ELTWeekly Vol. 4 Issue#46 | November 12, 2012 | ISSN 0975-3036
** This paper is submitted by Dr. Fatemeh Alipanahi, Assistant Professor of Islamic Azad University, Zanjan Branch (Fall 2012).
Abstract
The purpose of this study was to discuss the effectiveness of using computer on language teaching and language learning.
This research was conducted using freshmen university students. The results of the study indicated that computer assisted instruction is an effective method of delivering information literacy skills Instruction. Students were able to select an appropriate database for their topic and navigate through, select, and print information that supported their focus questions with minimal involvement on the part of the teacher.
These findings may also be useful for considering the likely effects of current teaching practices, subject-by-subject, level-by-level, and pedagogy-by pedagogy. A fuller treatment of the research literature on differential computer use practices will be provided in a later draft.
Introduction
Computers have significant benefits on relationship between teachers and students and they are effective on education. However, the use of computers can be just as disadvantageous to students as a refusal to have anything to do with them. In this article I discuss some of the ways that computers can be used in English language teaching, and EFL learning.
Today, computer technology in schools is one of the most far-reaching and fast growing developments in education. Countries all over the world are bending towards the fad of computer education (Joseph, 1990; Madu, 1990; Macaulay, 1993).
Development in science and technology has brought into lime light the indispensable roles of computer in the area of information technology. It is a new instructional system. The incursion of the electronic computer system into the educational parlance, according to Sherman (2005) provides the wherewithal to solve teaching and learning problems even more rapidly and accurately than hitherto conceived.
THE ROLE OF THE TEACHERS IN USING COMPUTERFOR INSTRUCTION
The teacher’s role is hypothesized as changed basically from that of informer to learning facilitator. His duty of delivering lectures changes to that of guide and problem solver. In the words of Johnson (1992), the instructor is freed from time consuming chores as compiling, administering and marking tests, has time to work individually with the subjects. At the schools, the instructor is the manager of the learning process. The instructor decides when the students use the terminal, read the textbook, or work with laboratory equipment.
According to Jenks (1996), the objectives of Computer Education are not determined by student’s needs, interests or hope alone. The goals are agreed upon in consultation with the teacher. The students and the teacher together decide what the student should learn and ascertain the students’ goal can best be achieved. Computer as an entity is not totally independent. To achieve the set objectives of using computer for instruction, the teacher should check what each student is doing, and equally reconsider with the student the goals, methods, content, level and pace. Where a student with low ability tries a difficult material, it is imperative for the teacher to decide the possibilities of doing so.
The teacher should discuss the method and content of such difficult material with the students to enable such students understand the content of the material. Benmaman (1992) asserts that teachers and their assistants have the responsibility to help each student find the best way to learn, to help them with their work, to check their work and to guide them to more effective learning. Sharing the same view with Benmaman (1992), Wynn (1999) says that the teacher cannot be removed from effective instructional positions he occupies irrespective of the level of the technology because of the paramount role he plays in teaching and learning processes. The scope and quality of teacher’s contribution to teaching and learning process should be considered in introducing a new technology to instruction. The teacher is a significant figure in education advancement. No educational system can rise above the level of its teacher.
The role of computer in class instruction
In the early days computers act as a teacher, computers and programmed learning. Eventually computers replace the teacher; there has been a return to a much more sophisticated kind of computerized teaching using multimedia CD ROMS. In such programs, students can listen to dialogues or watch video clips. They can speak into the microphone and immediately hear a recording of what they have said.
They require students to spend hours on their own in front of the computer screen, usually learn by themselves. Because of these points I prefer not to use them in my language teaching. The teacher has no chance to include materials that are of interest and importance to the particular students in his or her class.
Another usefulness of computer are searching subjects on the World Wide Web, where students
can get instruction and practice in language skills such as reading, listening and writing. Also computers have tests for students, some test designers prepare suitable tests that are according to classroom material and have evaluated what students have learned during the term. The computer is better than book drills; it helps the learner with questions and announce if the answer is right or wrong. For example in computer when learners type a word if it is wrong computer show on help to correct it but in class there is not enough time for teacher to check each learners dictation.
Such programs blur the role of the computer as teacher or tester and can be recommended to students who enjoy learning grammar or vocabulary in this way. If two or more students sit at the same computer, then they can generate a fair amount of authentic communication while discussing the answers together.
In language teaching, spreadsheets, databases, presentation slide generators, concordances and web page producers all have their place in the language classroom, particularly in one where the main curricular focus is task-based or project-work. But in my opinion, by far the most important role of the computer in the language classroom is its use as a writing tool. It has played a significant part in the introduction of the writing process, by allowing students easily to produce multiple drafts of the same piece of work. Students with messy handwriting can now do a piece of work to be proud of, and those with poor spelling skills can, after sufficient training in using the spell check, produce a piece of writing largely free of spelling mistakes.
By computers students go to Internet and search for each title they want information. Anyone who has know internet as a search on the World Wide Web will know that there is already more information out there than an individual could process in hundred lifetimes, and the amount is growing by the second. This huge source of information is an indispensable resource for much project work, but there are serious negative implications. It is better than how much time has been wasted and will continue to be wasted by students who aimlessly wander the Web with no particular aim in mind and with little or no guidance
The Internet is the principal medium by which students can communicate with each other from far distance by e-mail or by participating in discussion .Some teachers have set up joint projects with a school in another location and others encourage students to take part in discussion groups.
Computers in education have been disparaged as: Answers in search of a problem. And certainly many computer activities of dubious pedagogical value have been devised in the past simply to justify the existence of an expensive computer in the classroom. Nowadays, however, I think it is much more clearly understood that the computer can play a useful part in the language class only if the teacher first asks: What is it that I want my students to learn today, and what is the best way for them to learn it? In most cases, the answer will probably not involve the computer, but there will be occasions when the computer is the most suitable and, for the students, most enjoyable way to get the job done.
Method of Research
Participants of this study are freshmen university students. There were two groups each with thirty. Their native language was Persian.
Materials: I used their own book for one group (Select Reading) but I designed electronic book for the other group and each lesson contained, dialogue, grammar, pronunciation, reading, and multiple choice. The program at the end evaluates student’s action during the program.
Procedure
Each part had a different function such as: listening to dialogues, learning new words with their meanings, answering to the questions according to conversation then they can see the evaluation finally go to next part that is grammar.
In summary the procedure is:
Analysis
After I prepared the electronic book I decided to test it with students. Then students do the tests and I analyzed the tests. Some students that were skillful in English language and computer did better than students who are not. So the evaluation was:
| students | mean | mode |
| Class1 | 18 | 16 |
| Class2 | 17 | 14 |
Conclusion
The world is a global village. The present age of technological advancement has brought changes into virtually all human endeavors, including the teaching and learning processes. Acquisition of computer literacy skills as well as good face-value certificate in Computer. Promotion in places of works and securing a well paid job are all attached to computer literacy, hence the society should get more enlightened through Computer Education.
In fact computers are useful for both teachers and student in class.
By computers education program improves and they can use online and updated materials in teaching process.
In my opinion if the class have computers, the education improve and students and teachers become knowledgeable.
References:
Harmer, J. (2007). How to teach English, Harlow, Essex: Pearson-Longman.
The Internet and ELT Eastment, D. 1999 The British Council
CALL Environments Egbert, J & Hanson-Smith, E (eds.) 1999 TESOL, Va.
Rupe, V.S. (1986). A study of computer-assisted instruction: Its uses, effects,
advantages, and limitations. South Bend, IN: Indiana University. (ERIC Document Reproduction Service No. ED 282 513)
Chester, S. (1987). Use of Computers in the Teaching of Language, Houston: Athelstan Publications
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