TEACHING ENGLISH WITH TECHNOLOGY

Shofwatun Nida
University of Muhammadiyah Jakarta, Indonesia
(shofaanida0605@gmail.com)

Abstract
In this 21st century, a lot of learning innovations are introduced as tools to learn to
read, speak, write and listen to English, one of which is modern technology. In
learning, many types of modern technology are introduced to assist students in
learning English, such as language laboratories, video, satellite, internet, blog,
digital dictionary and more. Technology Modern aims to improve students' ability
in reading skills, speak, write, and listen and are able to use technology well as a
teaching and learning tool. Every language class usually uses some form of
technology. Technology has been used to both help and improve language
learning. Technology enables teachers to adapt classroom activities, thus
enhancing the language learning process. Technology continues to grow in
importance as a tool to help teachers facilitate language learning for their learners.
This study will explain on the role of using technologies in learning English as a
second/foreign language. It discussed different attitudes which support English
language learners to increase their learning skills through using technologies. This
article describes how English teacher implemented technology in their instruction
to support student learning, a framework for understanding the use of technology
in the classroom, and a qualitative study created to examine our technology use
for instruction. The study’s main themes are discussed: the use of technology for
an instruction, and the challenges and benefits of technology use in the classroom.

Keywords: Teaching English language, technology, teaching english with

technology, foreign language, benefit of using technology for learning

For most of us, our definition of the That is created by technology.

word “technology” is likely to revolve around
smartphones, gadgets, computers and robots
that make our lives easier. This is correct, but
of a limited perspective. Rather, “technology”
as defined simply by Merriam-Webster
dictionary, is the use of science in industry,
engineering, etc., to invent useful things or to
solve problems; or a machine, piece of
equipment, method, etc.,
Technology is the set of knowledge, skills,
experience and techniques through which
humans change, transform and use our
environment in order to create tools,
machines, products and services that meet our
needs and desires. Etymologically the word
comes from the greek tekne (technical, art,
skill) and logos (knowledge). According to w.
Brian arthur (2009), the first and most basic
one is a technology is a means to fulfill a
First Author, Second Author: Three words title...
human purpose. … as a means, a technology
may be a method or process or device. The
second definition is a plural one: technology
as an assemblage of practices and
components.
Language is one of the significant
elements that affects international
communication activities. Students utilize
different parts of English language skills such
as listening, speaking, reading, and writing for
their proficiency and communication (Grabe
& Stoller, 2002). In addition, Ahmadi (2017)
stated that one of the important elements for
learning is the method that instructors use in
their classes to facilitate language learning
process. According to Becker (2000),
computers are regarded as an important
instructional instrument in language classes in
which teachers have convenient access, are
sufficiently prepared, and have some freedom
in the curriculum. Computer technology is
regarded by a lot of teachers to be a significant
part of providing a high-quality education.
Considering digital technologies’
widespread availability and influence in
everyday life, the use of different technologies
for educational purposes is an important
subject for teachers and teacher educators to
consider. Whether referencing specific low- or
hightech tools for learning and instruction or
the collective grouping of these tools,
technology offers the potential to impact
positively students’ learning and teachers’
instruction (Alvermann, 2007; O’Neil &
Perez, 2003; Sternberg, Kaplan, & Borck,
2007).
Meaningful technology use can support
positive teaching and learning outcomes that
include effective instruction, support for
authentic learning, increased student learning,
and alterations in teacher pedagogy (Culp,
Honey, & Mandinach, 2003; Darling
Hammond et al., 2005; Pope & Golub, 2000).
Such outcomes require teachers and teacher
educators to consider purposefully the
application and integration of technology for
1
-
1
0 classroom teaching and learning, including
potential advantages and limitations to
technology (Swenson, 2006).
Bennett, Culp, Honey, Tally, and
Spielvogel (2000) asserted that the use of
computer technology lead to the improvement
of teachers’ teaching and learners’ learning in
the classes. The use of computer technology
helps teachers meet their learners’ educational
needs. According to Bransford, Brown, and
Cocking (2000), the application of computer
technology enables teachers and learners to
make local and global societies that connect
them with the people and expand opportunities
for their learning. They continued that the
positive effect of computer technology does
not come automatically; it depends on how
teachers use it in their language classrooms.
According to Arifah (2014), the use of
internet increases learners’ motivation. The
use of film in teaching helps learners to realize
the topic with enthusiasm and develop their
knowledge. Learners can learn meaningfully
when technology is used in the process of
learning through using computer and internet.
When learners learn with technology, it assists
them in developing their higher order thinking
skills. It can be concluded that the true
combination of multimedia and teaching
methodology is very important to attract
learners’ attention towards English language
learning.
Dawson, Cavanaugh, and Ritzhaupt
(2008) and Pourhosein Gilakjani (2014)
maintained that using technology can create a
learning atmosphere centered around the
learner rather than the teacher that in turn
creates positive changes. They emphasized
that by using computer technology, language
class becomes an active place full of
meaningful tasks where the learners are
responsible for their learning. Drayton, Falk,
Stroud, Hobbs, and Hammerman (2010)
argued that using computer technology
indicates a true learning experience that
enhances learners’ responsibilities.
 Technology encourages learners to
learn individually and to acquire responsible
behaviors. The independent use of
technologies gives learners self-direction.
METHOD
This article is classed as a qualitative
study in which this research compares and
discusses existing development data about
teaching English technology. To obtain to
result of ho to teaching english with
technology and the factor to teaching with
technology, the research compares 20 journals
from indonesia, turkey, iran, china,
poland,georgia, and other countries around the
world. The journals are all about teaching
english with technology, benefit teaching with
technology, how to teach with technology, the
use of technology in english language teaching
and others.
Most of the journals are using
qualitative research, wich make the journal
itself has a concrete proof of the result. The
researchers compares between the 20 journals
of their method, review, discussion, and
conclusion. Most of they are using the same
method wich is survei with qualitative
research. They took samples from student to
prove their research of developing the skills
and gatehing the data to make a concreat
statement of conclusions of their qualitative
research.
As for the function of qualitative
research is It provides more content that is
useful for practical application, It offers the
chance to develop specific insights, It focuses
on the purpose of a decision instead of the
details, Help develop assumptions or
hypotheses in the process of finding a
solution, in which these assumptions and
hypotheses can be alleviated through
Quantitative Research.
RESULTS AND DISCUSSION
Technology is an effective tool for
learners. Learners must use technology as a
significant part of their learning process.
Teachers should model the use of technology
to support the curriculum so that learners can
increase the true use of technology in learning
their language skills. Learners’ cooperation
can be increased through technology.
Cooperation is one of the important tools for
learning. Learners cooperatively work together
to create tasks and learn from each other
through reading their peers’ work.
Some studies have been done on the
advantages of using technology in English
language teaching and learning. Stated the use
of ICT acts as a catalyst in motivating teachers
and learners to work in new ways. The
researcher understood that as learners become
more autonomous, teachers feel that they
should urge and support their learners to act
and think independently. The application of
Computer Assisted Language Learning
changes learners’ learning attitudes and
enhances their self-confidence.
The results of interview and
questionnaire showed that teachers used a
wide range of technological tools to explore
their creativity in the classroom including
laptop, computer, LCD (Liquid Crystal
Display) projector, recorder, Internet, power
points, and videos. These types of technology
were classified into three categories:
hardware, Internet and audio-visual materials.
The use of youtube, Google and social media
comes under the ‘Internet’ category. ‘Audio-
visual materials’ category includes videos and
ppts. ‘Hardware’ refers to the computer,
laptop, video recorder and LCD projector.
Any technological tools these teachers used
seem to bring a positive effect on their
practices.
The results of this study showed that
teachers utilised a wide range of technological
tools in their creative practices, such as a
computer, mobile phone, Internet, LCD
First Author, Second Author: Three words title...
projector, and videos, and the frequency of its
use might differ from one teacher to another.
The implementation of these technological
tools has different functions in teachers’
creativity each other.
Another important finding of this study
is that all teachers used technology in the
classroom. They seem to be aware of the
importance of technology in their practices.
The application of technology can affect the
ways teachers and students are able to work.
In this case, technology has potential to
transform teachers’ mind views as it can open
up new and authentic ways of being creative
due to the features of information technology
it has, including provisionality, interactivity,
capacity, speed, and automatic functions. The
type of technology the teachers used in this
study depends on their needs and knowledge
of technology, whether they use it as a means
for communication and discussion or they use
it to create authentic situations. This finding,
particularly in the use of technology for
creating authentic situations. Teachers utilised
Internet technology to create authenticity in
the learning context, for example, using real-
world tools (youtube, movies, videos,
Wikispaces), assigning an authentic task and
allowing learners to work on projects. Use of
technology provides refreshing and varied
context to make meaningful and enjoyable
learning.
Technology helps the teachers make
teaching and learning visual (easy for visual
learners). A technology also helps students
improve their thinking and observation skills,
it promotes imagination, etc. An example
playing the video with or without the subtitles
enhances visual learners. Or using radio
(playing the audio) helps auditory learners
learn better. Listening to the tape and then
having the script is a clear combination that
helps visual and auditory learners.
Technology helps the teachers make
teaching and learning visual (easy for visual
learners). A technology also helps students
1
-
1
0 improve their thinking and observation skills,
it promotes imagination, etc. An example
playing the video with or without the subtitles
enhances visual learners. Or using radio
(playing the audio) helps auditory learners
learn better. Listening to the tape and then
having the script is a clear combination that
helps visual and auditory learners.
Connectivism (2005) is a learning
theory created by Stephen Downs and George
Siemens which states how globally technology
and internet brought up new opportunities for
learners to share and study educational and
learning information among themselves and
across the world. Network is being a medium
to exchange knowledge and scholarly
innovative ideas that will finally lead to
prosperity and development both culturally
and socially. These technologies have not only
impacted the field of education, but have also
expanded and challenged our thinking of what
constitute a learning environment. Not only
that the learning environment has incorporated
computers or internet, but also simulations,
games, smart phones and later 3D
technologies (Dror, 2008).
One cannot dispute the fact that our
lives have hugely been influenced by
technology. Technology now assumes a vital
place in current human’s societal
developments. Technology is indispensable in
facilitating teaching and learning. Students
learning English as a second language will
need frequent hearing, speaking, reading and
writing in order to improve their skills and
experience (Ybarra & Green 2003). It is
evident that technology improves learning
pronunciations (Seferoglu, 2005), language
fluency and performance (Guzel & Aydin,
2016) and skills development (Nomass, 2013).
The role of technology in teaching and
learning is so enormous that researchers now
think that only the mixture of teachers and
technology will lead to great learning success
(Sharma, 2009).
 The 21st century marked the era of
globalization which makes learning a foreign
language of utmost importance. English, being
the language behind most technological and
scientific developments, economies,
administration, literary works and popular
entertainment comes first (Graddol, 2006).
Teaching English Language has been there for
a long period of time and its significance is
ever increasing which lead (Graddol, 1997) in
his study suggesting that by 2000 English
learners will reach a billion and doubled a
decade later. Considering the wide spread and
advancement of English language around the
globe, English is considered as the first
language in countries like Irlandia, Canada,
Filipina and in some places as the second.
English language teaching has always been
related to technology (Shinghal, 1997).
By using various kinds of media in the
classroom teacher can enhance students’
understanding and promote it where
necessary. The use oftechnology such as audio
and video with student teachers is crucial also
in giving feedback and training, in Reflective
Teaching, in analyzing and synthesizing, in
tracking students’ progress over time, in
editing certain options, in testing, in peer
coaching, etc. Media can help with many
issues such as: motivation, clarity, recycling,
drafting, revising, editing, variety, mixed-
ability classes, updating information in the
textbook, giving life and color to classroom
procedures and methods, thus at the same time
helping the students improve accuracy and
fluency.
The discussion above explained a lot
about how the benefits of technology in
learning and the importance of using
technology for teachers. Weakness Of
Multimedia English Learning Approach. It
stated with disadvantages of multimedia
material. First of all, High Expense:, the price
of hardware and software makes multimedia
inaccessible to many schools and families.
Secondly, due to Americanization, much of
the software is made in the USA, this results
in vocabulary and language differences being
problematic for other countries‟ school
students(Stockley, D.,2006). Thirdly, brevity
of Shelf-Life, frequent technological advances
mean that hardware and software are
constantly updated; it is very infuriating to
discover that your PC will not run the latest
multimedia releases or that the disc you
bought last month has just been updated. At
last, Design fault, a poorly designed interface
can lead to user disorientation, making the
information virtually inaccessible. Programs
which continually crash are also aggravating
and are probably the result of poor design or
simply a lack of testing during development
( Larsen-Freeman, Diane.,2008).
CONCLUSION
Studies reviewed here indicated that
technology offers both teachers and learners a
lot of materials and communication
opportunities to improve english language
teaching and learning. In order to successfully
integrate technology in language classes, both
teachers and learners should adopt new roles
and use the existing technologies in suitable
ways. It is obviously true that one of the
ultimate aims of technology language learning
And teaching is to promote learners’
motivation and learning interest which can be
a practical way to get them involved in the
language learning process. Teachers should be
prepared with professional skills which
involve teaching and technical skills because
if teachers are more knowledgeable, they will
be able to successfully implement
technologies in their language classes. This
review paper revealed that learners can benefit
from the technology-based activities provided
that they are related to their needs and
interests. The findings of this review paper
represented that technology allows teachers to
be more creative and more effective in their
teaching and it motivates learners to be
engaged in classroom activities.
First Author, Second Author: Three words title...
The results of this study show a
positive response to the teachers’ use of
technology in building their creativity. They
did not use technology as the main activity,
and the technology could not transform
teachers’ knowledge. However, as noted by
the teachers in this study, while technology
could not replace the teacher’s job, technology
helped and facilitated the teaching-learning
process with the teacher as the main actor.
Technology is not an ‘independent variable’
that can be integrated into a system to enhance
Learning. Technology does not provide ideas;
technology can complement skills by
providing a means of experimentation and
exploration.
Some years ago it was thought that the
computers would substitute the teachers but it
did not work. Learning and teaching through
computers is an alternative approach that
stresses the student’s use of computers to
solve real-world problems while learning. But
however sophisticated it might be,
Teachers will never be replaced.
ACKNOWLEDGMENT
I present this article to my TEFL lecturer and I
would like to express my gratitude to Mr.
Aswir, M.Pd. And not forget to gratefull to my
parents for supporting me while i was doing
this paper.
I would like to offer my special thanks to my
friends Annisa Aprilia, Vina Husnul Laily,
and Callista Nurul Annajmi and Silva G.
Herdiana. For them valuable and constructive
suggestions during the process and
development of this research work. Their
willingness to give time so generously has
been very much I appreciated.
REFERENCES (Examples)
Hussein, G. (2015). A content analysis
evaluation of The Journal of Teaching
English with Technology (TEwT)
between the years of 2008 &
1
-
1
0 2013. Procedia-Social and Behavioral
Sciences, 191, 31-36.
Fitriah,. (2018). The Role of Technology
In Teachers’ Creativity Development
in English Teaching Practices
http://journal.teflin.org/index.php/
journal/article/view/588/299
Khruathong, S. (2019). Teaching English
through Technology: Use of TV Studio
Production for the Improvement of
English Speaking. ASEAN Journal of
Education, 1(1), 85-98.
Maszkowska, N. (2017). The use of
technology in English language
teaching. English in Interdisciplinary
Context of Life-Long Education. Torun:
Nicolaus Copernicus University Poland
Pub.
Kuning, D. S. (2019). TECHNOLOGY IN
TEACHING SPEAKING SKILL. Journal
of English Education, Literature and
Linguistics, 2(1),50–59.
Liton, H. A. (2015). Examining students’
perception & efficacy of using technology
in teaching English. International Journal
of Education and Information
Technology, 1(1), 11-19.
https://scholar.google.co.id/scholar?
q=teaching+english+with+technology&hl
=id&as_sdt=0%2C5&as_ylo=2015&as_y
hi=2020
Lin, Huizhen. (2020). The Construction of
College English Network Technique
Platform Based
on Computer Aided System
https://iopscience.iop.org/article/
10.1088/1742-6596/1578/1/012066/pdf
wu, jingling, li Wu , and Xiujuan Jiang.
(2020). A study on Strategies of
 Stimulating Students' Participation in
English Teaching Based on Computer
Information Technology.
School of Education, Tianjin University
https://iopscience.iop.org/article/
10.1088/1742-6596/1578/1/012079/pdf
Cavus, Nadire. (2016). Development Of An
Intellegent Mobile Application For
Teaching English Pronunciation
https://www.sciencedirect.com/science/art
icle/pii/S1877050916325935
Cakici, Dilek. (2016). The use of ICT in
teaching English as a foreign language
http://www.perjournal.com/archieve/spi_1
6_4/per_16_spi_4_10.pdf
McLain, Terrill Reid. (2016). Social Media
Treasure Hunt-Practical Lessons Using
Twitter In The English Classroom
https://files.eric.ed.gov/fulltext/
EJ1215806.pdf
Pitura, Joana, and Monika Berlińska-Kopeć
(2018). Learning English While Exploring
The National Cultural Heritage:
Technology-Assisted Project-Based
Language Learning In An Upper-
Secondary School
https://files.eric.ed.gov/fulltext/
EJ1170629.pdf
Cherner, Todd, and Kristal Curry. (2017).
Enhancement or Transformation? A Case
Study of Preservice Teachers’ Use of
Instructional Technology
https://citejournal.s3.amazonaws.com/wp-
content/uploads/v17i2currentpractice1.pdf
Trinder, Ruth. (2020). Informal and deliberate
learning
with new technologies
https://www.researchgate.net/
publication/
320693319_Informal_and_deliberate_lear
ning_with_new_technologies
Alemi, Minoo. (2016). General Impacts Of
Integrating Advanced
And Modern Technologies On Teaching
English As A Foreign Language
http://miriamenglish.com/wp-content/
uploads/2017/05/General-Impacts-of-
Integrating-Advanced-and-Modern-
Technologies-on-Teaching-English-as-a-
Foreign-Language-1.pdf
Ahmadi, Mohammad Reza. (2018). The Use
of Technology in English Language
Learning: A Literature Review
http://ijreeonline.com/article-1-120-en.pdf
Ketabi, Saeed, and Saeedeh Kavoshian
Innovative Technology in English
Language Teaching: The Utility of
Mobile Social Network Sites to Improve
Teacher Education
http://www.teljournal.org/article_53530_5
06d4c87322943fa1d25f31317be3c50.pdf
Gurgenidze, Maia. (2018). Technology
Assisted English Language Learning and
its Possible Benefits in Georgia
https://files.eric.ed.gov/fulltext/EJ122707
3.pdf
Gilakjani, Abbas Pourhosein. (2017). A
Review of the Literature on the
Integration of Technology into the
Learning and Teaching of English
Language Skills
https://pdfs.semanticscholar.org/fdb5/375
6a6484da8d7310a593e124c187dc5d67f.p
df
Ksan Rubadeau, Ksan. (2018). Internal and
external forces: Technology uses among
English language teacher educators in
South Korea
First Author, Second Author: Three words title...
1
-
1
0 https://ajet.org.au/index.php/AJET/article/
view/3369/150