scholarly journals The Effect of Using Tumblr on the EFL Students’ Ability in Writing Argumentative Essays

2018 ◽  
Vol 9 (5) ◽  
pp. 979
Author(s):  
Meiga Rahmanita ◽  
Bambang Yudi Cahyono
Keyword(s):  
Social Media ◽  
Communication Technology ◽  
Teaching And Learning ◽  
English Language ◽  
Social Networking Site ◽  
English Language Teaching ◽  
Information And Communication ◽  
Efl Students ◽  
Ict Tools ◽  
Argumentative Essays

Nowadays, many information and communication technology (ICT) tools have been integrated in teaching and learning activities. In English language teaching (ELT), various ICT tools, especially those which belong to Social Networking Site (SNS) or social media, have been used as media to teach English language skills. One of these social media is Tumblr which has a mixture of characteristics of Blog, Instagram, and Facebook. This research aimed to examine whether the use of Tumblr improves EFL student’ ability in writing argumentative essays. It involved 36 students of undergraduate program in English Department of Universitas Negeri Malang, Indonesia. The result showed that there is a significant improvement in students’ ability in writing after being taught by using Tumblr. This leads to the conclusion that Tumblr can be used effectively to help students improve their ability in writing argumentative essays. 

scholarly journals THE USE OF ICT IN ESL CLASSROOMS IN MANIPUR

2021 ◽  
Vol 2 (2) ◽  
pp. 147
Author(s):  
Rosy Yumnam
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Teaching And Learning ◽  
English Language ◽  
Northeast India ◽  
English Language Teaching ◽  
Independent Learning ◽  
Ict In Education ◽  
Information And Communication ◽  
Learning English

<p>The use of Information and Communication Technology (ICT) in education has increased manifold in the present times. The role and use of ICT as a tool for English Language Teaching (ELT) is increasingly explored by educators as they assist in creating collaborative and independent learning environment. ICT plays a pertinent role in enhancing motivation, creativity and critical thinking of the learners. In the study, the attitudes of the students and teachers of the secondary schools of Manipur, a state in northeast India towards using ICT in teaching and learning English language are investigated. The paper aims to make the teachers and learners aware of the use of ICT in English as a Second Language (ESL) classroom. Through the questionnaires administered to both teachers and learners, the importance and challenges in the pedagogy of ELT using ICT is identified and discussed. The findings of the survey indicate that most of the teachers and learners held positive approach towards integrating ICT in teaching and learning English language.</p><p> </p>

scholarly journals Use of ICT/Web Tools in ELT in Nepal

2015 ◽  
Vol 19 (1-2) ◽  
pp. 1-16
Author(s):  
Chandra Prasad Acharya
Keyword(s):  
Communication Technology ◽  
English Language ◽  
Research Study ◽  
English Education ◽  
Positive Impact ◽  
English Language Teaching ◽  
Data Collection Tool ◽  
Web Tools ◽  
Information And Communication ◽  
Ict Tools

Information and Communication Technology (ICT) has become the integral part of English Language Teaching (ELT) to meet the needs of the present day world. It has brought significant changes in the traditional teacher-centered lecturing methods. However, this emerging field of study has not been researched rigorously in the context of Nepal. Considering this, the research study carried out at the Department of English Education, Tribhuvan University, Kathmandu aimed to find out the commonly used ICT/Web tools in ELT and its positive impact on ELT practice. The sample size of the study consisted of 40 English teachers of private Secondary and Higher Secondary Schools of Kathmandu Valley. The informants were selected using judgmental non-random sampling from Kathmandu, Lalitpur and Bhaktapur districts in a proportionate way. A questionnaire consisting of both close-ended and open-ended questions was used as a data collection tool. The data were analyzed and interpreted descriptively and statistically. The result of the data obtained revealed that the ICT tools such as mobile phone, laptop, multimedia projector and web tools like YouTube, Facebook, wiki, email, blog are used in ELT and have positive impact on ELT.DOI: http://dx.doi.org/10.3126/nelta.v19i1-2.12076 Journal of NELTA, Vol 19 No. 1-2, December 2014: 1-16

scholarly journals Students’ Perception on the Information and Communication Technology (ICT) Tools in English Language Teaching

2020 ◽  
Vol 3 (1) ◽  
pp. 122-129
Author(s):  
Anisa Husni Alkaromah ◽  
Endang Fauziati ◽  
Abdul Asib
Keyword(s):  
High School Students ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Teaching And Learning ◽  
English Language ◽  
Basic Function ◽  
English Language Teaching ◽  
Structured Interviews ◽  
School Students ◽  
Information And Communication

The pedagogies of English teaching are rapidly changing due to the advancement of information and communication technology (ICT). According to curriculum 2013, ICT is an essential component that should be integrated into each subject including English. It can be expected that it is essential for the teacher to use ICT in the teaching and learning process in order to help students to achieve a high quality of English subjects. To know the ICT role in the classroom so that this study was conducted to investigate senior high school students’ perceptions toward ICT usage in the EFL classroom. There are two students from the public school participated in Surakarta. This research design was a qualitative method with a case study approach to determine students’ perceptions and their experience in using ICT. Semi-structured interviews were used for data collection. The result indicated that the students perceived ICT usage and perceived access to ICT. Although the students use ICT and access it in the classroom, the domination of the level is at substitution and augmentation. These two levels are called enhancement. The findings reveal the usage of ICT in the EFL classroom. The students are reflected only to be able to use a basic function in a limited mobile application with only little change and improvement.

scholarly journals THE IMPLEMENTATION OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) IN ENGLISH FOREIGN LANGUAGE (EFL) TEACHING

2021 ◽  
Vol 14 (2) ◽  
pp. 1-20
Author(s):  
Hani Elmahida ◽  
Putri Elbalqis
Keyword(s):  
Social Media ◽  
Foreign Language ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
English Language ◽  
Modern Technology ◽  
English Language Teaching ◽  
Efl Teaching ◽  
Information And Communication ◽  
Young Teachers

Information and Communication Technology (ICT) useful to support English Language Teaching (ELT) for foreign language. However, this world particularly needs human resources who mastering English material and modern technology. The objective of this paper was to examine the utilization of ICT while conduct autonomous learning also to ensure teachers' abilities in the implementation of social media technology to support English Foreign Language (EFL) teaching classes. The survey used with collecting data from several young teachers by descriptive-qualitative method. Data showed four from six respondents already known ICT as well, automatically those five young teachers have appropriate ELT tools by various social media. Basically, teachers understand how important student-centered to be conducted particularly in EFL classes. In contrast, it was not balanced with the idea to develop ICT while designing interactive modern learning classes. Then, one case was found in the previous survey to be precise with high school teachers. Senior teachers just utilize one or two ICT tools in the ELT classes. The limitation of tools could make the output and outcome of the learning process is not optimal. Furthermore, this paper shows the importance of ICT integration tools and ELT which should be mastered by teachers in 4.0 era.

scholarly journals Update Chapter English Language Learning Using Social Media

2017 ◽  
Vol 6 (2) ◽  
pp. 265-271
Author(s):  
Evi Mahsunah
Keyword(s):  
Social Media ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Strategy ◽  
Language Teaching ◽  
English Language Teaching ◽  
Media Technology ◽  
The Social ◽  
Language Teaching And Learning

This study explores the changing students’ habit update status in social media into update chapter to increase their achievement in English. It is a learning strategy in English language teaching and learning using social media technology. The aim is to motivate students more active to read their literature and then share and discuss their reading in social media. The students not only have to update their chapter in reading, but also have to give comment or respond to their friends update. So, this strategy makes the students discuss their lesson more than usual. This study uses questioner and documentation technic to collect the data. Based on the data, it is known that students are already using social media for purposes that include the social and the educational. Update chapter make them using this technology in class/after class. Social media brings learning outside the classroom autonomous, independent, motivational and fun. Therefore, the students‘achievement in English language teaching and learning also increases significant.

scholarly journals “CONSTANT, ZIG-ZAG LINEAR, OR MULTIPLE?”: THEMATIC PROGRESSION PATTERNS ON EFL STUDENTS’ RECOUNT TEXTS

2020 ◽  
Vol 7 (2) ◽  
pp. 172
Author(s):  
Merina Devira ◽  
Makhroji Makhroji ◽  
Allif Syahputra Bania ◽  
Novia Sari
Keyword(s):  
Teaching And Learning ◽  
Qualitative Method ◽  
English Language ◽  
English Language Teaching ◽  
Dominant Type ◽  
Linear Pattern ◽  
English Writing ◽  
Thematic Progression ◽  
Efl Students ◽  
Progression Patterns

The main problem faced by EFL students in writing English texts includes the difficulties to produce a cohesive and coherent text that it seems necessary to show how the tools of Theme and Rheme can be used to help construct the students' good English writing. This study aimed to find out the types of thematic progression patterns in each clause of the recount texts written by students and the dominant pattern of thematic progression revealed from the texts. The research design of this study is a qualitative method which employed the study instrument of the students' recount texts at class IX of SMAN 2 Langsa, Aceh. A content analysis approach by using a Theme and Rheme framework generated from a theory of Systemic Functional Linguistics (SFL) was used to analyze the thematic progression patterns on the students' recount texts, which included several steps: reading the student's texts, identifying the theme and rheme of every clause of the student's text, describing the thematic progression patterns of student's text and drawing the thematic progression pattern on student's text. The findings of the analysis indicated that there are three (3) thematic progression patterns found on the students' recount texts: the Theme Constant, the Theme Zig Zag Linear pattern and Theme Multiple patterns. The dominant type of thematic progression patterns constructed by the students into their recount texts was revealed mostly on 123 constant or reiteration patterns (76.8%), followed by zig-zag patterns of 35 times (21.8%)  and 9 times (1.25%) of multiple patterns. The results of this study will be facilitative as the tools for English language teaching and learning classrooms particularly for writing English texts. 

scholarly journals A CASE STUDY: OBSTRUCTIONS ENCUMBERING THE TEACHER’S INCORPORATION OF ICT IN ENGLISH CLASSROOMS

2015 ◽  
Vol 3 (2) ◽  
pp. 57-68
Author(s):  
AzureenbintiAbd Aziz ◽  
ParilahbintiMd Shah
Keyword(s):  
Urban Areas ◽  
Teaching And Learning ◽  
English Language ◽  
Negative Attitudes ◽  
English Classrooms ◽  
Rural And Urban Areas ◽  
Rural And Urban ◽  
Information And Communication ◽  
Ict Tools ◽  
The Government

The government has declared that all Malaysians that no one; both in rural and urban areas; would be divested from the Information and Communication Technology (ICT) development. This calls for a need for teachers nationwide to make essential adjustments to the teaching and learning process. This paper takes a closer gaze on the obstructions faced by teachers in integrating ICT tools in teaching English language in the classrooms. This study aspires at determining why the teachers do not use ICT in the classrooms even they were utterly encouraged by sufficient technical supports.10 English teachers from a Secondary School were interviewed and their views and thoughts were discussed. The findings exposed that even the school is highly resourced with ICT tools and facilities, obstructions such as lack of time, amount of workload, lack of ICT skills and teachers’ negative attitudes towards ICT were hindering the teachers to incorporate ICT in their teaching. However, the teachers should be competent to shape and systematize their learning environment in non-traditional ways by merging the ICT with new pedagogy.

Policy and Practice Challenges for Equality in Information and Communication Technology Education

2022 ◽  
pp. 56-77
Author(s):  
M. E. Kamogelo Setati-Legodi ◽  
Leila Goosen
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Teaching And Learning ◽  
Learning Material ◽  
Policy And Practice ◽  
Learning And Teaching ◽  
School Based ◽  
Information And Communication ◽  
Ict Tools ◽  
Research Questions

The purpose of online learning is for learners to be able to access their learning material remotely and teachers to be able to facilitate learning and teaching with the use of information and communication technology (ICT) in education. The research reported in this chapter introduced the limited use of ICT tools and resources for teaching and learning at a primary school based in Tsakane township and explored the policy and practice challenges for equality in terms of community engagement. The chapter will introduce the purpose of the research, as well as the objectives and research questions, and will then proceed to provide background in terms of a detailed literature review. This chapter will proceed to identify limitations and assumptions, outline the problem statement, as well as the research methodology used in the study, together with a discussion of the results collected towards solutions.

scholarly journals Investigating the Integration Level of Information and Communication Technology (ICT) in the English Language Teaching

2018 ◽  
Vol 2 (3) ◽  
pp. 259-274
Author(s):  
Rija Dwiono ◽  
Dewi Rochsantiningsih ◽  
Suparno Suparno
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Computer Application ◽  
Analysis Tool ◽  
Teacher Competence ◽  
Ict Competence ◽  
Information And Communication

Information and Communication Technology (ICT) is perceived as a part of the core of education in this 21st century-learning. Experts have explored the integration of pedagogical ICT in teaching and learning recently. But none of them explored the teacher’s competence to integrate pedagogical ICT as they assess the extent to which ICT integrated by the teacher in teaching. This research aims to investigate the teacher competence levels to use ICT and the extent to which the ICT integrated by the teacher in English language teaching. Classroom observation and interview were used as data collecting technique to reach the objectives. To produce an in-depth description, this case study focuses on the description of the individual teacher as the target of the investigation. Teacher’s ICT competence levels were classified using professional framework rank ICT competence level (UNESCO, 2011). While SAMR model was used as the data analysis tool to determine the extent to which ICT integrated by the teacher in the English language teaching. The results of this research indicate that the teacher's competence to use ICT was still beginner. It means that the teacher is dominant with the use of basic features of presentation, word processor software such as powerpoint and Microsoft word and other digital resources. It is also reported that teacher’s ICT integration level with the domination at the substitution level and augmentation level. These findings reflect the ability of the teacher in integrating ICT in teaching. The teacher is considered only be able to use basic function in a limited number of computer application with only little change and improvement.

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