The Potential of Online Technology for Language Learning

Zeng, Shuang

doi:10.5539/elt.v13n10p23

Cited by 13 publications

(11 citation statements)

References 46 publications

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“…Anett appreciated the role of ICT tools in helping learners manage their own learning process. These remarks corroborate earlier views on the possible affordances of technology for DI (Benjamin, 2014;Zeng, 2020) and call for further exploration of how this potential may be harnessed in the EFL classroom.…”

Section: Teachers' Self-reported Practices Of DIsupporting

confidence: 85%

“…School administrators' commitment to DI has been highlighted as an important enabler too (Hertberg-Davis & Brighton, 2006;Lewis & Batts, 2005;Tomlinson & Allan, 2000). Finally, the potential of Information and Communications Technology (ICT) for DI has also been discussed lately (Bourini, 2015), as ICT tools are thought to have some inherent features, such as the facilitation of self-paced and multisensory learning, that may aid the day-to-day implementation of DI (Benjamin, 2014;Zeng, 2020).…”

Section: Benefits Challenges and Enablers Of DImentioning

confidence: 99%

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Differentiated instruction in the EFL classroom: An interview study on Hungarian primary and secondary school EFL teachers' views and self-reported practices

Kótay-Nagy

2023

JALKI

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In recent decades, there have been growing expectations for language teachers to use differentiated instruction (DI) in their classrooms to address the diverse needs of their students. Currently, however, relatively little is known about how teachers of English as a foreign language (EFL) working in Hungarian public education view the concept of DI and implement it in practice. The present study sought to explore this question by interviewing eight Hungarian primary and secondary school EFL teachers on their views and practices of DI. More specifically, the study strove to explore the participants' understanding of and attitude towards DI as well as the differentiation strategies they report to use and the challenges and enablers they perceive when implementing DI. The data were subjected to template analysis. Results suggest that teachers have a solid understanding of the goals of DI and show a primarily positive attitude towards the approach but are less conscious about the strategies available to them and tend to differentiate mostly intuitively. They perceive challenges both in planning and delivering differentiated lessons, such as coping with increased preparation time and having to multitask in class. Exchanging good practices in formal and informal training sessions, cooperating with colleagues and parents, and having rearrangeable furniture and digital tools in the classrooms emerged as enablers of DI. Implications point toward the need for professional development opportunities that help teachers conceptualize their intuitive approaches and extend their repertoire of DI strategies. Researching how technology may enhance DI practices also appears to be warranted.

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Section: Teachers' Self-reported Practices Of DIsupporting

confidence: 85%

Section: Benefits Challenges and Enablers Of DImentioning

confidence: 99%

Differentiated instruction in the EFL classroom: An interview study on Hungarian primary and secondary school EFL teachers' views and self-reported practices

Kótay-Nagy

2023

JALKI

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“…The integrated skill approach promotes authentic use of the language and challenges learners to interact naturally in the target language by using instructional materials that enhance effective communication. The web/internet is seen as a "primary source of information in different languages, and therefore privileged language learners with authentic foreign language input" (Zeng, 2020) combining all skills and giving students the opportunity to learn in a realistic way.…”

Section: Integrated Skills In Efl Classmentioning

confidence: 99%

Integrating Foreign Language Skills with the Potential of Technology

Gherdan

2022

Romanian Journal of English Studies

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Utilizing different types of technology in the EFL classroom increases overall comprehension, meaningful learning, time management, allowing for combined learning methodologies. Technology provides great opportunities for making learning more effective and motivating. The paper examines the role of technology in teaching the integrated skills approach focusing on the use of different digital devices associated with online technology in the context of language teaching and learning.

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“…Language and semantic barriers in learning have problems because students must have adequate language skills before online learning is implemented. (Silva, 1993) provides some ideas in (Zeng, 2020) related to minimizing problems during language learning. First, the teacher must use an approach that is very attractive to students.…”

Section: Introductionmentioning

confidence: 99%

“How They Teach”: Case Study Javanese Language Teaching in the Covid-19 Crisis

Pudjastawa¹

2022

EHDJ

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The purpose of this study was to identify the challenges experienced in the teaching and learning process of Javanese language for vocational students during the covid-19 period and to find out the strategies and solutions carried out during online learning. The method in this research is descriptive qualitative with a case study approach in Javanese language learning at voactional school in Malang Raya. The subjects in this study were 5 Javanese language teachers and 25 students. The findings indicate some challenges of learning Javanese, such as barriers in communication, low self-learning ability of students, and lack of control over students' morals and behaviour during distance learning. While the solution offered is technology-based learning as a learning material to improve the emotional relationship between students and teachers, reduce the level of difficulty, prioritize meaningful learning, and apply multi-literacy knowledge. While the techniques used are producing teacher laboratories, conducting self-assessments as a reflection of independent learning, and involving parents as substitutes for education instructors.

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The Potential of Online Technology for Language Learning

Cited by 13 publications

References 46 publications

Differentiated instruction in the EFL classroom: An interview study on Hungarian primary and secondary school EFL teachers' views and self-reported practices

Differentiated instruction in the EFL classroom: An interview study on Hungarian primary and secondary school EFL teachers' views and self-reported practices

Integrating Foreign Language Skills with the Potential of Technology

“How They Teach”: Case Study Javanese Language Teaching in the Covid-19 Crisis

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