Technology and the Language Teacher

Ivy, Taslima Irine

doi:10.3329/afj.v4i0.12942

Cited by 4 publications

(3 citation statements)

References 6 publications

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“…Thus, in terms of the imitations of such technology-enhanced EFL reading classes in Bangladesh, valuable insights are obtained from the quantitative and qualitative findings. Here, some of the current limitations of the implementation of technology in the higher secondary EFL reading context are like those noted in the aforementioned study by Ivy (2012) in terms of lack of teacher training and expertise in technology use, lack of students' expertise in technology use, lack of maintenance, lack of diverse technology due to budgetary issues, etc. However, more EFL context-specified limitations are also unraveled by the findings.…”

Section: Limitations Of Technology-enhanced Efl Reading Classesmentioning

confidence: 69%

“…The research also showed that the students benefited significantly from reading texts on mobile technology due to its easy accessibility to most of the learners. However, Ivy's (2012) research on the limitations of EFL classes in Bangladesh, in general, asserted problems with insufficient teacher training and practice in the use of technology. There were logistic issues with maintenance and troubleshooting as well.…”

Section: Introductionmentioning

confidence: 99%

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The Impact of Technology-Enhanced EFL Reading Classes on Learners’ Performances and Participations

Biswas

2022

IJELAL

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The paper analyzes learners' performances, attitudes, preferences, expectations, and judgments to estimate the contemporary impact of Technological-enhanced Language Learning (TELL) in the higher secondary EFL reading context of Bangladesh. The research is conducted among 3 higher secondary level schools in Dhaka City. These schools use both traditional modules and technologyenhanced modules to teach the students. The research utilizes a mixed method approach to address the current gap in studies in regards to a lack of research that emphasizes evaluating the impact of technology-enhanced classes in the higher secondary level EFL context in a developing country like Bangladesh. Findings reflect the implication of technology in producing Krashen's (1981) low affective filter in the pedagogical reading environment by creating a conducive and comprehensible reading sphere. This also helps in promoting learners' reading interests and motivation. The findings also highlight the fact that technological interventions in reading classes help alleviate their performances and participation in EFL classes. However, the findings manifest a limitation in using such technological modes in developing learners' academic reading skills in the developing country context of Bangladesh. The study concludes by drawing on some learner-oriented suggestions to improve technology-enhanced EFL reading classes in the particular context.

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Section: Limitations Of Technology-enhanced Efl Reading Classesmentioning

confidence: 69%

Section: Introductionmentioning

confidence: 99%

The Impact of Technology-Enhanced EFL Reading Classes on Learners’ Performances and Participations

Biswas

2022

IJELAL

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“…g) Electronic whiteboard: Electronic whiteboard or the smart board is the latest addition to the technologies used in classroom. However, Ivy (2011) states, "Although it is a very interesting add on to the classroom, implementation is costly and as such is not feasible in the context of Bangladesh" (p.213).…”

Section: B)mentioning

confidence: 99%

The Learning English Website As The Alternative Media To Enhance The Economics Students’ Competence In Learning English

Aisyah

2021

JELLE

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Teaching English in Economics students has own uniqueness than others. Since it is not their main competence, most of the students are still seeing English as the “frightening” and boring subject. In other side, they need mastering English in their future job considering that today most jobs in the world need english mastery as their qualification and to support the business running well. So, it challenges the english teacher to empower many media and techniques to attract their interest in learning english. Therefore, the writer decided to discuss how empowering of the English learning website (bbc.co.uk/learningenglish) could enhance the students’ competence in learning English. The design used was classroom action research and the respondents were the first term students of Faculty of Economics and Business UMPP who took the Basic English before taking English for Specific Purposes (English for Accounting, or English for Management, or English for Economics). In collecting data, the reseacher applied some intruments; test, observation, and field notes. Meanwhile to analyze the data, T-Test was used to examine the significant of using the website in improving the students’ competence.From 180 respondents, after examining proccess by using T-Test, it was taken the mean avarage before the treatment; 57.9750 and after the treatment, the mean avarage is 68.9611. it means the mean avarage after treatment is higher than before one. Based on the result of T-Test, it showed that the value of T-Statistics 13.840 is bigger than T-table; 1,96 with the significant value 0.000 (less than 0.05). It means that there is significantly different between before treatment and after one. Keywords: English for Specific Purposes (ESP), Technology-Enhanced Language Learning (TELL), Teaching English in Economics Students

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The Impact of Using Podcasts on Iranian Autonomous /Non-Autonomous EFL Learners’ Listening Comprehension Ability at Pre-Intermediate Level

Sayadi

Heidar

2018

IJREE

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The aim of the current study was to investigate whether Podcasts would have an effect on Iranian autonomous and non-autonomous EFL learners' listening comprehension ability at pre-intermediate level. For this purpose, 60 Iranian pre-intermediate EFL learners at some Iranian institutes participated in the experiment of the study. Then they were divided into two groups based on an Oxford Placement Test (OPT) and an autonomy questionnaire. The participants of each group were assigned randomly into two experimental groups (N=15) and two control groups (N=15). A pre-test was administered to the four groups of the study and then, the experimental groups received 5 sessions of teaching podcast. After the treatment, a posttest of L2 listening comprehension was administered to all groups of the study and finally the data were analyzed via a series of paired sample t-tests to see whether there is progress between the pretest and posttest scores of the groups, and a Two-way ANOVA was used to see the differences between posttests. The results revealed that Iranian autonomous and non-autonomous EFL learners' listening comprehension ability got better after the treatment.

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Technology and the Language Teacher

Cited by 4 publications

References 6 publications

The Impact of Technology-Enhanced EFL Reading Classes on Learners’ Performances and Participations

The Impact of Technology-Enhanced EFL Reading Classes on Learners’ Performances and Participations

The Learning English Website As The Alternative Media To Enhance The Economics Students’ Competence In Learning English

The Impact of Using Podcasts on Iranian Autonomous /Non-Autonomous EFL Learners’ Listening Comprehension Ability at Pre-Intermediate Level

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