No abstract

No abstract

No longer are students' experiences with new languages limited to their textbooks or immediate environment. With the pervasiveness of the internet and the increased awareness of the importance of having technology in a classroom, both teachers and students all over the world are being provided with technological tools that will further accelerate their ability to acquire or teach a second or foreign language. Technology integration in the classroom has become an important aspect of successful teaching. It has triggered many researchers to investigate different aspects of such integration. In addition, it could be an effective teaching tool when used to engage all students in the learning process. The results of the study show that teachers have positive attitudes toward the use of technology, particularly computer. The focal point of the project was to promote students' communicative competence and autonomy via the implementation of technological tools. This study aimed at investigating the perceptions of EFL teachers about the use of technology in their classes and factors affecting technology implementation in Iranian Language Institutes. Descriptive statistics and sample t-test were used to analyze the questionnaire data. Results obtained from both the quantitative and qualitative data revealed teachers' perceptions about integrating technology in their classes, incentives for teachers who use technology, types of technology used, facilitating and inhibiting factors affecting technology implementation, and the different attitudes of male and female teachers toward using technology. According to the results, teachers had positive attitudes regarding the use of technology, in particular computer, in their classrooms.

The role of technology in educational settings all around the world has changed the methods of teaching and assessment in the last few decades. Unfortunately, the shortcomings of e-learning in Iran have deprived students of many advantages of it. This research paper tries to answer the questions regarding the effect of e-portfolio on the students' writing proficiency in the context of learning English as a foreign language and the learners' use of self-regulated learning strategies. Furthermore, the attitude of students towards the use of e-portfolio in the writing class was investigated based on the data obtained through the survey, teacher's field notes, and teachers' observations. The data obtained from English majors at State and Azad Universities in Rasht, north of Iran, was both qualitatively and quantitatively analysed. The findings revealed that the use of e-portfolio had a significant effect on students' writing proficiency and their use of self-regulated strategies. The evidence from the study also showed learners' positive attitude towards the use of e-portfolio, mainly due to its accessibility, convenience, and the feedback they could receive through it.

No abstract