Technology Integration among Elementary Teachers in Teaching Language

Orlanda-Ventayen, Caren C.

doi:10.2139/ssrn.3808709

Cited by 1 publication

(3 citation statements)

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“…Since technology has become an integral part of daily life, language has become increasingly reliant on technological advancements such as audio, video and even WWW resources (Ahmadi and Reza, 2018; Orlanda-Ventayen, 2019a, b). In language learning, translation plays a significant role and many teachers and language educators have attempted to incorporate technology into the learning process in the hopes of improving students' knowledge in the translation process Muftah (2022b).…”

Section: Literature Reviewmentioning

confidence: 99%

“…The way of using the Internet to learn the English language can compensate for the lack of a general approach with no real English environment by significantly increasing English independent self-reliance learning as well as proficiency and performance of students by integrating technology in teaching language subjects (Orlanda-Ventayen, 2019a, b).…”

Section: Introductionmentioning

confidence: 99%

“…Web-based education is more efficient than traditional classroom instruction even in primary education and when teaching language subjects (Orlanda-Ventayen, 2019a, b). As just, teachers, including English teachers, are now estimated to use technology in their classes.…”

Section: Introductionmentioning

confidence: 99%

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The effects of web-based language learning on university students' translation proficiency

Muftah

2022

JARHE

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PurposeWeb-based language learning (WBLL) materials have long been favored by English language instructors because they are plentiful, easily accessible, user-friendly and, most importantly, free. This research looks into the effects of learning the simple perfect tense translation in three different English translation classes that used three different teaching methods: traditional face-to-face, integrative and web-based learning. It also aims to investigate the impact of gender on every mode of instruction and to identify the most effective method for learning translation.Design/methodology/approachThe study is quantitative, with a pretest/posttest quasi-experimental research design. A total of 93 third-year undergraduate students (51 female and 42 male students) participated in the pretest/posttest design. Each group was exposed to one mode of instruction for nine weeks. All groups sat for a pretest in the first week of the treatment. After the treatment, the participants were provided with a posttest, and the data obtained were analyzed using the SPSS computer software program.FindingsThe findings revealed a significant difference in both tests for all modes used. All three groups improved in their gain score, but the highest gain among these groups was the integrative method, followed by web-based learning. The result of the independent sample t-tests and ANOVA exhibited that there was no significant difference in the level of students between the two groups, both were sig. two-tailed (p = 0.342). Furthermore, it was discovered that gender did not affect students' performance in the posttest (Z = −1.564, p > 0.05) when each mode of instruction was applied. Finally, the integrative method was observed to be the most effective.Practical implicationsThe findings can inspire translation course designers to plan necessary policies or syllabi regarding English translation courses and may serve as a platform for improving the curriculum for training and motivating the next generation of English as a Foreign Language (EFL) learners.Originality/valueThe findings of this study could be used to improve English instruction in countries where English is a second or foreign language. The actual gap in knowledge is that no other studies have compared all three groups in the past few years.

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