Technology in Teaching English Language Learners: The Case of Three Middle School Teachers

Abstract

This study looks at how three middle school teachers of English as a second language (ESL) use technology in the classroom. Technology use in the ESL classroom has the potential of supporting the English and content learning of English language learners, but the availability of technology does not necessarily lead to technology integration that supports student learning. Teacher attitudes and beliefs toward technology as well as lack of time and adequate resources may deter teachers from integrating technology in their lessons. The researcher conducted teacher interviews and classroom observations of each of the language arts classes taught by three ESL teachers. Available technology at the classroom, ESL department, and school levels was diverse: digital boards, overhead projectors for the digital boards, document cameras, laptops, desktops, iPods, iPads, and internet connection for all the devices. The teachers seemed to be comfortable users of the available technology despite scarce training, lack of time and technology support, and several episodes of technology malfunction. However, the use of technology could be expanded. The researcher makes several recommendations, such as additional time for planning lessons that use technology and further professional development related to technology use.

Attitudes and Technology Integration among ESL Secondary School Teachers in Sabah

“…According to Bullock (2004) teachers' attitude is the crucial factor that enables or disables them in their technology adoption. This was further supported by as study by Gonzalez & Harrell (2018) and Andrei (2017).…”

Online backchannel as a formative assessment in improving writing skills

“…Some studies have proven that technology involvement in students' learning drives to a new learning environment. A study showed that technology aided in empowering course learning relevancy with modern centered teaching (Andrei, 2017;Kim et al, 2013). In using the technology, teachers should focus on how it links and create a good interaction between the users and tools.…”

Identifying the contradictions in the technology enhanced language classroom

“…The widespread use of laptops, smart phones and tablets means that traditional classroom based ESL is giving way to 'alternative, rapidly evolving' styles of teaching (Ghareb, Sate-Askew, & Mohammed, 2017). Whilst there is some recognition that increased availability of technology does not automatically mean better learning (Andrei, 2017), research still leans towards the positive effects of 1:1 devices. Criticality is perhaps lacking.…”