Научная статья на тему 'A rough Guide to integrating technology in EFL classroom'

A rough Guide to integrating technology in EFL classroom Текст научной статьи по специальности «СМИ (медиа) и массовые коммуникации»

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Аннотация научной статьи по СМИ (медиа) и массовым коммуникациям, автор научной работы — Rasulkulova Kamola

In this article it is about teaching English as the second foreign. How to use information technologies during study. In this article it about the training English as the second foreign. Special attention it is given on the Internet, video and audio lesson components as it is correct to teach students to use e-books.

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Текст научной работы на тему «A rough Guide to integrating technology in EFL classroom»



Rasulkulova Kamola - Teacher, DIRECTION: ENGLISH AND LITERATURE,


Abstract: in this article it is about teaching English as the second foreign. How to use information technologies during study. In this article it about the training English as the second foreign. Special attention it is given on the Internet, video and audio lesson components as it is correct to teach students to use e-books. Keywords: internet, websites, computer, e-books, communication, still images.

Not only have contemporary technological advances changed the speed of communication but also dramatically changed people's lifestyle. Certainly, a broad educational field has not escaped modernization in an attempt to cope with the requirements of the information era.

Internet websites

Teachers and learners of foreign languages can both greatly benefit from the Internet, computers, e-books, video, audio, etc. The major fields of its usage, as Ur (1996) suggests, are:

Reading texts, either from 'authentic' sources (i.e. not originally designed to be used for teaching), or from English-teaching websites

Listening texts as YouTube videos, or audio podcasts

Tests, work pages, exercises, etc. from the various English-teaching websites

Self-access exercises and tests for students to use on their own.

Digital means of communication

This category includes e-mailing, e-texting, i-pods, i-pads, and mobile phones. E-mailing is very convenient in both teacher-student and student-student communication outside the classroom. It is a convenient, yet free-of-charge means of handout distribution, distant assigning and assignment submission, logistical notification, and so on. Instant messaging is handy for building networks of teachers and real-time professional communication and experience sharing, as well as informal interaction between students in target language with the possibility of contacting native speakers of the target language [1]. Analogous features are applicable to mobile phones, which can be a tool of informal communicative writing development and a portable storage of materials for revision at virtually any place.

An online sharing tool is known as wiki. It allows for uploading/downloading, hosting, or editing a text or other contents as well as leaving a comment on a website. Wikis are very useful for commenting and editing student's written works both by a teacher and other students (peer evaluation and editing).

Unlike the wikis, blogs do not support modification of the hosted contents. It makes them suitable for making online teacher assignments or launching discussions on learning subjects.

Digital recording

Computer in its variety of forms can record video or sound of fair, if not good, quality once enabled with add-on devices (web camera, microphone, video capture card). Most of the latest mobile phones can do the same without the need for any add-ons. This makes it possible to record classroom events for further analysis or stream the live video or sound via Internet.

Small-scale publishing and printing

Modern word processing and designing computer software, as well as high availability of printing devices, allow assigning students the tasks of publishing written products within or beyond school, which opens broad fields for their creativity.


A good source of material for reading, e-books can appear handy when assigning extensive reading or for language learners' individual reading.

The provided above taxonomy certainly does not exhaust the list of available digital resources but acquaints with basic items in the CALL category. There are much more digital means and gadgets within the CALL family, such as podcasting, Web 2.0 applications, translators, corpora, concordancers, and superior 3D and avatar technologies taking the language learner inside sophisticated fantasy of the virtual worlds [1].


Displayed on a regular TV-set or projected on a wide screen, live or recorded, videos in language learning may come in a variety of forms: from lengthy and highly specific video-lectures or short shows (primarily intended for a particular classroom) to entertainment movies or authentic programs. In any case scenario, the teacher supplements explanations with lifelike graphics to clarify the learning contents. Streamlined by two or more channels of perception, information chunks are "wrapped" together in one multifaceted, realistic representation, which creates a showy impression and, consequently, a longer-lasting memory "print. [2]"

Moreover, a video clip projected on a large screen facilitates contextualization of a communicative assignment. It introduces the class into an authentic situation when verbal details may be omitted and substituted by motion pictures on the screen.


The era of cassette players allowing quite a limited sound quality is nearly over with the widespread usage of modern hi-fi digital audio players, which the teachers use to play back target-language songs, supplementary CDs of textbooks, recordings of radio broadcasts and real-life sounds, monologues and conversations. The availability and portability of modern sound-recording equipment enable the teacher to create her/his own audios suitable for the individual use or by a group of learners.

Still images

The ability of modern digital players does not only decode and display motion picture, but digital still images, with the possibility of viewing them as slideshows, make it handy for the teacher to bring in large sets of pictures into the classroom. This adds a logistical convenience removing the need to print the pictures out, which, if not expensive, then is a time-consuming and special-equipment-bound procedure. Slide projectors displaying factory-made transparency films enter this category as well [3].


The Internet has opened the greatest opportunity for learners and teachers of English, as well as any other field, to look for and find out information and resources. This has occurred not only due to an enormous enrichment of the global-network-accessible information pool, but also due to the search opportunities that speed up the location and retrieval process for up to thousands times in comparison to most carefully designed filing systems for nonelectronic materials. These enhancements have made it possible for the teacher to provide elaborate independent assignments and projects for the students and, from the other point, for the students to come up with higher-quality results on these assignments due to obtaining more data and having more time to process them than in case of browsing a large collection of printed material. The plenitude of material, together with varying reliability and relevance of particular sources, have created one negative feature of online-accessed data. It is about the users (students and teachers) finding it difficult to locate the exact and reliable information looked for. To overcome it, the need to search information via Internet must be made a regular practice for the students to attain a skill of quick and productive search. However, the advancement of search engine websites as Google, Yahoo!, Yandex.com, Bing, and many others with their features of intuitive search request processing, in flexion and word-order sensitivity and certain individual features often compensate for the lack of searching skill successfully. Besides them, some area-specific search engines exist, among


which there can be pointed out those searching for natural language entries. They can be of great use to those learning and studying foreign languages, especially semantics; however, they are just starting to develop. Searching the Internet is also connected with searching within websites, which often contain too many data to simply be browsed. Such sites are primarily represented by online encyclopedias containing thousands and even millions of entries, e.g. encyclopedia.com, Britannica.com, Wikipedia.com. Despite being general-knowledge-oriented, such encyclopedias can provide both theoretical information on various language phenomena and practical resources for learners to fulfill particular assignments, which would be no less detailed and complete than the data of language-learning-oriented websites [1]. The most popular and rich of such encyclopedias is, perhaps, Wikipedia, where any user can add to the content of the entries. Internal search is a feature of nearly any other non-encyclopedic site having a rich database of resources.

To sum up, modern technology in EFL classroom makes learning more productive and interesting. Teacher who use technologies in getting information for their teaching are considered to be curious, moreover, they always try to keep in step with the time.


1. Source: Peterson, E. (2010). Internet-based resources for developing listening. Studies in Self-Access Learning Journal, 1 (2). 139-154.

2. Validation of Competencies in E-Portfolios: A Qualitative Analysis. [Electronic resource]. URL: http://www.alline.org/euro/eportfolios.html/ (date of access: 28.11.2018).

3. Business English Exercises. [Electronic resource]. URL: http://www.better-english.com\exerciselist.html/ (date of access: 25.11.2018).

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