Information and Communication Technology in Foreign Language Classes in English: Roles and Practices

Abstract

Teaching and learning process in 21st century has been embedded with technology. Use of ICTs plays crucial role in ameliorating knowledge acquisition in general and enhancing English Language mastering in particular. The government of Nepal has made provision of integrating ICTs in school education with the aim of enhancing quality education and make both teachers and learners confidence and competitive in the present global world. In this context, this research intended to investigate roles and practices of ICTs at English as Foreign language classes (EFL) of Nepal. To achieve the objective, explanatory sequential mixed research design was adopted. Survey questionnaire, unstructured interview and non-participant observation were used to as the tools of data collection and forty secondary English teachers (20 from public schools & 20 from private schools) were the sample population. Two datasets; quantitative and qualitative were collected and analyzed sequentially. The findings of the research reveal that majority of the teachers were positive towards roles of ICTs in language teaching even they were doubt if ICTs could develop creative and critical abilities of the students. Though the teachers practiced ICTs in their classes, they felt discomfort in using new ICT tools and applications. The findings imply that teachers should be given training on ICT use for building up their skills; knowledge and confidence to achieve optimum advantages form it.

Formation of TPACK and Acmeological Competency of Future Teachers in Foreign Language Education

“…Hearing-understanding, speaking, reading and writing activities, which are the pillars of language, are programmed in the virtual environment. Developing technology provides great opportunities for the preparation of visual and audio materials using computer technologies (Paudel, 2021;Thekes, 2021). Information and instructional technologies appear as a separate dimension in teaching English as a foreign language.…”

Investigating of Information and Communication Technology (ICT) Skills and Professionally-based Competencies of Translator Candidates

“…In addition, many studies focusing on foreign language education argue that information and technology competencies should be included more in academic programs in this field (Gurgenidze, 2018;Paudel, 2021;Zhou et al, 2021). Based on this theoretical basis, it is aimed to examine the professionally-based competencies and ICT skills of the translator candidates in Kazakhstan with a relational approach.…”

Organisational and pedagogical conditions of differentiated teaching of English to students

“…Students can understand and master effective teaching methods and instructional technologies so that teachers can use differentiated learning processes and transform meaningful information into content (Mishra & Koehler, 2006;Thekes, 2021). Teachers and new teachers, who are indispensable for a foreign language, should have the knowledge, skills and competencies to use them effectively; take into account differentiated learning and technologies and appropriate pedagogical approaches in their lessons; and be careful when using them (Paudel, 2021). When we look at the research on the effect of differentiation, we can analyse the differentiated learning, technology and pedagogy of foreign language students (Kaplan, 2016;Karip, 2016).…”