ESL

Position paper on promoting students' ESL skills in face-to-face learning through use of ICTs

Stephen Pathipati Arokiaswamy, Memorial University of Newfoundland

Obstacles

           According to Dellicarpini (2012) the lack of computer literacy in teachers due to the limited exposure to technology in the teacher education programs can be solved by introducing computer courses in the teacher education to enhance teachers self efficacy and promote positive belief in computer technology. The prevalence of digital divide among teachers can be overcome through hands on technology courses in teacher education and funding from federal or local agencies for training (Lee, 2006). Another obstacle in implementing computer based instruction is selecting the variety of English: British, Canadian, American, Australian etc. Beckett et al., (1999) recommend to design geographically specific language software to suit the needs.
           Tsai and Jenks (2009) reported that teachers fear losing class control when CALL activities are integrated in the classroom. They found that class room management issues can be minimized through teacher guided multimedia programs rather than student directed programs. Yunus, Nordin,  Embi, and Salehi (2013) suggested that having a central control of computers avoid distraction and students visiting irrelevant websites. Green (2009) indicated that Japanese EFL students had an extra burden due to weak computer skills and unfamiliarity with the English operating systems. However, this problem can be overcome through basic computer instruction training before starting to integrate computer based instruction (Greene, 2009). The multimedia software used in teaching ESL in the western countries may contain information that is culturally sensitive and perceived offensive by the ESL learners (Beckett, Mcgivern, Reeder, & Semenova, 1999). This obstacle can be solved by designing the learning software carefully considering the cultural believability, and multicultural contexts of diverse learners (Beckett et al., 1999).

Works cited

Abuseileek, A. (2012). The effect of computer-assisted cooperative learning methods and group size on the EFL learners’ achievement in communication skills. Computers & Education, 58 (1), pp. 231-239.

Beckett, G., Mcgivern, L., Reeder, K. and Semenova, D. (1999). Dilemmas in Designing Multimedia Software for Learners of English as a Second or Foreign Language. Journal of Research on Computing in Education, 32 (2), pp. 287-97.

Bhatti, T. (2013). Teaching Reading through Computer--Assisted Language Learning. TESL-EJ, 17 (2).

Chuo, T. (2007). The effects of the Web Quest writing instruction program on EFL learners’ writing performance, writing apprehension, and perception. TESL-EJ, 11 (3), pp. 1-27.

Dellicarpini, M. (2012). Building Computer Technology Skills in TESOL Teacher Education... Language Learning & Technology, 16 (2), pp. 14-23.

Greene, D. (2000). A design model for beginner-level computer-mediated EFL writing. Computer Assisted Language Learning, 13 (3), pp. 239-252.

Li, J. (2010). Learning vocabulary via computer-assisted scaffolding for text processing, Computer Assisted Language Learning. Computer Assisted Language Learning, 23 (3), pp. 253-275.

Liaw, M. (1997). An analysis of ESL children's verbal interaction during computer book reading. Computers in the Schools, 13 (3-4), pp. 55-73.

Liu, P. (2011). A study on the use of computerized concept mapping to assist ESL learners’ writing. Computers & Education, 57 (4), pp. 2548-2558.

Peng, H., Fitzgerald, G. and Park, M. (2006). Producing multimedia stories with ESL children: A partnership approach. Journal of Educational Multimedia and Hypermedia, 15 (3), pp. 261-284.

Rahimi, A., Ebrahimi, N., Esk and Ari, Z. (2013). The effects of using technology and the internet on some Iranian efl students’ perceptions of their communication classroom environment. Teaching English with Technology, (1), pp. 3-19.

Rodriguez, C., Filler, J. and Higgins, K. (2012). Using Primary Language Support via Computer to Improve Reading Comprehension Skills of First-Grade English Language Learners. Computers in the Schools, 29 (3), pp. 253-267.

Stvan, L. (2005). Inferring new vocabulary using online texts. Computers in the Schools, 22 (1-2), pp. 85-96.

Tang, G. (2013). Pocket Electronic Dictionaries for Second Language Learning: Help or Hindrance. TESL-CANADA, 15 (1), pp. 38-57. Tanner, M., L and On, M. (2009). The effects of computer-assisted pronunciation readings on ESL learners’ use of pausing, stress, intonation, and overall comprehensibility. Language Learning & Technology, 13 (3), pp. 51-65.

Tsai, R. and Jenks, M. (2009). Teacher-guided interactive multimedia for teaching English in an EFL context. Journal of Educational Multimedia and Hypermedia, 18 (1), pp. 91-111.

Ybarra, R. and Green, T. (2003). Using technology to help ESL/EFL students develop language skills. The Internet TESL Journal, 9 (3).

Yunus, M., Nordin, N., Salehi, H., Embi, M. and Salehi, Z. (2013). The Use of Information and Communication Technology (ICT) in Teaching ESL Writing Skills. English Language Teaching, 6 (7), p. 1.

Zha, S., Kelly, P., Park, M. and Fitzgerald, G. (2006). An Investigation of Communicative Competence of ESL Students Using Electronic Discussion Boards. Journal of Research on Technology in Education, 38 (3), pp. 349-367.