Use Of Information And Communication Technology In
Language Learning And Teaching
1. Introduction
Technological innovation has changed the social, political, economic, and cultural fabric of life since the end of the Cold War. Information and communication technologies (ICTs) have been instrumental in social transformations – from the industrial society of the 20th century to the “network society‟ of the new age of “Informationalism‟ - where even intercontinental neighbors are now one button-push away . Information and communication technologies (ICTs) are a double-edged sword destructive and beneficial to the extreme. Therefore, we have to face this fact and react immediately. We should ask ourselves about its availability and its affordability concerning its cost in our developing countries. In addition, we have to determine its effectiveness and suitability to the different educational contexts.
This is the era of INFORMATION dominated by the Digital Technology. The Digital Technology has influenced all aspects of human life. Education is not an exception. At present majority of devices are based on Digital Technology. Universities and Higher Education Councils emerge Information & Communication Technology in the field of Education. Kerala state Higher Education Council introduced a new system in the sector of Higher Education. This system gives more importance to ICT oriented instruction in all subjects.
2. Information Technology
Networking of computers gave birth to Information Technology (IT). UNESCO considered Information Technology as “Scientific, technological and engineering disciplines and management techniques used in information handling and processing, their application, computers and their interaction with men and machines, and associated social, economical and cultural matters”. Information Technology is “a term – used to cover technologies used in the collection, processing and transmission of information. It includes micro-electronic and info-electronic based technologies incorporated in many products and production processes and increasingly affecting the service sector. It covers inter alias computers, electronic office equipment, telecommunication, industrial robot and computer controlled machine, electronic components and software products.”
3. Information and Communication Technology
ICT is the term that is currently favored by most businesses and educational institutions worldwide to describe new technologies. The United Nations Development Programme (UNDP, 2003) defines ICTs as: “basically information-handling tools- a varied set of goods, applications and services that are used to produce, store, process, distribute and exchange information. They include the `old' ICTs of radio, television and telephone, and the `new' ICTs of computers, satellite and wireless technology and the Internet. These different tools are now able to work together, and combine to form our ‘networked world’ a massive infrastructure of interconnected telephone services, standardized computing hardware, the internet, radio and television, which reaches into every corner of the globe‟.
IT was limited only to the textual mode of transmission of information with ease and fast. But the information not only in textual form but in audio, video or any other media is also to be transmitted to the users. Thus, the ICT = IT + Other media. It has opened new avenues, like, Online learning, e-learning, Virtual University, e-coaching, e-education, e-journal, etc.
Third Generation Mobiles are also part of ICT. Mobile is being used in imparting information fast and cost effective. It provides e-mail facility also. One can access it anywhere. It will be cost effective. The ICT brings more rich material in the classrooms and libraries for the teachers and students. It has provided opportunity for the learner to use maximum senses to get the information. It has broken the monotony and provided variety in the teaching – learning situation.
The ICT being latest, it can be used both at school and higher education levels in the following areas:
• Teaching
• Learning
• Diagnostic Testing
• Remedial Teaching
• Evaluation
• Psychological Testing
• Development of Virtual Laboratory
• Online Tutoring
• Development of Reasoning & Thinking
• Instructional Material Development
3.1 Use of ICT in Teaching
Teaching at School as well as Higher Education, mostly, concentrates on giving information which is not the sole objective of Teaching. Along with giving information, the other objectives are:
• developing understanding and application of the concepts
• developing expression power
• developing reasoning and thinking power
• development of judgment and decision making ability
• improving comprehension, speed and vocabulary
• developing self-concept and value clarification
• developing proper study habits
• developing tolerance and ambiguity, risk taking capacity, scientific temper, etc.
With the present infrastructure, class size, availability of teachers, quality of teachers, training of teachers, etc., it is difficult to achieve all the objectives. Further, most of the teachers use Lecture Method which does not have potentiality of achieving majority of above mentioned objectives. The objectives are multi-dimensional in nature, so for their achievement multiple methods should be used in an integrated fashion. At present ICT may be of some use. It is a well known fact that not a single teacher is capable of giving up-to-date and complete information in his own subject. The ICT can fill this gap because it can provide access to different sources of information. It will provide correct information as comprehensive as possible in different formats with different examples.
ICT provides Online interaction facility. Students and teachers can exchange their ideas and views, and get clarification on any topic from different experts, practitioners, etc. It helps learners to broaden the information base. ICT provides variety in the presentation of content which helps learners in concentration, better understanding, and long retention of information which is not possible otherwise. The learners can get opportunity to work on any live project with learners and experts from other countries. The super highway and cyber space also help in qualitative improvement of Teaching – Learning Process. ICT provides flexibility to learners which is denied by the traditional process and method. Flexibility is a must for mastery learning and quality learning.
On INTERNET many websites are available freely which may be utilized by teachers and students for understanding different concepts, improving vocabulary, developing Reasoning & Thinking, etc
4. Use of ICT in Language Learning And Teaching
The Information and Communications Technologies (ICTs) have a vital role in the process of any language teaching and learning. Evidently, no one would deny its contributions to the educational field. The new ICTs are much faster than the traditional ones and it might give an immediate feedback as well as the instant interaction.
The ICTs are potentially more open and affordable to be owned and operated by schools, universities, private institutions, or even by individuals, who can control the process according to the one's own needs and wants for better controlled outcome and quality
There has been much debate over the use of Information and Communication Technology in Foreign Language Teaching over the past few years. The techniques offered, the activities and the degree of application in the language teaching syllabus have undergone a number of serious changes alongside the evolution of technology. The computer itself has evolved from the status of “tutor” to the one of “tool” .
The application of ICT gives more opportunities for communication between peer learners: they can exchange information in real time, they can participate in blog discussions, work in teams on different projects, exchange emails, search for information, etc. By using the authentic material provided by the Internet, we will have a better insight into the culture of the country and people whose language we study.
4.1 Advantages of ICT usage in Foreign Language Teaching
The advantages of ICT usage in Foreign Language Teaching can be grouped as:
1. Capacity to control presentation. This capacity marks the difference between computers and books. Books have a fixed presentation, unlike computers, which can combine visual with listening materials, text with graphics and pictures.
2. Novelty and creativity. A teacher can use different materials for each lesson, not like in teaching with textbooks, where all classes presenting a certain topic are the same.
3. Feedback. Computers provide a fast feedback to students` answers through error correction. It not only spots the mistake but also corrects it, sometimes even giving the appropriate advice.
4. Adaptability. Computer programmes can be adapted by teachers to suit their students` needs and level of language knowledge. Unlike books, which are produced in a single uniform format and need to be taught irrespectively of students` problems, computer programmes are more learner- friendly.
5. Motivation: ICT is motivating both for students and for teachers. It makes the learning process more enjoyable.
6. Wide Range of Multimedia Resources: ICT offers a wide range of multimedia resources enabling text, still images, audio and video to be combined in interesting and stimulating ways for presentation purposes in the classroom.
7. One-to-One Learning: ICT offers opportunities for intensive one-to-one learning in a multimedia computer lab (Eg: CALL).
8. Rich Resource: ICT offers access to a rich resource of authentic materials on the Internet, and on CD-ROM and DVD.
9. Facility to Worldwide Communication: ICT makes worldwide communication possible via Email and via Audio and Video conferencing.
10. Opportunity to Distance Learning: ICT can open up a new range of self-access and distance learning opportunities
4.2 Role of The Computer in A Language Class Room
Let us discuss in detail each of the roles the computer has in a language class.
Computer as a teacher. In the early years of CALL in schools some reluctant teachers made assumptions that in a few years teachers would no longer be needed in schools, their role being taken over by computers. It is not the case, as we can very well see. Computerized teaching (computer as a teacher) uses multimedia CD ROMS. In such programmes, students can listen to recordings, watch videos, speak into the microphone, record their progress or learn words by clicking on pictures and hearing their pronunciation. An alternative to CD ROMS is the World Wide Web. Students can practice all their skills there and it is more useful for the teacher than the CD ROM because teachers can intervene with their own ideas or materials.
Computer as a tester. Students can practice their knowledge of a specific language using different Internet websites. A problem these sites have is the fact that the practice programmes are very limited in terms of practice materials. Basically, the practice material refers to multiple – choice exercises, dual – choice exercises, true or false. The only answer the computer can give is Right or Wrong. Despite these limitations computer grammar or vocabulary practice is enjoyed by students because the latter feel like playing and get the feedback without fearing the teacher’s criticism. They can also work in groups, sitting at the same computer and discussing the answers.
Computer as a tool. Computers are seen as tools because they provide tools for acquiring a foreign language. The large number of web-sites, pictures, projects, exercises, audio and video materials are all tools in the teaching and learning process.
Computer as a data source. Little should be said about computers as information providers because we all know that, due to computers and the Internet, we can access almost any information we need. A particular aspect that we want to highlight is random Internet navigation. It refers to students surfing the web with no particular aim. That is why teachers should offer them a number of useful websites and guide them in such a way as to find out information as soon as possible and solve their tasks.
Computer as communication facilitator. Nowadays the Internet is the principal medium by which students can communicate with others. This can be done by e-mail, by chatting, or by participating in discussion forums. Teachers can set up discussion forums and use them to communicate with their students. Or students can exchange didactic e-mails, discussing a topic presented in the classroom or any other topic of interest.
4.3 ICT Based Learning & Teaching Tools
4.3.1 Computer Based Instruction
The Computer is an electronic device that has the capacity to store, retrieve & process both qualitative & quantitative information fast and accurately. The computers were never developed for improving quality of teaching – learning process. But researchers started using Computers for teaching purpose. It gave birth to Computer Assisted Instruction (CAI), Computer Managed Instruction (CMI), Computer Based Instruction (CBI), etc. People started developing CAI for teaching different subjects at School as well as Higher Education level. The developed CAIs were compared with the Lecture Method / Traditional Method and found that the developed CAIs were significantly superior to Lecture Method / Traditional Method in teaching different subjects. Setting goals, following instructions, accessing information to accomplish the task, and evaluating performance benefited students with learning disabilities when they were engaged with CAI activities.
In spite of benefit of CAI in different aspects of learning, CAI has not entered into the Classrooms as most of the developed CAIs were not based on sound Theories of Learning. People involved in developing CAI were not having the sound base of Instructional Design. Secondly, the courses are changing, the schools also do not have sufficient computer facility, teachers are not trained in the use of CAI, etc. The use of Computers was not only for teaching but also for Psychological Testing, Evaluation; database Management, Library Management, etc.
4.3.2 Computer Assisted Language Learning (CALL)
CALL originates from CAI and was invented in 1970s. (Computer-Accelerated Instruction), a term that was first viewed as an aid for teachers. The philosophy of CALL puts a strong emphasis on student-centered lessons that allow the learners to learn on their own using structured and/or unstructured interactive lessons. These lessons carry 2 important features: bidirectional (interactive) learning and individualized learning. CALL is not a method. It is a tool that helps teachers to facilitate language learning process. CALL can be used to reinforce what has been learned in the classrooms. It can also be used as remedial to help learners with limited language proficiency.
The design of CALL lessons generally takes into consideration principles of language pedagogy, which may be derived from learning theories (behaviorist, cognitive, and constructivist) and second language learning such as Krashen's Monitor Theory.
Computers have been used for language teaching ever since the 1960s. This 50-year period can be divided into three main stages:
• Behaviorist CALL,
• Communicative CALL,
Communicative CALL is based on the communicative approach that became prominent in the late 1970s and 1980’s. In the communicative approach, the focus is on using the language rather than analysis of the language, teaching grammar implicitly. It also allowed for originality and flexibility in student output of language.
• Integrative CALL. (Multimedia and the Internet)
Integrative/explorative CALL, starting from the 1990s, tries to address these criticisms by integrating the teaching of language skills into tasks or projects to provide direction and coherence. It also coincides with the development of multimedia technology (providing text, graphics, sound and animation) as well as computer-mediated communication. CALL in this period saw a definitive shift of use of computer for drill and tutorial purposes (computer as a finite authoritative base for a specific task) to a medium for extending education beyond the classroom and reorganizing instruction.
Each stage corresponds to a certain level of technology and certain pedagogical theories.
The reasons for using Computer-assisted Language Learning include:
• Experiential learning,
• Motivation,
• Enhance student achievement,
• Authentic materials for study,
• Greater interaction,
• Individualization,
• Independence from a single source of information,
• Global understanding.
The barriers inhibiting the practice of Computer-assisted Language Learning can be classified in the following common categories:
• Financial barriers,
• Availability of computer hardware and software,
• Technical and theoretical knowledge, and (d) acceptance of the technology.
4.3.2.1 Role changes for teachers and students
Teachers: Although the integration of CALL into a foreign language program can lead to great anxiety among language teachers, researchers consistently claim that CALL changes, sometimes radically, the role of the teacher but does not eliminate the need for a teacher altogether. Instead of handing down knowledge to students and being the center of students’ attention, teachers become guides as they construct the activities students are to do and help them as students complete the assigned tasks.
Teachers should be familiar enough with the resources to be used to anticipate technical problems and limitations. Students need the reassuring and motivating presence of a teacher in CALL environments. Not only are they needed during the initial learning curve, they are needed to conduct review sessions to reinforce what was learned. Encouraging students to participate and offering praise are deemed important by students.
Students: Students, too, need to adjust their expectations, of their participation in the class in order to use CALL effectively. Rather than passively absorbing information, learners must negotiate meaning and assimilate new information through interaction and collaboration with someone other than the teacher, be that person a classmate or someone outside of the classroom entirely. Learners must also learn to interpret new information and experiences on their own terms.
4.3.2.2 Use of CALL for the four skills
A number of studies have been done concerning how the use of CALL affects the development of language learners’ four skills (listening, speaking, reading and writing). Most report significant gains in reading and listening and most CALL programs are geared toward these receptive skills because of the current state of computer technology. However, most reading and listening software is based on drills. Gains in writing skills have not been as impressive as computers cannot assess this well.
However, using current CALL technology, even with its current limitations, for the development of speaking abilities has gained much attention. There has been some success in using CALL, in particular computer-mediated communication, to help speaking skills closely linked to “communicative competence” (ability to engage in meaningful conversation in the target language) and provide controlled interactive speaking practice outside the classroom. Using chat has been shown to help students routinize certain often-used expressions to promote the development of automatic structure that help develop speaking skills. This is true even if the chat is purely textual. The use of videoconferencing gives not only immediacy when communicating with a real person but also visual cues, such as facial expressions, making such communication more authentic.
However, when it comes to using the computer not as a medium of communication (with other people) but as something to interact with verbally in a direct manner, the current computer technology’s limitations are at their clearest. Right now, there are two fairly successful applications of automatic speech recognition (ASR) (or speech processing technology) where the computer “understands” the spoken words of the learner.
The first is pronunciation training. Learners read sentences on the screen and the computer gives feedback as to the accuracy of the utterance, usually in the form of visual sound waves.
The second is software where the learner speaks commands for the computer to do. However, speakers in these programs are limited to predetermined texts so that the computer will “understand” them.
4.3.2.3 Multimedia language centers
During the 1960s, language laboratories with cassette players and headphones were introduced into educational institutions. The use of this kind of center grew rapidly in the late 1960s and 1970s, but then went rapidly out of fashion." Later, “digital language labs” were introduced, still following the traditional language format, such as teacher monitoring.
The term multimedia was originally used to describe sets of learning materials which included a book, audiocassettes and/or videocassettes. Nowadays multimedia refers to computer-based materials that can perform more varied tasks then the purely-audio mixed-media. Not only can such play pre-recorded audio and video material, it can create new audio and video recordings. It also has the capability of integrating the four basic skills of listening, speaking, reading and writing, as well as giving immediate, if limited, feedback to the student.
While multimedia computer-based materials can be used directly in the classroom, because of costs, such resources are usually found in a multimedia language center, fulfilling the role of the previous cassette-based and digital language laboratories. However, managing such a center requires knowledge of a wide range of equipment and the increasing expectations of such equipment from administrators, language teachers and students.
While multimedia offers many opportunities for language learning with the availability of text, images, sound and video as well as interactive activities, the problem is that these opportunities have not been taken advantage of well. Most multimedia computer programs tend to be strong on presentation but weak as far as pedagogy and even interaction. One of the main promises of CALL is the ability to individualize learning, but like with past language laboratories, use of the facilities in many cases have devolved into rows of students all doing the same drills. The only advantage to the multimedia in these cases has been better sound and color images. Most modern language learning theories stress the importance of teacher guidance rather than control, giving students control over what they do, how fast they do it and even the ability to find and correct their own mistakes.
Managing a multimedia language center properly requires not only knowledge of foreign languages and language teaching methodology, it also requires a certain amount of technical know-how and budget management ability as well as the ability to combine all these into creative ways of taking advantage of what the technology can offer. Often a center manager needs assistants for technical problems, for managing resources and even the tutoring of students. Multimedia centers lend themselves to self-study, and potentially self-directed learning, but such is often misunderstood. The simple existence of computers in a laboratory does not automatically lead to students learning independently. Significant investment of time is essential for materials development and creating an atmosphere conducive to such.
Useful Generic Softwares in Language Learning & Teaching
Offline Softwares:
Word Processing Softwares (Open Office Writer, MS Word, MS Publisher, Adobe Page Maker ……)
Presentation Softwares (Open Office Impress, MS Power Point ……)
Sound Recording & Editing Softwares (Wave Pad, Reaper, Audacity, Mp3 my Mp3 ……..)
Movie Making Softwares (Windows Movie Maker, Ulead, …..)
Movie Player Softwares (VLC, Vinamp, Power DVD, Windows Media Player, Quick Time……)
Image Editing Softwares (GIMP, Photo Filter, Photoshop, ………)
Online Softwares
Browsing Softwares (Mozilla Firefox, Windows Explorer….)
Websites
Online Encyclopedias( Wikipedia…)
Online Journals, News Papers, Broadcastings…
Emails (Gmail, Yahoo mail, Rediff mail, Hotmail …)
Blogs - Individual Online Journal
Social Networks (Orkut, Twitter, Face book, Net Log …………)
Online Chatting, Video Conferencing
Use of ICT in Developing Instructional Material
At present there is a shortage of qualified and competent teachers in all most all subjects at all levels. Not only this, even the instructional material available in the print form is not of quality. This is because many authors have written on those topics that they have never read and / or done research. Sometime the information given in the books is also wrong. The book reading is not very enjoyable and does not help students in understanding the concepts and retaining the information. There are many teachers who are well known for the specific subject. Their lectures should be digitalized and made available to all the users. It will enhance the quality of instruction in the classrooms. The teacher can use them in the classrooms and can organize discussion after it wherein the new points can be added both by the teacher as well as students. It will make the teaching effective, participatory and enjoyable. Of course, digitalized lectures will have their limitations of revision and inbuilt interaction. These lectures can be uploaded on any website and students & teachers can access any lecture they like.
Another form of digitalized lectures is e – content. The competent teachers can develop e – content in their own areas of specialization. This has lots of potentiality to bring quality in teacher education. The ICT can be used in developing Instructional Material and e-Content.
Use of ICT in Remedial Teaching
Once the ICT is used for diagnosis purpose, the next step is to organize Remedial Teaching Programme. The Remedial Teaching can be done by the teacher if some common mistakes are identified. It may not be feasible to organize Remedial programme for individual students. At this point, the ICT can be used for giving individual Remedial Programme. It may be Online or off line. The instructional material if designed specifically for meeting the individual needs of students and uploaded on the School website and then the ICT can be used for providing Remedial teaching Programme.
Use of ICT in Evaluation
At present the paper - pencil tests are conducted for evaluating the academic performance of students. These tests are conducted in the group setting. The content coverage is poor and students cannot use them at their own. These tests are evaluated by the teachers and they may not give feedback immediately to each and every student. It may be due to this that students are unable to know their weakness and do not make any attempt to improve upon them. The ICT can be made use in the evaluation. One such attempt has been made by Sansanwal and Dahiya (2006) who developed Computer Based Test in Research Methodology and Statistics. It has been titled as Test your Understanding: Research Methods and Statistics. This test can be used by individual student to evaluate his learning. The student can instantaneously get the feedback about the status of his understanding. If the answer is wrong, he even can get the correct answer. It goes a long way in improving the learning and teacher has no role to play in it. It is left up to students to use it. Such tests can be uploaded on the website for wider use. The students from other institutes can also make use of it. Not only the students even the teachers can also use it to assess their own understanding of the subject. If used by teachers before teaching the topic, they can prepare the topic properly. Such software can be used for internal assessment. Thus, ICT can be used to improve the quality of pre as well as in-service teacher’s training.
Use of ICT in Online Tutoring
The digital technology has broken the boundaries between countries. Human beings do not feel any type of restriction in communicating with people all over the globe. The access has become easy. It is a well known fact that all students do not understand all subjects to the same extent. Some students find subjects, like, Mathematics, Physics, English, Chemistry, Accountancy, etc. difficult. All educational institutions do have well equipped laboratories and qualified & competent Faculty. Consequently students do feel the need of academic support out of the school. Therefore, students go for tuition. These days students from USA & other countries are enrolled in private tuition classes in India. That is they are being taught Online. This has become possible only due to ICT. In Online tutoring the student stays at his home. He logs in to his tutor through the use of Internet and software. He can see the teacher who is in India and the teacher can see the student who is in USA. The student asks the question and teacher replies it by writing on soft board or using power point presentation. This interaction is normally one to one. It has made the academic life of many students easy. This is how the manpower available in India can be made use of other countries. Not only Online Tutoring but some of the students do outsource their assignments. These assignments are completed by the teachers of other country. Of course, academically it is not correct because the purpose of giving assignment is not achieved. The student does not develop academically and he may become weak in the subject. All this is happening just because of ICT.
Pedagogical Implications Of ICTs
To obtain a better benefit from the potentials of the ICTs there should be the following:
a. Every classroom should be equipped at least with a computer and a data show projector to enable the teacher to present the new lesson effectively.
b. There should be a website for the class designed deliberately for pedagogical purposes. Teachers can exploit this site for assigning exercises, homework and in turn the students can respond to the instruction and the feedback would be immediately via the machine.
c. As the feedback is immediate, the learners can identify their strengths and weaknesses and improve on them. As learner autonomy gets momentum, they facilitate individualizing curriculum, permitting them to dictate the pace of learning and widen the sources of information in the required area.
d. It has been widely recognized that connecting the power of ICTs for learning purposes requires that appropriate learning strategies be developed that harmonize effectiveness in learning with the technology role. This recognition underpins the UfI/National Grid for Learning relationship, and a general interest in fostering innovation in learning strategies (Kearns & Papadopoulos 2000:77).
e. Every student should have an email and he should use his email in sending his assignment and any enquiries to his tutor.
f. The capacity of ICTs to deliver information or to communicate with mass of students in somewhat entities let the process of learning more suitable for the student‟s need in time and place without the restrictions of the traditional classroom situations.
g. Information technology can only contribute substantially to the improvement of schooling if it is appropriately embedded in powerful and interactive learning environments [established within] the broader context of [supportive] pedagogy, curriculum and school organization (DEETYA 1996:14), when it is so embedded, the improvement could be substantial.
Shortcomings Of ICTs
Instructors should be aware of modern technologies pitfalls if they want to adopt them in pedagogy. Feenberg (2002) and Yagelski (2005) give their warning for the teachers to study carefully the integration of any newer ICTs into language arts and literacy teaching as a given advantageous outcomes. The development of new technologies and the decision to integrate them into teaching and learning lives is neither a given conclusion nor following a prearranged route.
Teachers, individually and collectively, have the capacity and the responsibility to influence the development, modification, adoption, and/or rejection of newer technologies. In order to make these critical decisions, they will need to understand not only how to use these technologies, but also the benefits and costs their adoption and integration into English language arts and literacy teaching have the potential to create for teachers, students, and the broader community.
We should not take up such serious issues childishly without thinking of the consequences. Since best practice in teaching requires that teaching must be definite to individual students, classrooms, and communities. Such decision-making will require additional research on the classroom at local as well as national levels.
If the teachers and the students haven‟t got sufficient training to use the new technologies effectively, the process will be frustrating and time consuming.
The quality of programs has not yet reached the level of assessing the users‟ natural spoken language or the appropriateness of use in the context of the situation.
Conclusion
The use of information & communication Technology in language learning and teaching has countless benefits. The development in the use of ICT, like language lab, videos, satellite broadcast, videoconferencing and web seminars have support the richness and quality of education both on and off campus. The Distribution of the knowledge and learning with more flexibility supports the slogan, “Any space is a learning space.” Therefore, our colleges and universities should be equipped with computers and internet services not just tools to learn a language, but they contribute to different aspects of educational development and effective learning. Computer and Cell Phones could be placed in the place of Audio – Visual Aids. Different services available in the Internet as Websites and Searching, Blogs and Social Networks, E-mail and Chatting, Video Conferencing, and SMS will be among the Audio – Visual Aids.
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Language Learning And Teaching
1. Introduction
Technological innovation has changed the social, political, economic, and cultural fabric of life since the end of the Cold War. Information and communication technologies (ICTs) have been instrumental in social transformations – from the industrial society of the 20th century to the “network society‟ of the new age of “Informationalism‟ - where even intercontinental neighbors are now one button-push away . Information and communication technologies (ICTs) are a double-edged sword destructive and beneficial to the extreme. Therefore, we have to face this fact and react immediately. We should ask ourselves about its availability and its affordability concerning its cost in our developing countries. In addition, we have to determine its effectiveness and suitability to the different educational contexts.
This is the era of INFORMATION dominated by the Digital Technology. The Digital Technology has influenced all aspects of human life. Education is not an exception. At present majority of devices are based on Digital Technology. Universities and Higher Education Councils emerge Information & Communication Technology in the field of Education. Kerala state Higher Education Council introduced a new system in the sector of Higher Education. This system gives more importance to ICT oriented instruction in all subjects.
2. Information Technology
Networking of computers gave birth to Information Technology (IT). UNESCO considered Information Technology as “Scientific, technological and engineering disciplines and management techniques used in information handling and processing, their application, computers and their interaction with men and machines, and associated social, economical and cultural matters”. Information Technology is “a term – used to cover technologies used in the collection, processing and transmission of information. It includes micro-electronic and info-electronic based technologies incorporated in many products and production processes and increasingly affecting the service sector. It covers inter alias computers, electronic office equipment, telecommunication, industrial robot and computer controlled machine, electronic components and software products.”
3. Information and Communication Technology
ICT is the term that is currently favored by most businesses and educational institutions worldwide to describe new technologies. The United Nations Development Programme (UNDP, 2003) defines ICTs as: “basically information-handling tools- a varied set of goods, applications and services that are used to produce, store, process, distribute and exchange information. They include the `old' ICTs of radio, television and telephone, and the `new' ICTs of computers, satellite and wireless technology and the Internet. These different tools are now able to work together, and combine to form our ‘networked world’ a massive infrastructure of interconnected telephone services, standardized computing hardware, the internet, radio and television, which reaches into every corner of the globe‟.
IT was limited only to the textual mode of transmission of information with ease and fast. But the information not only in textual form but in audio, video or any other media is also to be transmitted to the users. Thus, the ICT = IT + Other media. It has opened new avenues, like, Online learning, e-learning, Virtual University, e-coaching, e-education, e-journal, etc.
Third Generation Mobiles are also part of ICT. Mobile is being used in imparting information fast and cost effective. It provides e-mail facility also. One can access it anywhere. It will be cost effective. The ICT brings more rich material in the classrooms and libraries for the teachers and students. It has provided opportunity for the learner to use maximum senses to get the information. It has broken the monotony and provided variety in the teaching – learning situation.
The ICT being latest, it can be used both at school and higher education levels in the following areas:
• Teaching
• Learning
• Diagnostic Testing
• Remedial Teaching
• Evaluation
• Psychological Testing
• Development of Virtual Laboratory
• Online Tutoring
• Development of Reasoning & Thinking
• Instructional Material Development
3.1 Use of ICT in Teaching
Teaching at School as well as Higher Education, mostly, concentrates on giving information which is not the sole objective of Teaching. Along with giving information, the other objectives are:
• developing understanding and application of the concepts
• developing expression power
• developing reasoning and thinking power
• development of judgment and decision making ability
• improving comprehension, speed and vocabulary
• developing self-concept and value clarification
• developing proper study habits
• developing tolerance and ambiguity, risk taking capacity, scientific temper, etc.
With the present infrastructure, class size, availability of teachers, quality of teachers, training of teachers, etc., it is difficult to achieve all the objectives. Further, most of the teachers use Lecture Method which does not have potentiality of achieving majority of above mentioned objectives. The objectives are multi-dimensional in nature, so for their achievement multiple methods should be used in an integrated fashion. At present ICT may be of some use. It is a well known fact that not a single teacher is capable of giving up-to-date and complete information in his own subject. The ICT can fill this gap because it can provide access to different sources of information. It will provide correct information as comprehensive as possible in different formats with different examples.
ICT provides Online interaction facility. Students and teachers can exchange their ideas and views, and get clarification on any topic from different experts, practitioners, etc. It helps learners to broaden the information base. ICT provides variety in the presentation of content which helps learners in concentration, better understanding, and long retention of information which is not possible otherwise. The learners can get opportunity to work on any live project with learners and experts from other countries. The super highway and cyber space also help in qualitative improvement of Teaching – Learning Process. ICT provides flexibility to learners which is denied by the traditional process and method. Flexibility is a must for mastery learning and quality learning.
On INTERNET many websites are available freely which may be utilized by teachers and students for understanding different concepts, improving vocabulary, developing Reasoning & Thinking, etc
4. Use of ICT in Language Learning And Teaching
The Information and Communications Technologies (ICTs) have a vital role in the process of any language teaching and learning. Evidently, no one would deny its contributions to the educational field. The new ICTs are much faster than the traditional ones and it might give an immediate feedback as well as the instant interaction.
The ICTs are potentially more open and affordable to be owned and operated by schools, universities, private institutions, or even by individuals, who can control the process according to the one's own needs and wants for better controlled outcome and quality
There has been much debate over the use of Information and Communication Technology in Foreign Language Teaching over the past few years. The techniques offered, the activities and the degree of application in the language teaching syllabus have undergone a number of serious changes alongside the evolution of technology. The computer itself has evolved from the status of “tutor” to the one of “tool” .
The application of ICT gives more opportunities for communication between peer learners: they can exchange information in real time, they can participate in blog discussions, work in teams on different projects, exchange emails, search for information, etc. By using the authentic material provided by the Internet, we will have a better insight into the culture of the country and people whose language we study.
4.1 Advantages of ICT usage in Foreign Language Teaching
The advantages of ICT usage in Foreign Language Teaching can be grouped as:
1. Capacity to control presentation. This capacity marks the difference between computers and books. Books have a fixed presentation, unlike computers, which can combine visual with listening materials, text with graphics and pictures.
2. Novelty and creativity. A teacher can use different materials for each lesson, not like in teaching with textbooks, where all classes presenting a certain topic are the same.
3. Feedback. Computers provide a fast feedback to students` answers through error correction. It not only spots the mistake but also corrects it, sometimes even giving the appropriate advice.
4. Adaptability. Computer programmes can be adapted by teachers to suit their students` needs and level of language knowledge. Unlike books, which are produced in a single uniform format and need to be taught irrespectively of students` problems, computer programmes are more learner- friendly.
5. Motivation: ICT is motivating both for students and for teachers. It makes the learning process more enjoyable.
6. Wide Range of Multimedia Resources: ICT offers a wide range of multimedia resources enabling text, still images, audio and video to be combined in interesting and stimulating ways for presentation purposes in the classroom.
7. One-to-One Learning: ICT offers opportunities for intensive one-to-one learning in a multimedia computer lab (Eg: CALL).
8. Rich Resource: ICT offers access to a rich resource of authentic materials on the Internet, and on CD-ROM and DVD.
9. Facility to Worldwide Communication: ICT makes worldwide communication possible via Email and via Audio and Video conferencing.
10. Opportunity to Distance Learning: ICT can open up a new range of self-access and distance learning opportunities
4.2 Role of The Computer in A Language Class Room
Let us discuss in detail each of the roles the computer has in a language class.
Computer as a teacher. In the early years of CALL in schools some reluctant teachers made assumptions that in a few years teachers would no longer be needed in schools, their role being taken over by computers. It is not the case, as we can very well see. Computerized teaching (computer as a teacher) uses multimedia CD ROMS. In such programmes, students can listen to recordings, watch videos, speak into the microphone, record their progress or learn words by clicking on pictures and hearing their pronunciation. An alternative to CD ROMS is the World Wide Web. Students can practice all their skills there and it is more useful for the teacher than the CD ROM because teachers can intervene with their own ideas or materials.
Computer as a tester. Students can practice their knowledge of a specific language using different Internet websites. A problem these sites have is the fact that the practice programmes are very limited in terms of practice materials. Basically, the practice material refers to multiple – choice exercises, dual – choice exercises, true or false. The only answer the computer can give is Right or Wrong. Despite these limitations computer grammar or vocabulary practice is enjoyed by students because the latter feel like playing and get the feedback without fearing the teacher’s criticism. They can also work in groups, sitting at the same computer and discussing the answers.
Computer as a tool. Computers are seen as tools because they provide tools for acquiring a foreign language. The large number of web-sites, pictures, projects, exercises, audio and video materials are all tools in the teaching and learning process.
Computer as a data source. Little should be said about computers as information providers because we all know that, due to computers and the Internet, we can access almost any information we need. A particular aspect that we want to highlight is random Internet navigation. It refers to students surfing the web with no particular aim. That is why teachers should offer them a number of useful websites and guide them in such a way as to find out information as soon as possible and solve their tasks.
Computer as communication facilitator. Nowadays the Internet is the principal medium by which students can communicate with others. This can be done by e-mail, by chatting, or by participating in discussion forums. Teachers can set up discussion forums and use them to communicate with their students. Or students can exchange didactic e-mails, discussing a topic presented in the classroom or any other topic of interest.
4.3 ICT Based Learning & Teaching Tools
4.3.1 Computer Based Instruction
The Computer is an electronic device that has the capacity to store, retrieve & process both qualitative & quantitative information fast and accurately. The computers were never developed for improving quality of teaching – learning process. But researchers started using Computers for teaching purpose. It gave birth to Computer Assisted Instruction (CAI), Computer Managed Instruction (CMI), Computer Based Instruction (CBI), etc. People started developing CAI for teaching different subjects at School as well as Higher Education level. The developed CAIs were compared with the Lecture Method / Traditional Method and found that the developed CAIs were significantly superior to Lecture Method / Traditional Method in teaching different subjects. Setting goals, following instructions, accessing information to accomplish the task, and evaluating performance benefited students with learning disabilities when they were engaged with CAI activities.
In spite of benefit of CAI in different aspects of learning, CAI has not entered into the Classrooms as most of the developed CAIs were not based on sound Theories of Learning. People involved in developing CAI were not having the sound base of Instructional Design. Secondly, the courses are changing, the schools also do not have sufficient computer facility, teachers are not trained in the use of CAI, etc. The use of Computers was not only for teaching but also for Psychological Testing, Evaluation; database Management, Library Management, etc.
4.3.2 Computer Assisted Language Learning (CALL)
CALL originates from CAI and was invented in 1970s. (Computer-Accelerated Instruction), a term that was first viewed as an aid for teachers. The philosophy of CALL puts a strong emphasis on student-centered lessons that allow the learners to learn on their own using structured and/or unstructured interactive lessons. These lessons carry 2 important features: bidirectional (interactive) learning and individualized learning. CALL is not a method. It is a tool that helps teachers to facilitate language learning process. CALL can be used to reinforce what has been learned in the classrooms. It can also be used as remedial to help learners with limited language proficiency.
The design of CALL lessons generally takes into consideration principles of language pedagogy, which may be derived from learning theories (behaviorist, cognitive, and constructivist) and second language learning such as Krashen's Monitor Theory.
Computers have been used for language teaching ever since the 1960s. This 50-year period can be divided into three main stages:
• Behaviorist CALL,
• Communicative CALL,
Communicative CALL is based on the communicative approach that became prominent in the late 1970s and 1980’s. In the communicative approach, the focus is on using the language rather than analysis of the language, teaching grammar implicitly. It also allowed for originality and flexibility in student output of language.
• Integrative CALL. (Multimedia and the Internet)
Integrative/explorative CALL, starting from the 1990s, tries to address these criticisms by integrating the teaching of language skills into tasks or projects to provide direction and coherence. It also coincides with the development of multimedia technology (providing text, graphics, sound and animation) as well as computer-mediated communication. CALL in this period saw a definitive shift of use of computer for drill and tutorial purposes (computer as a finite authoritative base for a specific task) to a medium for extending education beyond the classroom and reorganizing instruction.
Each stage corresponds to a certain level of technology and certain pedagogical theories.
The reasons for using Computer-assisted Language Learning include:
• Experiential learning,
• Motivation,
• Enhance student achievement,
• Authentic materials for study,
• Greater interaction,
• Individualization,
• Independence from a single source of information,
• Global understanding.
The barriers inhibiting the practice of Computer-assisted Language Learning can be classified in the following common categories:
• Financial barriers,
• Availability of computer hardware and software,
• Technical and theoretical knowledge, and (d) acceptance of the technology.
4.3.2.1 Role changes for teachers and students
Teachers: Although the integration of CALL into a foreign language program can lead to great anxiety among language teachers, researchers consistently claim that CALL changes, sometimes radically, the role of the teacher but does not eliminate the need for a teacher altogether. Instead of handing down knowledge to students and being the center of students’ attention, teachers become guides as they construct the activities students are to do and help them as students complete the assigned tasks.
Teachers should be familiar enough with the resources to be used to anticipate technical problems and limitations. Students need the reassuring and motivating presence of a teacher in CALL environments. Not only are they needed during the initial learning curve, they are needed to conduct review sessions to reinforce what was learned. Encouraging students to participate and offering praise are deemed important by students.
Students: Students, too, need to adjust their expectations, of their participation in the class in order to use CALL effectively. Rather than passively absorbing information, learners must negotiate meaning and assimilate new information through interaction and collaboration with someone other than the teacher, be that person a classmate or someone outside of the classroom entirely. Learners must also learn to interpret new information and experiences on their own terms.
4.3.2.2 Use of CALL for the four skills
A number of studies have been done concerning how the use of CALL affects the development of language learners’ four skills (listening, speaking, reading and writing). Most report significant gains in reading and listening and most CALL programs are geared toward these receptive skills because of the current state of computer technology. However, most reading and listening software is based on drills. Gains in writing skills have not been as impressive as computers cannot assess this well.
However, using current CALL technology, even with its current limitations, for the development of speaking abilities has gained much attention. There has been some success in using CALL, in particular computer-mediated communication, to help speaking skills closely linked to “communicative competence” (ability to engage in meaningful conversation in the target language) and provide controlled interactive speaking practice outside the classroom. Using chat has been shown to help students routinize certain often-used expressions to promote the development of automatic structure that help develop speaking skills. This is true even if the chat is purely textual. The use of videoconferencing gives not only immediacy when communicating with a real person but also visual cues, such as facial expressions, making such communication more authentic.
However, when it comes to using the computer not as a medium of communication (with other people) but as something to interact with verbally in a direct manner, the current computer technology’s limitations are at their clearest. Right now, there are two fairly successful applications of automatic speech recognition (ASR) (or speech processing technology) where the computer “understands” the spoken words of the learner.
The first is pronunciation training. Learners read sentences on the screen and the computer gives feedback as to the accuracy of the utterance, usually in the form of visual sound waves.
The second is software where the learner speaks commands for the computer to do. However, speakers in these programs are limited to predetermined texts so that the computer will “understand” them.
4.3.2.3 Multimedia language centers
During the 1960s, language laboratories with cassette players and headphones were introduced into educational institutions. The use of this kind of center grew rapidly in the late 1960s and 1970s, but then went rapidly out of fashion." Later, “digital language labs” were introduced, still following the traditional language format, such as teacher monitoring.
The term multimedia was originally used to describe sets of learning materials which included a book, audiocassettes and/or videocassettes. Nowadays multimedia refers to computer-based materials that can perform more varied tasks then the purely-audio mixed-media. Not only can such play pre-recorded audio and video material, it can create new audio and video recordings. It also has the capability of integrating the four basic skills of listening, speaking, reading and writing, as well as giving immediate, if limited, feedback to the student.
While multimedia computer-based materials can be used directly in the classroom, because of costs, such resources are usually found in a multimedia language center, fulfilling the role of the previous cassette-based and digital language laboratories. However, managing such a center requires knowledge of a wide range of equipment and the increasing expectations of such equipment from administrators, language teachers and students.
While multimedia offers many opportunities for language learning with the availability of text, images, sound and video as well as interactive activities, the problem is that these opportunities have not been taken advantage of well. Most multimedia computer programs tend to be strong on presentation but weak as far as pedagogy and even interaction. One of the main promises of CALL is the ability to individualize learning, but like with past language laboratories, use of the facilities in many cases have devolved into rows of students all doing the same drills. The only advantage to the multimedia in these cases has been better sound and color images. Most modern language learning theories stress the importance of teacher guidance rather than control, giving students control over what they do, how fast they do it and even the ability to find and correct their own mistakes.
Managing a multimedia language center properly requires not only knowledge of foreign languages and language teaching methodology, it also requires a certain amount of technical know-how and budget management ability as well as the ability to combine all these into creative ways of taking advantage of what the technology can offer. Often a center manager needs assistants for technical problems, for managing resources and even the tutoring of students. Multimedia centers lend themselves to self-study, and potentially self-directed learning, but such is often misunderstood. The simple existence of computers in a laboratory does not automatically lead to students learning independently. Significant investment of time is essential for materials development and creating an atmosphere conducive to such.
Useful Generic Softwares in Language Learning & Teaching
Offline Softwares:
Word Processing Softwares (Open Office Writer, MS Word, MS Publisher, Adobe Page Maker ……)
Presentation Softwares (Open Office Impress, MS Power Point ……)
Sound Recording & Editing Softwares (Wave Pad, Reaper, Audacity, Mp3 my Mp3 ……..)
Movie Making Softwares (Windows Movie Maker, Ulead, …..)
Movie Player Softwares (VLC, Vinamp, Power DVD, Windows Media Player, Quick Time……)
Image Editing Softwares (GIMP, Photo Filter, Photoshop, ………)
Online Softwares
Browsing Softwares (Mozilla Firefox, Windows Explorer….)
Websites
Online Encyclopedias( Wikipedia…)
Online Journals, News Papers, Broadcastings…
Emails (Gmail, Yahoo mail, Rediff mail, Hotmail …)
Blogs - Individual Online Journal
Social Networks (Orkut, Twitter, Face book, Net Log …………)
Online Chatting, Video Conferencing
Use of ICT in Developing Instructional Material
At present there is a shortage of qualified and competent teachers in all most all subjects at all levels. Not only this, even the instructional material available in the print form is not of quality. This is because many authors have written on those topics that they have never read and / or done research. Sometime the information given in the books is also wrong. The book reading is not very enjoyable and does not help students in understanding the concepts and retaining the information. There are many teachers who are well known for the specific subject. Their lectures should be digitalized and made available to all the users. It will enhance the quality of instruction in the classrooms. The teacher can use them in the classrooms and can organize discussion after it wherein the new points can be added both by the teacher as well as students. It will make the teaching effective, participatory and enjoyable. Of course, digitalized lectures will have their limitations of revision and inbuilt interaction. These lectures can be uploaded on any website and students & teachers can access any lecture they like.
Another form of digitalized lectures is e – content. The competent teachers can develop e – content in their own areas of specialization. This has lots of potentiality to bring quality in teacher education. The ICT can be used in developing Instructional Material and e-Content.
Use of ICT in Remedial Teaching
Once the ICT is used for diagnosis purpose, the next step is to organize Remedial Teaching Programme. The Remedial Teaching can be done by the teacher if some common mistakes are identified. It may not be feasible to organize Remedial programme for individual students. At this point, the ICT can be used for giving individual Remedial Programme. It may be Online or off line. The instructional material if designed specifically for meeting the individual needs of students and uploaded on the School website and then the ICT can be used for providing Remedial teaching Programme.
Use of ICT in Evaluation
At present the paper - pencil tests are conducted for evaluating the academic performance of students. These tests are conducted in the group setting. The content coverage is poor and students cannot use them at their own. These tests are evaluated by the teachers and they may not give feedback immediately to each and every student. It may be due to this that students are unable to know their weakness and do not make any attempt to improve upon them. The ICT can be made use in the evaluation. One such attempt has been made by Sansanwal and Dahiya (2006) who developed Computer Based Test in Research Methodology and Statistics. It has been titled as Test your Understanding: Research Methods and Statistics. This test can be used by individual student to evaluate his learning. The student can instantaneously get the feedback about the status of his understanding. If the answer is wrong, he even can get the correct answer. It goes a long way in improving the learning and teacher has no role to play in it. It is left up to students to use it. Such tests can be uploaded on the website for wider use. The students from other institutes can also make use of it. Not only the students even the teachers can also use it to assess their own understanding of the subject. If used by teachers before teaching the topic, they can prepare the topic properly. Such software can be used for internal assessment. Thus, ICT can be used to improve the quality of pre as well as in-service teacher’s training.
Use of ICT in Online Tutoring
The digital technology has broken the boundaries between countries. Human beings do not feel any type of restriction in communicating with people all over the globe. The access has become easy. It is a well known fact that all students do not understand all subjects to the same extent. Some students find subjects, like, Mathematics, Physics, English, Chemistry, Accountancy, etc. difficult. All educational institutions do have well equipped laboratories and qualified & competent Faculty. Consequently students do feel the need of academic support out of the school. Therefore, students go for tuition. These days students from USA & other countries are enrolled in private tuition classes in India. That is they are being taught Online. This has become possible only due to ICT. In Online tutoring the student stays at his home. He logs in to his tutor through the use of Internet and software. He can see the teacher who is in India and the teacher can see the student who is in USA. The student asks the question and teacher replies it by writing on soft board or using power point presentation. This interaction is normally one to one. It has made the academic life of many students easy. This is how the manpower available in India can be made use of other countries. Not only Online Tutoring but some of the students do outsource their assignments. These assignments are completed by the teachers of other country. Of course, academically it is not correct because the purpose of giving assignment is not achieved. The student does not develop academically and he may become weak in the subject. All this is happening just because of ICT.
Pedagogical Implications Of ICTs
To obtain a better benefit from the potentials of the ICTs there should be the following:
a. Every classroom should be equipped at least with a computer and a data show projector to enable the teacher to present the new lesson effectively.
b. There should be a website for the class designed deliberately for pedagogical purposes. Teachers can exploit this site for assigning exercises, homework and in turn the students can respond to the instruction and the feedback would be immediately via the machine.
c. As the feedback is immediate, the learners can identify their strengths and weaknesses and improve on them. As learner autonomy gets momentum, they facilitate individualizing curriculum, permitting them to dictate the pace of learning and widen the sources of information in the required area.
d. It has been widely recognized that connecting the power of ICTs for learning purposes requires that appropriate learning strategies be developed that harmonize effectiveness in learning with the technology role. This recognition underpins the UfI/National Grid for Learning relationship, and a general interest in fostering innovation in learning strategies (Kearns & Papadopoulos 2000:77).
e. Every student should have an email and he should use his email in sending his assignment and any enquiries to his tutor.
f. The capacity of ICTs to deliver information or to communicate with mass of students in somewhat entities let the process of learning more suitable for the student‟s need in time and place without the restrictions of the traditional classroom situations.
g. Information technology can only contribute substantially to the improvement of schooling if it is appropriately embedded in powerful and interactive learning environments [established within] the broader context of [supportive] pedagogy, curriculum and school organization (DEETYA 1996:14), when it is so embedded, the improvement could be substantial.
Shortcomings Of ICTs
Instructors should be aware of modern technologies pitfalls if they want to adopt them in pedagogy. Feenberg (2002) and Yagelski (2005) give their warning for the teachers to study carefully the integration of any newer ICTs into language arts and literacy teaching as a given advantageous outcomes. The development of new technologies and the decision to integrate them into teaching and learning lives is neither a given conclusion nor following a prearranged route.
Teachers, individually and collectively, have the capacity and the responsibility to influence the development, modification, adoption, and/or rejection of newer technologies. In order to make these critical decisions, they will need to understand not only how to use these technologies, but also the benefits and costs their adoption and integration into English language arts and literacy teaching have the potential to create for teachers, students, and the broader community.
We should not take up such serious issues childishly without thinking of the consequences. Since best practice in teaching requires that teaching must be definite to individual students, classrooms, and communities. Such decision-making will require additional research on the classroom at local as well as national levels.
If the teachers and the students haven‟t got sufficient training to use the new technologies effectively, the process will be frustrating and time consuming.
The quality of programs has not yet reached the level of assessing the users‟ natural spoken language or the appropriateness of use in the context of the situation.
Conclusion
The use of information & communication Technology in language learning and teaching has countless benefits. The development in the use of ICT, like language lab, videos, satellite broadcast, videoconferencing and web seminars have support the richness and quality of education both on and off campus. The Distribution of the knowledge and learning with more flexibility supports the slogan, “Any space is a learning space.” Therefore, our colleges and universities should be equipped with computers and internet services not just tools to learn a language, but they contribute to different aspects of educational development and effective learning. Computer and Cell Phones could be placed in the place of Audio – Visual Aids. Different services available in the Internet as Websites and Searching, Blogs and Social Networks, E-mail and Chatting, Video Conferencing, and SMS will be among the Audio – Visual Aids.
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