The use of technology in english language teaching and learning

2490 
THE USE OF TECHNOLOGY IN ENGLISH LANGUAGE 
TEACHING AND LEARNING 
Le Gia Bao 
Faculty of English, Ho Chi Minh City University of Technology (HUTECH) 
 Supervisor: Tran Quoc Thao (Ph.D) 
ABSTRACT 
Technology has emerged as an important part of language learning and teaching; the English 
language in particular. As such, this paper discusses the use of technology in English language 
teaching and learning. It further focuses on the benefits and drawbacks of using technology in 
English language learning and teaching processes. It also suggests some recommendations for the 
effective integration of technology into English language teaching and learning. 
Keywords: English; language teaching and learning; technology. 
1 INTRODUCTION 
Language is essential to communicating amongst mankind. English was chosen to be the global 
language by the late 18th century and became the indispensable part of international 
communication. Since the evolution of technology, it seems appear to be in anything one could 
possibly think of in life, including the pedagogical. Most native learners at present prefer a study 
environment which is enhanced by technology as the traditional education methods are unable to 
meet what they expected (Gunuc 2013). 
Linguist Ahmadi (2017) stated that one of the important components in English learning is that the 
teachers' usage of their facilities in class during the learning process. Thus computers are regarded 
as an important instructional instrument in language classes in which teachers have convenient 
access. The use of technology in studying has been stressed by OECD (Organization for Economic 
Co-operation and Development, 2001) as an academically necessity for improving quality in both 
teaching and learning. Providing by information and communication technologies (ICTs) like PCs, 
smartphones that are connected to the Internet, the lessons are seemingly to be more vivid toward 
learners hence making them more motivated. 
Technology has and will always be an important part of teaching and learning environment. 
According to Eady and Lockyer (2013) from University of Wollongong, with technology being part of 
our lives, it is utmost necessary to integrate technology into the curriculum and embed technology 
into teaching in order to enhance the students’ learning process. That is to say, technology 
becomes an irreplaceable cog of the learning process and a significant help for lecturers from all 
the works of preparing lessons to teaching and learning process. 
This study is established to address some of the issues pertinent to the use of technology tools in 
English language learning and teaching of English language skills. These issues are as follows: 
2491 
definition of technology, the use of technology in English learning and teaching, the development of 
English learning and teaching through technological tools, analysis on necessity of technology to 
English learning and teaching, analysis on problems created by the use of technology within the 
context, solutions for the existing problems, and some recommendations for integration of 
technology in English learning. 
2 THE USE OF TECHNOLOGY IN ENGLISH LEARNING AND TEACHING 
Technology has been defined by thousands of researchers over half the century with many different 
ideas. However, at the intersection point of the prism, researchers agreed that it is the practical use 
of knowledge particularly in a specific field of profession and is a way of doing a task especially 
using technical processes, methods or knowledge. 
According to İŞMAN (2012), the usage of technology includes not only machines and parts of the 
computers’ sets, but also involves structured relations with others humans, mechanical facilities and 
the environment. 
Technological tools are really effective for learners for how diverse their utilities are. To support this 
hypothesis, Barron, Orwig, Ivers and Lilavois (2002) defined the benefits of technology uses in 
English language as ‚encourages students to learn actively, provides individual development & 
motivation, increases teachers-students interaction and helps them build cultural bridges‛. 
For better contrast, teachers should arrange the use of technology to support their teaching process 
so that learners can maximize the use of technology as they can interact with many different tools 
within the class (Costley, 2014; Murphy, DePasquale, and McNamara, 2003). 
Gilakjani (2014) stated that using technology can create a learning atmosphere with learner in the 
epicenter, rather than the teacher, which creates positive changes. Emphasized in the study, by 
using the technology, language classes become active places full of knowledge-related tasks for 
learners to pay more attention to the lessons. 
A study from Arifah (2014) showed that the use of internet is also incontrovertible as it increases learners’ 
motivation in diverse ways such as online media information which helps learners to know the topic with 
enthusiasm and excitement leading them to enhance their knowledge more effectively. 
When learners apply technology into their study, the assistance they receive for developing their 
skills is massively great. It is safe to say that technology combined to teaching methodology is 
utmost important to lure learners’ attention towards their track of language learning. 
3 ANALYSIS ON NECESSITY OF TECHNOLOGY TO ENGLISH LEARNING AND 
TEACHING 
Based on ‚Use of Technology in English Language Teaching and Learning‛: An Analysis (Shyamlee, 
& Phil, 2012). 
3.1 To Cultivate Students’ Interest in Study 
Nowadays, traditional teaching methods are ebbed while multimedia technology featuring audio, 
visual animation effects naturally and humanely makes us more access to information. Moreover, 
2492 
with such characteristics as abundant-information and crossing space-time, multimedia technology 
offers a sense of reality and function very well, which greatly cultivates students’ interest and 
motivation in study and their involvement in class activities. 
3.2 To Promote Students’ Communication Capacity 
Traditional teaching methods have prevented learners’ capacity to comprehend certain language 
and also understanding to structure, meaning and function of the language, and makes the 
students passive recipients of knowledge, therefore it is hard for them to achieve the target of 
communication. With teachers’ instructions leading learners’ thought patterns and motivating their 
emotions, the multimedia technology seeks integration of teaching and learning and provides the 
students greater incentives. That is to say, multimedia technology teaching has uniquely inspired 
learners’ positive, critical thinking and communication skills in social practice. 
3.3 To Widen Students’ Knowledge to Gain an Insightful Understanding to Western 
Culture 
Technology projecting tools can offer the students abundant information, more plentiful than any 
textbooks could have provided, and help them to get of displays vivid cultural background, rich 
content and truthful language materials, which are much natural and closer to their daily basis. Not 
only could learners improve their listening ability, but also learn the western culture. Grasping 
information through various channels can equip the students with knowledge and bring about 
information-sharing amongst students which also make them actively participate in in class 
discussion and communication. 
3.4 To Improve Teaching Effect 
The pedagogy technology enrich teaching content, making the best of class time and break the 
outdated teaching pattern with teacher at the epicenter of the class as it fundamentally improves 
class efficiency. Due to large classes, it is difficult for students to have speaking communication. The 
utilization of multimedia sound lab materializes the individualized and cooperative teaching. The 
traditional teaching model mainly emphasized on teachers’ instruction is now replaced by the 
multimedia as it goes beyond time and space, creates more vivid, authentic environment for English 
learning, stimulates learners’ initiatives and economizes class time as well as increases class 
information. 
4 ANALYSIS ON PROBLEMS CREATED BY THE USE OF TECHNOLOGY IN ENGLISH 
LEARNING AND TEACHING 
Based on ‚Use of Technology in English Language Teaching and Learning‛: An Analysis (Shyamlee, 
& Phil, 2012). 
4.1 Major means Replaced by the Assisting One 
Application on technology tools are assisting instrument to achieve the projected teaching effect. 
But if completely dependent on, both teachers and learners may be consumed by the idea of how 
2493 
the multimedia could be able to help through any kind of situation without a doubt which leads to 
the circumstance where technology enslaves them and takes over the leading role in teaching. 
Thus, it is observed in practice that a lot of teachers are active in multimedia technology applications 
but not proficient enough to handle them fluently. The attention in class would only be fixed on the 
technology devices if teachers spend their time standing by the core computer all the time. 
Therefore, there is no eye contact between teachers and learners. Hence, the notion of creative 
education is to be fully comprehended that modern education techniques serves and assisting 
instrument rather than target that dominate the class. 
4.2 Loss of Speaking Communication 
English language and English analysis by the teachers are effective in conveying knowledge to the 
students from English pronunciation to comprehension, improving learners’ English thought 
patterns and oral expression. Noticed that technology makes audio, visual, textual effect fully meet 
the learners’ requirements, it also decrease the communication between teachers and students, 
replace teachers’ voice by visual sounds and teachers’ guidance by visual images. Thus, learners 
are made viewers rather than participants of class activities. 
4.3 The Restriction of Learners’ Thinking Potential 
As stated, technology tools make the lesson become lively and understandable for learners to 
acknowledge the information given in class effectively, but in contrast, due to over-demonstration 
and pre-arranged order followed by the lack of real-time interaction which makes learners unable 
to give feedback, learners are now neglected in their capacity of contemplating and solving 
problems through brainstorming. Therefore downgrade their ability of thinking, analyzing and 
exploring questions. 
5 SOLUTION FOR THE EXISTING PROBLEMS 
Some teachers may possess the improper concept that they are applying multimedia technology in 
their teaching entirely. It is also believed that the more utilization of multimedia technology, the 
better class atmosphere may grow, the more actively the learners get involved in class 
participation, the more easily the material access to the learners. Apparently, students show their 
interest in learning but in the light of this, they are actually like looking at the visual. In other words, 
what they are doing is not accessing the information effectively which leads less language 
materials learners acquire. Therefore, systematic training on students’ language skills makes 
teachers’ instructions come into play, help the student gain basic knowledge as well as language 
training at classes, improves their expression ability in English and lays a fundamental basis for 
their English communication. 
2494 
6 RECOMMENDATIONS FOR THE INTEGRATION OF TECHNOLOGY USAGE IN 
LANGUAGE PEDAGOGY 
Teachers should implement a technology plan that considers integration strategies along with 
purchasing decisions (Pourhossein Gilakjani, Leong, and Hairul, 2013). 
Professional Development should be specifically considered in order to assure learners’ learning 
and to change the attitudes of teachers unfamiliar with the advantages that technology provides 
(Pourhossein Gilakjani, Leong, and Hairul, 2013). 
The technology plan must be closely aligned with the curriculum standards. Teachers should know 
what educational approach is the most effective one when integrating technologies in the 
classroom (Pourhossein Gilakjani, Leong, and Hairul, 2013). 
The computer technology is an integral part of the learning activity through which skills are 
transferred to learners (M.R. Ahmadi, 2018). 
Language teachers should urge their learners to use technology in developing their language skills 
(M.R. Ahmadi, 2018). 
Universities should regard technology as a significant part of teaching and learning programs. (M.R. 
Ahmadi, 2018). 
Technology experts should provide extra assistance for teachers who use it in teaching their English 
courses (M.R. Ahmadi, 2018). 
Teachers should be a pattern for their learners in using computer technology (MEB, 2008; 
Pourhossein Gilakjani, and Sabouri, 2017). 
Teachers should create technology-integrated lesson materials. These materials should 
concentrate on teaching and learning, not just on technology issues (M.R. Ahmadi, 2018). 
Teachers should find ways that technology can help them towards learner-centered instruction as 
opposed to teacher-centered instruction (M.R. Ahmadi, 2018). 
Teachers should be aware of their roles as guides and facilitators of their learners’ learning (Molaei 
and Riasati, 2013; Gilakjani and Sabouri, 2017). 
Teachers should encourage their learners to use technology in increasing their language abilities. 
7 CONCLUSION 
‚When technology is used appropriately, it can bring about a lot of advantages to teachers and 
learners‛ (Ahmadi, 2012). Technology is a useful tool as it helps learners to solve any of their 
learning problems and to find an effective method to maximize the use of technological tools is to 
enlighten the future of English language learners. Furthermore, the key role which technology holds 
in language learning does not stop teachers-learners interaction, having said that it creates great 
cohesion between them, thus forms high motivation in learners for the effective learning of 
2495 
language skills. To wrap this up, it is safe to say that technology has a crucial role in developing 
learners’ creativity, promotes their self-learning awareness and provides enjoyable, exciting and 
interesting environment for English language study. 
REFERENCES 
[1] Ahmadi, M. R. (2017). The impact of motivation on reading comprehension. International 
Journal of Research in English Education, 2 (1, 1-7). 
[2] Ahmadi, D., & Reza, M. (2018). The use of technology in English language learning: A 
literature review. International Journal of Research in English Education, 3 (2, 115-125). 
[3] Arifah, A. (2014). Study on the use of technology in ELT classroom: Teachers’ 
perspective. Department of English and Humanities, BRAC University, Bangladesh. 
[4] Barron, A. E., Orwig, G. W., & Ivers, K. S. (2002). Technologies for education: A practical guide. 
Libraries Unlimited. 
[5] Costley, K. C. (2014). The Positive Effects of Technology on Teaching and Student 
Learning. Online Submission. 
[6] Eady, M., & Lockyer, L. (2013). Tools for learning: Technology and teaching. Learning to teach 
in the primary school, 71. 
[7] Gilakjani, A. P. (2013). Factors Contributing to Teachers' Use of Computer Technology in the 
Classroom. Universal Journal of Educational Research, 1 (3, 262-267). 
[8] Gilakjani, A. P. (2014). A Detailed Analysis over Some Important Issues towards Using 
Computer Technology into the EFL Classrooms. Universal Journal of Educational Research, 2 
(2, 146-153). 
[9] Gilakjani, A. P. (2017). A review of the literature on the integration of technology into the 
learning and teaching of English language skills. International Journal of English Linguistics, 7 
(5, 95-106). 
[10] Gilakjani, A. P., Lai-Mei, L., & Ismail, H. N. (2013). Teachers' use of technology and 
constructivism. International Journal of Modern Education and Computer Science, 5 (4, 49). 
[11] Gilakjani, A. P., & Sabouri, N. B. (2014). Role of Iranian EFL Teachers about Using" 
Pronunciation Power Software" in the Instruction of English Pronunciation. English Language 
Teaching, 7 (1, 139-148). 
[12] Gilakjani, A. P., & Sabouri, N. B. (2017). Advantages of using computer in teaching English 
pronunciation. International Journal of Research in English Education, 2 (3, 78-85). 
2496 
[13] Gunuç, S., & Babacan, N. (2018). Technology integration in English language teaching and 
learning. Positioning English for Specific Purposes in an English Language Teaching 
Context, 1. 
[14] Isman, A. (2012). Technology and Technique: An Educational Perspective. Turkish Online 
Journal of Educational Technology-TOJET, 11 (2, 207-213). 
[15] Shyamlee, S. D., & Phil, M. (2012, March). Use of technology in English language teaching and 
learning: An analysis. In International Conference on Language, Medias and Culture, 33 (1, 
150-156).