seldom tolerate any changes in teaching.<\/p>\n

If we want our students to learn English as good and fluent the students of other countries, as \u00a0\u00a0we should make the same situation in English classes, too. Each school should have a separate language class with the basic devices and technologies. The textbooks should be up to date and also attractive.<\/p>\n

Our teachers should have mastery of English. They should be able to speak English fluently and use it in the class. Unfortunately, most of our English teachers teach English in Persian. These are the most important problems about teaching English in Iran. Using technology in the class helps students to understand the lesson better and be interested in learning English, but till the time that we as English teachers are accustomed to use traditional methods of teaching, we can\u2019t expect our students to improve their foreign language knowledge.”<\/p>\n

Results<\/strong><\/p>\n

The results indicated some improvement in learning speed of my experimental group. For instance, in one session I could teach them more vocabulary than before and also they could memorize the dialogues faster than before. Of course at first they were slow in perceiving dialogues because of low proficiency in listening skill but later they improved. The control group in comparison to experimental group didn’t make any improvement. And when two groups were tested in the final oral exam, experimental group did better on the parts which they were taught by the use of tools.<\/p>\n

Conclusion<\/strong><\/p>\n

The results of the study revealed that EFL teachers who use technology mostly in teaching English are more successful than those who use the traditional methods which aren’t technology-based ones. So in order to succeed teachers should use many types of computer technologies such as word processing, software, compact disks, authoring tools and software, e-mail, chat, pen pals, mailing lists, discussion forums, videoconferencing, the World Wide Web, online courses and so on. Many research findings have shown that use of technology in L2 instruction has resulted in significant gains in achievement and positive attitudes towards learning and CALL. The results suggest that the effects of using hypermedia in instruction are positive when compared to the effects of traditional instruction. The results provide classroom teachers with accumulated research-based evidence for positive outcomes of using technology in instruction.<\/p>\n

Create your own mailing list, discussion forum, newsgroup, or chat room. Sign up with an Online Course Management System. Give the students the course URL and class key, and have them enroll themselves. Explain one course component at a time. Start a thread in “Conferencing”. The first thread should require the students to introduce themselves. Write a paragraph about yourself and ask the students to write one about themselves. Encourage the students to write about something that they know or have experienced. Encourage the students to locate articles about certain themes. Set a time slot each day to respond to the students. Encourage the students to send e-mails to you and to their classmates. Do not highlight spelling and grammatical errors. Comment on students\u2019 messages and allow them to comment on each other’s and on yours. Behave like a student. Do not react negatively if they critique you. Send group messages every now and then to keep the students interested. Encourage the students to post their own threads and websites.<\/p>\n

Limitations\u00a0<\/strong><\/p>\n

In this study some factors such as gender, background knowledge, etc were not taken into account. Because of time limitation and small number of sample it is not logical to generalize the results. Besides, the recommendations and conclusion can be useful to be respected by English language teachers and students and anyone who wants to have an effective role in development of our country.<\/p>\n

References<\/strong><\/p>\n

1-Al-Jarf, R.S.(2005). Use of CALL in No-Tech EFL Classrooms. In Information Technology and English Language Studies. Indonesia: Santa Dharma University,<\/p>\n

2-Al-Jarf,\u00a0 R.(2007).Teaching vocabulary to EFL college students online. CALL-EJ Online. Saudi Arabia: King Saud University,8,2.<\/p>\n

3-Bordbar,F.(2010). English teachers\u2019 attitudes toward computer-assisted language learning. International Journal of Language Studies (IJLS). Iran : Tarbiat Modares University ,4,3,27-54.<\/p>\n

4-Farhady ,H. Hedayati, Hora.(2009). Annual review of applied linguistics. LANGUAGE ASSESSMENT POLICY IN IRAN.US: Cambridge University Press,29,132-141.<\/p>\n

5-Gass,S, M.\u00a0 Mackey, A.(2005).Second language research: methodology and design.London:Mahwah,New Jersey.<\/p>\n

6-Laborda, J. G., & Royo, T. M. (2007). Book review: How to teach English with Technology (Gavin Dudeney & Nicky Hockly)<\/p>\n

7-Scarcella, R.(2003). Academic English: A conceptual framework. Technical Reports, University of California Linguistic Minority Research Institute. California: university of California<\/p>\n

8-Rahimi,M. Yadollahi,S.(2011). ICT Use in EFL Classes: A Focus on EFL Teachers\u2019 Characteristics. World Journal of English Language .1,2.<\/p>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

Today the researchers and philosophers are emphasizing the need for all learners to master what they call \u201c21st century skills\u201d. These skills are central to another goal for learners in the technology-filled lives they may face: media, technological, and information literacy and being able to choose, interact with, and produce technology-based media. So, this study aims to tell us how well to use computers or in other words technology in second and foreign language instruction; because the power of the machine lies in how well it gets used and integrated into the daily classroom activities. And also tells us about the most useful technological tools for teaching language skills in EFL classes. I tried to find out the answers to these research questions by the use of technology-based teaching methods for about one month in a high school and also I had an interview with an English teacher to get her opinions, too. It should be mentioned that in this study some factors such as gender, background knowledge, etc were not taken into account. Besides these the results of the study revealed that EFL teachers who use technology mostly in teaching English are more successful than those who use the traditional methods which aren’t technology-based ones. 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