2. Computer Network Technology – A Facilitator in English Language Teaching & Learning

1. Introduction

Computer technology has been used in language teaching since the 1980’s. However, with the advent of Internet, the computer has been transformed from a tool for information processing and display to a tool for information processing and communication. The instant worldwide connections enabled by the Internet have changed the way of teachers and learners work in their teaching and learning of second/foreign language. Indeed, the use of the Internet and the World Wide Web in second language instruction has been increasingly recognized. A number of applications of computer network technology have been utilized such as multimedia, email, electronic journals, databases, World Wide Web, chat, audio and video conferencing etc.

2. The Role of the Computer

2.1 Computer –a tutor

The computer is programmed by a teacher and presents material for the learner. The student responds and the computer evaluates the response. The evaluation of the student response then determines what material will be presented next. Many grammar-based multiple choice language learning software programs are a good example. This role for the computer implies that the teacher is not present as the computer is viewed as a substitute for the teacher. We assume however that the computer is a temporary substitute for the teacher. It doesn’t necessarily mean that it is a permanent substitute. Perhaps earlier work in the 60’s and 70’s thought that the computer could come to replace the teacher, but we now know that it hasn’t been the case. Current research and most application of computer aided language learning view both the computer and the teacher as having roles in language teaching & learning.

2.2 Computer network -a source of authentic materials

The computer networked learning environment facilitates the language teaching and learning by providing teachers and learners with valuable sources of materials. Teachers can exploit multimedia to support their language teaching. The WWW uses a web browser as a graphical user interface to the internet .With rapid progress of IT , websites which contain pages of text & graphics have become more sophisticated because richer data type are now available including audio, animation and video. Teachers also integrate authentic materials on numerous Websites such as http://www.google.com, http://www.hawstuff.com .With regard to learners; they are exposed to a wide range of resources such as online dictionaries, thesauri, machine translation software, which enables learners to learn vocabulary while reading. In addition, quite a few authentic language journals such as the modern language journal etc. are available on the net and databases. The use of the Internet can remove the greatest obstacle in the access to the authentic written word. Learners can obtain lecture notes and prepare for lessons beforehand or review the lessons from anywhere at any time suitable for them. As an alternative to the Web, there are very many CD ROMs, e.g. encyclopedias, that present information in a more compact, reliable and easily accessible form.

2.3 Computer network -Tools for improving language skills

Computer- based communication technology also provides tools for language learners to improve their language skills. Learners are exposed to numerous software programs to improve their reading, listening, speaking skills and grammar knowledge.

Verbal Interaction- According to Liaw, teachers should offer ELL a language-rich environment in which students are constantly engaged in language activities. Studentss need to be able to interact with each other so that learning through communication can occur. Computers can facilitate this type of environment. The verbal interaction and the use of a variety of language functions by English language learners can be facilitated by the use of the computer. The computer can be a useful supplement to the traditional curriculum of the ELL classroom by promoting verbal communication and the acquisition of English.

Vocabulary Development- One way to use computers for English Language Learners is to teach vocabulary. Kang and Dennis write, "Any attempt to treat vocabulary learning as learning of isolated facts certainly will not promote real vocabulary knowledge". Students need to learn vocabulary in context and with visual clues to help them understand. Computers can provide this rich, contextual environment. The computer also allows students to become active learners in a one-on-one environment. Computers can incorporate various learning strategies as well as accommodate a variety of learning styles.

Reading Skills-There are several ways in which technology can be used to improve reading ability. Most simple reading texts are also very primary in content. Computer based reading instruction also allows for increased interaction with texts, attention to individual needs, and increased independence through an ability to read texts they would not otherwise be able to read. Computer software and games provide many fun opportunities for students to practice literacy skills. There are numerous software packages for improving spelling, phonics skills& grammar, sight word vocabulary. When English Language Learners are learning their second language, any and all language experiences are valuable to assist in reading ability.

Writing Skills-Computers can also help ELL students to develop their writing skills. Writing paragraphs in a language that is still somewhat unfamiliar to students can be difficult. When using a computer, however, the use of graphics can make this much more enjoyable. Using clip art can also help students to convey their thoughts more clearly. The teacher can direct students to somehow highlight a specific part of speech (e.g. nouns) throughout their writing. To highlight, students have a lot of choices, such as underlining, italicizing, or changing the font size, color or type. Using a computer as a medium for studying grammar is much more motivating for a student as opposed to writing with a pencil.

2.4 Computer network -a tool for communication

Advances in computer technology have created remarkable new ways to connect language learners. Asynchronous and synchronous communication enables language learners can communicate rapidly and inexpensively with other language learners or speakers of the target language around the world. From these kinds of communication, positive affective benefits for learners are reported in the foreign language classroom. In fact, the advantage of computer mediated communication (CMC) brought about by Internet is that learners are given an opportunity to interact with others without interruptions, time pressure or social anxiety. Moreover, the use of technology redistributes teacher and students’ attentions so that less able students can become more active participants in class. The on-line environment also enhances communication between teachers and learners. Using email enables teacher to provide students with detailed and rapid feedback on the immediate problems and questions they have. The network environment also enables a new form of language learning i.e. distance learning. Indeed, the Web has created the capability of opening classroom doors to the world. Online environment and the use of the WWW provide students with skills such as online communication, discussion, problem analysis, problem solving, critical thinking and negotiation of meaning. Distance learning is especially of benefits in language learning because not everyone can afford to study abroad and explore the language cultures. In contrast, with the application of the Internet and the WWW, students can attend English language classes from home without having to go to the country where the target language is spoken. One of the main reasons for special interest of English language educators in distance learning is that technology makes it possible to bring the target culture into the classroom and thus, closer to students. Language learning is a multifaceted social and cultural phenomenon therefore one of the most essential pedagogical principles of language teaching is one that emphasizes the study of language in a cultural context because language and culture are inextricable and independent. Indeed, virtual trips enabled by the Internet offer students an opportunity to visit countries and learn about the people, language, and culture. Undoubtedly, understanding the culture of the target language enhances the understanding of the language. The disadvantages or obstacles related to the issue of using computer network technology in language teaching and learning are in terms of financial barriers, content considerations, technical features and pedagogical perspectives. The most challenge is the issue of access. Students must have computer and Internet access. Therefore, they will meet with difficulties when technology is not always as reliable as it should be and Internet access is not always available. Financial barriers include the cost of setting up a network in the school / college, which can be expensive financial barriers also include the investment in training. The use of the Internet in language teaching and learning requires some technological knowledge and computer skills from both teachers and learners. Teachers may be reluctant to use technology in classroom because many of them have not been trained to use technology. Others do not understand how to use the new technologies. This requires school investments for training in this area. Moreover, searching for materials online can be sometimes time- consuming and frustrating. Many learners find it difficult to read papers on a computer screen. Also, it is easy to become bombarded with too much information with little control over the quality and accuracy the contents. Therefore, a certain technical expertise is required from both teachers and students. More importantly, little is know about how to make use of Internet- based materials or how to design tasks that allow the learners to explore these materials and yield expected learning outcomes.

3. Conclusion:

Computers are a tool- they are simply one type of supplement to the regular curriculum in teaching English Language Learners as they develop their English language skills. The use of computers in language learning is a well researched field, with studies on different computer applications and their pedagogical value to language learning. In a computer based language learning environment the computer will act as an aid to the learning process, facilitate learning to the provision of learning materials and resources and enable interactions between all learners and teachers involved in the environment.