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speaking with technology</title> <meta name="description" content="Search results for: teaching speaking with technology"> <meta name="keywords" content="teaching speaking with technology"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="teaching speaking with technology"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 10706</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: teaching speaking with technology</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10706</span> Diploma Students’ Perceptions Regarding the Effectiveness of Using an English-Speaking Practice Application on Their Primary Skills</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shatha%20Alkhalaf">Shatha Alkhalaf</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed to investigate the effectiveness of the English Speaking Practice App in improving the speaking skills of English as a Foreign Language (EFL) learners. The participants were 44 diploma students at Qassim University in Saudi Arabia. They used the app for 30 minutes per week over a 12-week period. A survey questionnaire was used to measure their perceptions of the app's effectiveness, usability, and impact on motivation. The questionnaire showed high internal consistency (Cronbach's alpha = 0.89). The findings suggest that the app was perceived positively by the participants in terms of its effectiveness in improving speaking skills, usability, and motivation. This research contributes to the field of language teaching by highlighting the potential of technology-enhanced language learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=second%20language" title="second language">second language</a>, <a href="https://publications.waset.org/abstracts/search?q=English" title=" English"> English</a>, <a href="https://publications.waset.org/abstracts/search?q=speaking" title=" speaking"> speaking</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a> </p> <a href="https://publications.waset.org/abstracts/173486/diploma-students-perceptions-regarding-the-effectiveness-of-using-an-english-speaking-practice-application-on-their-primary-skills" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/173486.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">83</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10705</span> The Use of Video in Increasing Speaking Ability of the First Year Students of SMAN 12 Pekanbaru in the Academic Year 2011/2012</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elvira%20Wahyuni">Elvira Wahyuni</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study is a classroom action research. The general objective of this study was to find out students’ speaking ability through teaching English by using video and to find out the effectiveness of using video in teaching English to improve students’ speaking ability. The subjects of this study were 34 of the first-year students of SMAN 12 Pekanbaru who were learning English as a foreign language (EFL). Students were given pre-test before the treatment and post-test after the treatment. Quantitative data was collected by using speaking test requiring the students to respond to the recorded questions. Qualitative data was collected through observation sheets and field notes. The research finding reveals that there is a significant improvement of the students’ speaking ability through the use of video in speaking class. The qualitative data gave a description and additional information about the learning process done by the students. The research findings indicate that the use of video in teaching and learning is good in increasing learning outcome. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20teaching" title="English teaching">English teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=fun%20learning" title=" fun learning"> fun learning</a>, <a href="https://publications.waset.org/abstracts/search?q=speaking%20ability" title=" speaking ability"> speaking ability</a>, <a href="https://publications.waset.org/abstracts/search?q=video" title=" video"> video</a> </p> <a href="https://publications.waset.org/abstracts/72779/the-use-of-video-in-increasing-speaking-ability-of-the-first-year-students-of-sman-12-pekanbaru-in-the-academic-year-20112012" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/72779.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">256</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10704</span> Teaching Speaking Skills to Adult English Language Learners through ALM</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wichuda%20Kunnu">Wichuda Kunnu</a>, <a href="https://publications.waset.org/abstracts/search?q=Aungkana%20Sukwises"> Aungkana Sukwises</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Audio-lingual method (ALM) is a teaching approach that is claimed that ineffective for teaching second/foreign languages. Because some linguists and second/foreign language teachers believe that ALM is a rote learning style. However, this study is done on a belief that ALM will be able to solve Thais’ English speaking problem. This paper aims to report the findings on teaching English speaking to adult learners with an “adapted ALM”, one distinction of which is to use Thai as the medium language of instruction. The participants are consisted of 9 adult learners. They were allowed to speak English more freely using both the materials presented in the class and their background knowledge of English. At the end of the course, they spoke English more fluently, more confidently, to the extent that they applied what they learnt both in and outside the class. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teaching%20English" title="teaching English">teaching English</a>, <a href="https://publications.waset.org/abstracts/search?q=audio%20lingual%20method" title=" audio lingual method"> audio lingual method</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20science" title=" cognitive science"> cognitive science</a>, <a href="https://publications.waset.org/abstracts/search?q=psychology" title=" psychology"> psychology</a> </p> <a href="https://publications.waset.org/abstracts/12355/teaching-speaking-skills-to-adult-english-language-learners-through-alm" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12355.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">418</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10703</span> The Effect of Video Using in Teaching Speaking on Students of Non-Native English Speakers at STIE Perbanas Surabaya</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kartika%20Marta%20Budiana">Kartika Marta Budiana </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Low competence in speaking for the students of Non English native speakers have been crucial so far for the teachers in language teaching in Indonesia. This study attempts to explore the effect of video using in teaching speaking onstudents of non-native English speakers at STIE Perbanas Surabaya. This includes investigate the students` attitudes toward the video used in classroom. This is a quantitative research that is an experimental one based on analyses derived the concepts of from teaching speaking and the use of video. There are two classes observed, the experimental and the control one. The experimental consist of 28 students and the control class consists of 25 students. Before the treatment given, both of the group is given the pre-test to check their ability level. Then, after the treatment is given, the post-test is given to the both groups. Then, the students were given treatment how to conduct a meeting that they learnt from a video of business English. The post test was held after they undergone a treatment. The instruments to get the data are the oral test and questionnaire. The data of this study is students` score and from the tests` score it can be seen there is a positive significant difference in the experimental group. The t-test to test hypothesize also shows that it is accepted which said that there is an improvement on the students` speaking competence achievement. In conclusion, the video effects on the significant difference on the students speaking competence achievement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=video" title="video">video</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=speaking" title=" speaking"> speaking</a>, <a href="https://publications.waset.org/abstracts/search?q=Indonesia" title=" Indonesia "> Indonesia </a> </p> <a href="https://publications.waset.org/abstracts/37887/the-effect-of-video-using-in-teaching-speaking-on-students-of-non-native-english-speakers-at-stie-perbanas-surabaya" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/37887.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">435</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10702</span> An Investigation of the Integration of Synchronous Online Tools into Task-Based Language Teaching: The Example of SpeakApps</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nouf%20Aljohani">Nouf Aljohani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The research project described in this presentation focuses on designing and evaluating oral tasks related to students’ needs and levels to foster communication and negotiation of meaning for a group of female Saudi university students. The significance of the current research project lies in its contribution to determining the usefulness of synchronous technology-mediated interactive group discussion in improving different speaking strategies through using synchronous technology. Also, it discovers how to optimize learning outcomes, expand evaluation for online learning tasks and engaging students’ experience in evaluating synchronous interactive tools and tasks. The researcher used SpeakApps, a synchronous technology, that allows the students to practice oral interaction outside the classroom. Such a course of action was considered necessary due to low English proficiency among Saudi students. According to the author's knowledge, the main factor that causes poor speaking skills is that students do not have sufficient time to communicate outside English language classes. Further, speaking and listening course contents are not well designed to match the Saudi learning context. The methodology included designing speaking tasks to match the educational setting; a CALL framework for designing and evaluating tasks; participant involvement in evaluating these tasks in each online session; and an investigation of the factors that led to the successful implementation of Task-based Language Teaching (TBLT) and using SpeakApps. The analysis and data were drawn from the technology acceptance model surveys, a group interview, teachers’ and students’ weekly reflections, and discourse analysis of students’ interactions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=CALL%20evaluation" title="CALL evaluation">CALL evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=synchronous%20technology" title=" synchronous technology"> synchronous technology</a>, <a href="https://publications.waset.org/abstracts/search?q=speaking%20skill" title=" speaking skill"> speaking skill</a>, <a href="https://publications.waset.org/abstracts/search?q=task-based%20language%20teaching" title=" task-based language teaching"> task-based language teaching</a> </p> <a href="https://publications.waset.org/abstracts/62071/an-investigation-of-the-integration-of-synchronous-online-tools-into-task-based-language-teaching-the-example-of-speakapps" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62071.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">310</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10701</span> Flipped Classrooms 3.0: An Investigation of Students’ Speaking Performance and Learning Engagement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=I%20Putu%20Indra%20Kusuma">I Putu Indra Kusuma</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The rapid development of Information and Communication Technology (ICT) tools has improved the implementation of flipped classrooms in English Language Teaching (ELT), especially in speaking course. Flipped classrooms have therefore evolved from the oldest version, which uses recorded videos to the newest one (3.0 version), which combines various materials and enables out-of-class interaction and learning engagement. However, how the latest version of flipped classrooms affects students’ speaking performance and influences students’ learning engagement remains unclear. This study therefore sought (1) to examine the effect of flipped classrooms 3.0 towards students’ speaking performance and (2) to explore the students’ learning engagement during the implementation of flipped classrooms in the speaking course. This study then employed explanatory sequential mixed-method design. This study conducted a quasi-experimental study by recruiting 164 twelfth grade students of a public senior high school in Indonesia as the sample. They were distributed into experimental (80 students) and control (84 students) groups. The experimental group was treated by implementing flipped classrooms with various use of ICT tools such as Schoology, Youtube, websites, and Flipgrid for eight weeks. Meanwhile, the control group implemented a conventional method. Furthermore, there were two variables examined in this study, such as the implementation of flipped classrooms 3.0 as the independent variable and students’ speaking performance as the dependent variable. The data of these two variables were then collected through administering a speaking test to both groups. The data from this experimental study were analyzed by using independent t-test analysis. Also, five students were invited to participate in semi-structured interviews to explore their learning engagement during the implementation of flipped classrooms. The findings revealed that there was a significant difference in students’ speaking performance between experimental where t (df = 162) = 5.810, p < 0.001, d = 0.91 in which experimental group performed better in speaking than the control group. Also, the results of interviews showed that the students had positive learning engagement during the implementation of flipped classrooms 3.0, especially on out-of-class interactions and face-to-face meetings. Some relevant implications to ELT, especially in speaking courses, are also drawn from the data findings. From the findings, it can be concluded that flipped classrooms 3.0 has a significant effect on students’ speaking performance and it promotes students’ learning engagement. Therefore, flipped classrooms 3.0 should be embraced as the newest version of flipped classrooms that promotes interaction outside the classrooms and learning engagement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Flipped%20Classrooms%203.0" title="Flipped Classrooms 3.0">Flipped Classrooms 3.0</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20engagement" title=" learning engagement"> learning engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20speaking%20with%20technology" title=" teaching speaking with technology"> teaching speaking with technology</a>, <a href="https://publications.waset.org/abstracts/search?q=technology-enhanced%20language%20learning" title=" technology-enhanced language learning"> technology-enhanced language learning</a> </p> <a href="https://publications.waset.org/abstracts/119890/flipped-classrooms-30-an-investigation-of-students-speaking-performance-and-learning-engagement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/119890.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">132</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10700</span> Fostering Students’ Active Learning in Speaking Class through Project-Based Learning </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rukminingsih%20Rukmi">Rukminingsih Rukmi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper addresses the issue of L2 teaching speaking to ESL students by fostering their active learning through project-based learning. Project-based learning was employed in classrooms where teachers support students by giving sufficient guidance and feedback. The students drive the inquiry, engage in research and discovery, and collaborate effectively with teammates to deliver the final work product. The teacher provides the initial direction and acts as a facilitator along the way. This learning approach is considered helpful for fostering students’ active learning. that the steps in implementing of project-based learning that fosters students’ critical thinking in TEFL class are in the following: (1) Discussing the materials about Speaking Class, (2) Working with the group to construct scenario of ways on speaking practice, (3) Practicing the scenario, (4) Recording the speaking practice into video, and (5) Evaluating the video product. This research is aimed to develop a strategy of teaching speaking by implementing project-based learning to improve speaking skill in the second Semester of English Department of STKIP PGRI Jombang. To achieve the purpose, the researcher conducted action research. The data of the study were gathered through the following instruments: test, observation checklists, and questionnaires. The result was indicated by the increase of students’ average speaking scores from 65 in the preliminary study, 73 in the first cycle, and 82 in the second cycle. Besides, the results of the study showed that project-based learning considered to be appropriate strategy to give students the same amount of chance in practicing their speaking skill and to pay attention in creating a learning situation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=active%20learning" title="active learning">active learning</a>, <a href="https://publications.waset.org/abstracts/search?q=project-based%20learning" title=" project-based learning"> project-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=speaking%20ability" title=" speaking ability"> speaking ability</a>, <a href="https://publications.waset.org/abstracts/search?q=L2%20teaching%20speaking" title=" L2 teaching speaking"> L2 teaching speaking</a> </p> <a href="https://publications.waset.org/abstracts/28501/fostering-students-active-learning-in-speaking-class-through-project-based-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/28501.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">398</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10699</span> Implementing Contextual Approach to Improve EFL Learners’ English Speaking Skill</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Samanik">Samanik</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This writing is correlated with English teaching material development, Contextual Teaching Learning (CTL). CTL is believed to facilitate students with real world challenge. Contextual Teaching and Learning is identified as a promising strategy that actively engages students and promotes skills development. It is based on the notion that learning can only occur when students are able to connect between content and context. It also helps teachers link between the materials taught with real-world situations and encourage students to make connection between the knowledge possessed by its application. Besides, it directs students to be critical and analytical. In accordance, this paper looks for the opportunity to improve EFL learners’ English speaking skill through tour guide presentation. A single case study will be conducted to highlight EFL learners’ experience of doing tour guide presentation in the English class room setting. The writer assumes that CLT will contribute positively to EFL learners’ English speaking skill. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20speaking%20skill" title="English speaking skill">English speaking skill</a>, <a href="https://publications.waset.org/abstracts/search?q=contextual%20teaching%20learning" title=" contextual teaching learning"> contextual teaching learning</a>, <a href="https://publications.waset.org/abstracts/search?q=tour%20guide%20presentation" title=" tour guide presentation"> tour guide presentation</a> </p> <a href="https://publications.waset.org/abstracts/55011/implementing-contextual-approach-to-improve-efl-learners-english-speaking-skill" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55011.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">263</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10698</span> Exploring the Impact of Feedback on English as a Foreign Language Speaking Proficiency</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Santri%20Emilin%20Pingsaboi%20Djahimo">Santri Emilin Pingsaboi Djahimo</a>, <a href="https://publications.waset.org/abstracts/search?q=Ikhfi%20Imaniah"> Ikhfi Imaniah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Helping students recognize both their strengths and weaknesses is a beneficial strategy for teachers to be implemented in the classroom, and feedback has been acknowledged as an effective tool to achieve this goal. It will allow teachers to assess the students’ progress, provide targeted support for them, and adjust both teaching and learning strategies. This research has investigated the importance of feedback in English as a Foreign Language (EFL) speaking class in East Nusa Tenggara Province, Indonesia. Through a qualitative study, it has shed light on the crucial roles of feedback in the process of English Language Teaching (ELT), especially, in the context of developing oral communication or speaking skills. Additionally, it has also examined students’ responses to feedback from their teacher by grouping them based on their semester, scores (GPA), and gender. This study, which seeks to provide insights into how feedback practices can be optimized to maximize learning outcomes in the English-speaking classroom, has revealed that these groups of students have different level of needs for feedback, yet all prefer constructive feedback. Looking at the results, it is highly expected that this study can contribute to a deeper understanding of the correlation between feedback and English language learning outcomes, particularly, in terms of speaking proficiency. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=feedback" title="feedback">feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20as%20a%20foreign%20language" title=" English as a foreign language"> English as a foreign language</a>, <a href="https://publications.waset.org/abstracts/search?q=speaking%20class" title=" speaking class"> speaking class</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20language%20teaching" title=" English language teaching"> English language teaching</a> </p> <a href="https://publications.waset.org/abstracts/190807/exploring-the-impact-of-feedback-on-english-as-a-foreign-language-speaking-proficiency" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/190807.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">24</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10697</span> The Development of Speaking Using Folk Tales Based on Performance Activities for Early Childhood Student</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yaowaluck%20Ruampol">Yaowaluck Ruampol</a>, <a href="https://publications.waset.org/abstracts/search?q=Suthakorn%20Wasupokin"> Suthakorn Wasupokin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The research on the development of speaking using folk tales based on performance activities aimed to (1) study the development of speaking skill for early- childhood students, and (2) evaluate the development of speaking skill before and after speaking activities. Ten students of Kindergarten level 2, who have enrolled in the subject of the research for speaking development of semester 2 in 2013 were purposively selected as the research cohort. The research tools were lesson plans for speaking activities and pre-post test for speaking development that were approved as content validity and reliability (IOC=.66-1.00,α=0.967). The research found that the development of speaking skill of the research samples before using performance activities on folk tales in developing speaking skill was in the normal high level. Additionally, the results appeared that the preschoolers after applying speaking skill on performance activities also imaginatively created their speaking skill. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=speaking%20development" title="speaking development">speaking development</a>, <a href="https://publications.waset.org/abstracts/search?q=folk%20tales" title=" folk tales"> folk tales</a>, <a href="https://publications.waset.org/abstracts/search?q=performance%20activities" title=" performance activities"> performance activities</a>, <a href="https://publications.waset.org/abstracts/search?q=early-childhood%20students" title=" early-childhood students"> early-childhood students</a> </p> <a href="https://publications.waset.org/abstracts/11065/the-development-of-speaking-using-folk-tales-based-on-performance-activities-for-early-childhood-student" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11065.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">341</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10696</span> The Development of Speaking Using Folk Tales Based on Performance Activities for Early-Childhood Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ms%20Yaowaluck%20Ruampol">Ms Yaowaluck Ruampol</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The research on the development of using folk tales based on performance activities aimed to (1) study the development of speaking skill for early-childhood students, (2) evaluate the development of speaking skill before and after speaking activities. Ten students of Kindergarten level 2, who have enrolled in the subject of the research for speaking development of semester 2 in 2013, were purposively selected as the research cohort. The research tools were lesson plans for speaking activities and pre-posttest for speaking development that were approved for content validity and reliability (IOC=.66-1.00,0.967). The research found that the development of speaking skill of the research samples before using performance activities on folk tales in developing speaking skill was in the normal high level. Additionally, the results revealed that the preschoolers after applying speaking skill on performance activities also imaginatively created their speaking skill. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=speaking%20development" title="speaking development">speaking development</a>, <a href="https://publications.waset.org/abstracts/search?q=folk%20tales" title=" folk tales"> folk tales</a>, <a href="https://publications.waset.org/abstracts/search?q=performance%20activities" title=" performance activities"> performance activities</a>, <a href="https://publications.waset.org/abstracts/search?q=communication%20engineering" title=" communication engineering"> communication engineering</a> </p> <a href="https://publications.waset.org/abstracts/11027/the-development-of-speaking-using-folk-tales-based-on-performance-activities-for-early-childhood-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11027.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">290</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10695</span> Pedagogical Inclusiveness in Literacy Education: Teaching Reading and Writing to Non-Chinese Speaking Students in Hong Kong</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mark%20Shiu-kee%20Shum">Mark Shiu-kee Shum</a>, <a href="https://publications.waset.org/abstracts/search?q=Dan%20Shi"> Dan Shi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper aims to introduce the ‘Reading to Learn, Learning to Write’ (R2L) pedagogy and its application in teaching reading and writing to non-Chinese speaking (NCS) students in Hong Kong. Guided by the teaching and learning cycles accentuated in R2L pedagogy, sufficient scaffolding was provided for students with an explicit teaching method in literacy education. To understand the influence of using R2L pedagogy on students’ reading and writing abilities across different genres, quantitative data were collected by pre- and post-test of reading and writing tasks in the two different genres of narration and explanation. The pre-test and post-test were used to assess students’ writing performance based on the three textual components of context, discourse, and graphic features, while the reading abilities were assessed at the literal, inferred and interpretive levels of reading comprehension to measure the effectiveness of R2L pedagogy on their literacy improvement. The findings show the use of R2L pedagogy has been proven more effective in improving NCS students’ writing abilities than developing their reading capacity. It is hoped that the R2L-based pedagogic practices can serve as teaching references and pedagogic rationale for L1 language teachers and raise their metalinguistic awareness in teaching Chinese to non-Chinese speaking students in Hong Kong and beyond. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=pedagogical%20inclusiveness" title="pedagogical inclusiveness">pedagogical inclusiveness</a>, <a href="https://publications.waset.org/abstracts/search?q=literacy%20education" title=" literacy education"> literacy education</a>, <a href="https://publications.waset.org/abstracts/search?q=ethnic%20minority" title=" ethnic minority"> ethnic minority</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20and%20writing" title=" reading and writing"> reading and writing</a> </p> <a href="https://publications.waset.org/abstracts/185183/pedagogical-inclusiveness-in-literacy-education-teaching-reading-and-writing-to-non-chinese-speaking-students-in-hong-kong" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/185183.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">46</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10694</span> Audio-Lingual Method and the English-Speaking Proficiency of Grade 11 Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marthadale%20Acibo%20Semacio">Marthadale Acibo Semacio</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Speaking skill is a crucial part of English language teaching and learning. This actually shows the great importance of this skill in English language classes. Through speaking, ideas and thoughts are shared with other people, and a smooth interaction between people takes place. The study examined the levels of speaking proficiency of the control and experimental groups on pronunciation, grammatical accuracy, and fluency. As a quasi-experimental study, it also determined the presence or absence of significant changes in their speaking proficiency levels in terms of pronouncing the words correctly, the accuracy of grammar and fluency of a language given the two methods to the groups of students in the English language, using the traditional and audio-lingual methods. Descriptive and inferential statistics were employed according to the stated specific problems. The study employed a video presentation with prior information about it. In the video, the teacher acts as model one, giving instructions on what is going to be done, and then the students will perform the activity. The students were paired purposively based on their learning capabilities. Observing proper ethics, their performance was audio recorded to help the researcher assess the learner using the modified speaking rubric. The study revealed that those under the traditional method were more fluent than those in the audio-lingual method. With respect to the way in which each method deals with the feelings of the student, the audio-lingual one fails to provide a principle that would relate to this area and follows the assumption that the intrinsic motivation of the students to learn the target language will spring from their interest in the structure of the language. However, the speaking proficiency levels of the students were remarkably reinforced in reading different words through the aid of aural media with their teachers. The study concluded that using an audio-lingual method of teaching is not a stand-alone method but only an aid of the teacher in helping the students improve their speaking proficiency in the English Language. Hence, audio-lingual approach is encouraged to be used in teaching English language, on top of the chalk-talk or traditional method, to improve the speaking proficiency of students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=audio-lingual" title="audio-lingual">audio-lingual</a>, <a href="https://publications.waset.org/abstracts/search?q=speaking" title=" speaking"> speaking</a>, <a href="https://publications.waset.org/abstracts/search?q=grammar" title=" grammar"> grammar</a>, <a href="https://publications.waset.org/abstracts/search?q=pronunciation" title=" pronunciation"> pronunciation</a>, <a href="https://publications.waset.org/abstracts/search?q=accuracy" title=" accuracy"> accuracy</a>, <a href="https://publications.waset.org/abstracts/search?q=fluency" title=" fluency"> fluency</a>, <a href="https://publications.waset.org/abstracts/search?q=proficiency" title=" proficiency"> proficiency</a> </p> <a href="https://publications.waset.org/abstracts/161963/audio-lingual-method-and-the-english-speaking-proficiency-of-grade-11-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/161963.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">68</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10693</span> Practice of Applying MIDI Technology to Train Creative Teaching Skills</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yang%20Zhuo">Yang Zhuo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explores the integration of MIDI technology as one of the important digital technologies in music teaching, from the perspective of teaching practice, into the process of cultivating students' teaching skills. At the same time, the framework elements of the learning environment for music education students are divided into four aspects: digital technology supported learning space, new knowledge learning, teaching methods, and teaching evaluation. In teaching activities, more attention should be paid to students' subjectivity and interaction between them so as to enhance their emotional experience in teaching practice simulation. In the process of independent exploration and cooperative interaction, problems should be discovered and solved, and basic knowledge of music and teaching methods should be exercised in practice. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=music%20education" title="music education">music education</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20technology" title=" educational technology"> educational technology</a>, <a href="https://publications.waset.org/abstracts/search?q=MIDI" title=" MIDI"> MIDI</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20training" title=" teacher training"> teacher training</a> </p> <a href="https://publications.waset.org/abstracts/167874/practice-of-applying-midi-technology-to-train-creative-teaching-skills" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/167874.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">84</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10692</span> ELF in the Classroom: Use of ELF and Its Effects on Speaking Anxiety in Turkish Tertiary Level EFL Setting</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Baki%20Dursun">Baki Dursun</a>, <a href="https://publications.waset.org/abstracts/search?q=Kemal%20Benk"> Kemal Benk</a> </p> <p class="card-text"><strong>Abstract:</strong></p> English as a Lingua Franca (ELF) has become an increasingly hot topic in many of the developing countries including Turkey. Likewise, in most of these expanding circle countries the way of teaching English has been redesigned in accordance with Lingua Franca Core. Admittedly, the focus was on Grammar-based teaching formerly; however, with the introduction of the ELF, the shift is now more on teaching speaking abilities and strategies of negotiation of meaning. However, there are several reasons for this shift, one of the major contributions stems from the teacher training programs offered by Turkish universities as M.A. programs. Therefore, the aim of this paper is to compare and contrast the similarities and divergences among the instructors who have taken ELF classes in their teacher-training program and those who have not. With a longitudinal design, for five months, classes of two different groups of teachers (ELF Group vs. Traditional Group) have been observed and three teachers have been selected for each group. During the observations, principles of Lingua Franca Core offered by Jenkins have been taken into account and used to form the rubric for the observations. After the five-month period, a Likert scale type questionnaire has been given to the students to explore their level of anxiety while speaking. Independent samples t-test have been administered to see the groups differences statistically. The results of the study will be presented during the conference. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ELF" title="ELF">ELF</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20training" title=" teacher training"> teacher training</a>, <a href="https://publications.waset.org/abstracts/search?q=speaking" title=" speaking"> speaking</a>, <a href="https://publications.waset.org/abstracts/search?q=anxiety" title=" anxiety"> anxiety</a> </p> <a href="https://publications.waset.org/abstracts/45343/elf-in-the-classroom-use-of-elf-and-its-effects-on-speaking-anxiety-in-turkish-tertiary-level-efl-setting" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/45343.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">323</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10691</span> Tracking the Mind's Mouth: Use of Smart Technology for Effective Teaching of Speaking to Pupils with Developmental Co-ordination Disorder</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sadeq%20Al%20Yaari">Sadeq Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Alkhunayn"> Muhammad Alkhunayn</a>, <a href="https://publications.waset.org/abstracts/search?q=Ayah%20Al%20Yaari"> Ayah Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Ayman%20Al%20Yaari"> Ayman Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Montaha%20Al%20Yaari"> Montaha Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Adham%20Al%20Yaari"> Adham Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Sajedah%20Al%20Yaari"> Sajedah Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Fatehi%20Eissa"> Fatehi Eissa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Developmental co-ordination disorder (DCD) (also known as dyspraxia) causes a child to speak less well than expected in social conversations. We propose that the smart speaking technology could help improve sound production mechanism at both phonetic and phonological levels, which leads to better articulation of an utterance. The participants are twelve privately beginner pupils aged between 6-12 years old and diagnosed with DCD (apraxia) divided into two groups: Experimental group (n=6) and control group (called apraxic control group) (n=6). A total of fifty typically developing and achieving (TD) pupils participated as control group 2 in both groups and were preassigned into two groups (27 pupils with the treatment group and 23 with the apraxic control group). Weekly quizzes were given to all participants each week for four continuous months and results were analyzed by psychoneurolinguists and a statistician. Although being taught by the same speech-language therapist (SLT), treatment group along with TD groups were taught a full-time speaking course with sociolinguistic themes covering both phonetic and phonological properties. The course lasted for a whole semester whereby smart speaking aids have become dominant while apraxic control group and its TD group were not. Compared with apraxic control group and its TD subgroup, results show obvious changes in speaking behavioral mechanism of the DCD experimental group and its TD subgroup. Improvement could be taken from the scores where the zero marks disappeared in the fourth week (end of the first month of treatment). Good marks (5 +/10) were seen starting from the eighth week and culminating with full marks in the week number 15 of treatment where some participants scored full mark. This study concludes to support the primacy of the smart educational technology for speaking purposes and also shows that such aids can expand the range of academic performance differential categories. Further research is required to evaluate the current demonizing of smart educational aids and weighting more reasonably the relationship specificity that speaking aids can offer to other language skills, as well as their limitations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=smart%20educational%20technology" title="smart educational technology">smart educational technology</a>, <a href="https://publications.waset.org/abstracts/search?q=speaking%20aids" title=" speaking aids"> speaking aids</a>, <a href="https://publications.waset.org/abstracts/search?q=pupils%20with%20SCD" title=" pupils with SCD"> pupils with SCD</a>, <a href="https://publications.waset.org/abstracts/search?q=apraxia" title=" apraxia"> apraxia</a> </p> <a href="https://publications.waset.org/abstracts/186315/tracking-the-minds-mouth-use-of-smart-technology-for-effective-teaching-of-speaking-to-pupils-with-developmental-co-ordination-disorder" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186315.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">50</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10690</span> The Role of Video in Teaching and Learning Pronunciation: A Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kafi%20Razzaq%20Ahmed">Kafi Razzaq Ahmed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Speaking fluently in a second language requires vocabulary, grammar, and pronunciation skills. Teaching the English language entails teaching pronunciation. In professional literature, there have been a lot of attempts to integrate technology into improving the pronunciation of learners. The technique is also neglected in Kurdish contexts, Salahaddin University – Erbil included. Thus, the main aim of the research is to point out the efficiency of using video materials for both language teachers and learners within and beyond classroom learning and teaching environments to enhance student's pronunciation. To collect practical data, a research project has been designed. In subsequent research, a posttest will be administered after each lesson to 100 first-year students at Salahaddin University-Erbil English departments. All students will be taught the same material using different methods, one based on video materials and the other based on the traditional approach to teaching pronunciation. Finally, the results of both tests will be analyzed (also knowing the attitudes of both the teachers and the students about both lessons) to indicate the impact of using video in the process of teaching and learning pronunciation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=video" title="video">video</a>, <a href="https://publications.waset.org/abstracts/search?q=pronunciation" title=" pronunciation"> pronunciation</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a> </p> <a href="https://publications.waset.org/abstracts/157062/the-role-of-video-in-teaching-and-learning-pronunciation-a-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/157062.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">108</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10689</span> The Role of Gender in Influencing Public Speaking Anxiety</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fadil%20Elmenfi">Fadil Elmenfi</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahmed%20Gaibani"> Ahmed Gaibani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigates the role of gender in influencing public speaking anxiety. Questionnaire survey was administered to the samples of the study. Technique of correlation and descriptive analysis will be further applied to the data collected to determine the relationship between gender and public speaking anxiety. This study could serve as a guide to identify the effects of gender differences on public speaking anxiety and provide necessary advice on how to design a way of coping with or overcoming public speaking anxiety. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=across%20culture" title="across culture">across culture</a>, <a href="https://publications.waset.org/abstracts/search?q=communication" title=" communication"> communication</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20language%20competence" title=" English language competence"> English language competence</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/abstracts/search?q=postgraduate%20students" title=" postgraduate students"> postgraduate students</a>, <a href="https://publications.waset.org/abstracts/search?q=speaking%20anxiety" title=" speaking anxiety"> speaking anxiety</a> </p> <a href="https://publications.waset.org/abstracts/11626/the-role-of-gender-in-influencing-public-speaking-anxiety" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11626.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">561</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10688</span> French Language Teaching in Nigeria and Future with Technology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chidiebere%20Samuel%20Ijeoma">Chidiebere Samuel Ijeoma</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The impact and importance of technology in all domains of existence cannot be overemphasized. It is like a double-edged sword which can be both constructive and destructive. The paper, therefore, tends to evaluate the impact of technology so far in the teaching and learning of French language in Nigeria. According to the study, the traditional methods of teaching French as a Foreign Language and recognized as our cultural methods of knowledge transfer are being fast replaced by digitalization in teaching. This, the research tends to portray and suggest the best way forward. In the Nigerian Primary Education System, the use of some local and cultural Instructional materials (teaching aids) is now almost history which the paper frowns at. Consequently, the study has these questions to ask?; Where are the chalks and blackboards? Where are the ‘Handworks’ (local brooms) submitted by school children as part of their Continuous Assessment? Finally, the research is in no way against the application of technology in the Nigerian French Language Teaching System but tries to draw a curtain between Technological methods of teaching French as a Foreign Language and the Original Nigerian System of teaching the language before the arrival of technology. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=French%20language%20teaching" title="French language teaching">French language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=future" title=" future"> future</a>, <a href="https://publications.waset.org/abstracts/search?q=impact" title=" impact"> impact</a>, <a href="https://publications.waset.org/abstracts/search?q=importance%20of%20technology" title=" importance of technology"> importance of technology</a> </p> <a href="https://publications.waset.org/abstracts/43365/french-language-teaching-in-nigeria-and-future-with-technology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/43365.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">355</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10687</span> Investigating Teachers’ Confidence and Beliefs in Using Technology in Teaching Mathematics in Rwandan Secondary Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Odette%20Umugiraneza">Odette Umugiraneza</a>, <a href="https://publications.waset.org/abstracts/search?q=Etienne%20Nzaramyimana"> Etienne Nzaramyimana</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Confidence and beliefs are the main contributors to the improvement of teachers’ mathematical knowledge. The objective of this study was to investigate teachers’ confidence and beliefs towards technology use in teaching mathematics subjects in the Musanze District. The data were collected using closed and open questions. These were distributed to 118 secondary school senior 1 to 6 mathematics teachers in Musanze district. The findings revealed that the teachers’ confidence about the use of technology in teaching mathematics needs improvement. Apart from confidence, almost a third of the teachers convoyed negative beliefs that technology plays great importance in promoting the understanding of mathematics. Teachers as knowledge transmitters are required to join various professional courses towards technology integration in the teaching of mathematics, to improve the effectiveness of teaching and learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=knowledge" title="knowledge">knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%E2%80%99%20confidence" title=" teachers’ confidence"> teachers’ confidence</a>, <a href="https://publications.waset.org/abstracts/search?q=beliefs" title=" beliefs"> beliefs</a>, <a href="https://publications.waset.org/abstracts/search?q=barriers%20of%20technology%20use" title=" barriers of technology use"> barriers of technology use</a> </p> <a href="https://publications.waset.org/abstracts/166185/investigating-teachers-confidence-and-beliefs-in-using-technology-in-teaching-mathematics-in-rwandan-secondary-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166185.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">125</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10686</span> The Investigation of Students’ Learning Preference from Native English Speaking Instructor and Non-Native Speaking Instructor</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yingling%20Chen">Yingling Chen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Most current research has been focused on whether NESTs have advantages over NNESTs in English language Teaching. The purpose of this study was to investigate English learners’ preferences toward native English speaking teachers and non-English speaking teachers in four skills of English language learning. This qualitative study consists of 12 participants. Two open-ended questions were investigated and analyzed. The findings revealed that the participants held an overall preference for NESTs over NNESTs in reading, writing, and listening English skills; nevertheless, they believed both NESTs and NNESTs offered learning experiences strengths, and weaknesses to satisfy students’ need in their English instruction. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=EFL" title="EFL">EFL</a>, <a href="https://publications.waset.org/abstracts/search?q=instruction" title=" instruction"> instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=Student%20Rating%20of%20Instructions%20%28SRI%29" title=" Student Rating of Instructions (SRI)"> Student Rating of Instructions (SRI)</a>, <a href="https://publications.waset.org/abstracts/search?q=perception" title=" perception"> perception</a> </p> <a href="https://publications.waset.org/abstracts/77959/the-investigation-of-students-learning-preference-from-native-english-speaking-instructor-and-non-native-speaking-instructor" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/77959.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">214</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10685</span> A Review of End-of-Term Oral Tests for English-Majored Students of HCMC Open University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khoa%20K.%20Doan">Khoa K. Doan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Assessment plays an essential role in teaching and learning English as it aims to measure the learning outcomes. Designing appropriate test types and procedures for four skills, especially productive skills, is a very challenging task for teachers of English. The assessment scheme is supposed to provide precise measures and fair opportunities for students to demonstrate what they can do with their language skills. This involves content domains, measurement techniques, administrative feasibility, target populations, and potential sources of testing bias. Based on these elements, a review of end-of-term speaking tests for English-majored students at Ho Chi Minh City Open University (Viet Nam) was undertaken for the purpose of analyzing the strengths and limitations of the testing tool for the speaking assessment. It helped to identify what could be done to facilitate the process of teaching and learning in that context. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment" title="assessment">assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=oral%20tests" title=" oral tests"> oral tests</a>, <a href="https://publications.waset.org/abstracts/search?q=speaking" title=" speaking"> speaking</a>, <a href="https://publications.waset.org/abstracts/search?q=testing" title=" testing"> testing</a> </p> <a href="https://publications.waset.org/abstracts/64402/a-review-of-end-of-term-oral-tests-for-english-majored-students-of-hcmc-open-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/64402.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">320</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10684</span> Information Construction of Higher Education in Teaching Practice</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yang%20Meng">Yang Meng</a>, <a href="https://publications.waset.org/abstracts/search?q=James%20L.%20Patnao"> James L. Patnao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the rapid development of information technology and the impact of the epidemic environment, the traditional teaching model can’t longer meet the requirements of the development of the times. The development of teaching mechanism is the inevitable trend of the future development of higher education. We must further promote the informatization of higher education in teaching practice, let modern information technology penetrate and practice in classroom teaching, and provide promising opportunities for the high-quality development of higher education. This article mainly through the distribution of questionnaires to teachers of colleges and universities, so as to understand the degree of informatization in the teaching of colleges and universities. And on the basis of domestic and foreign scholars' research on higher education informatization, it analyzes the existing problems, and finds the optimal solution based on the needs of education and teaching development. According to the survey results, most college teachers will use information technology in teaching practice, but the information technology teaching tools used by teachers are relatively simple, and most of them only use slides. In addition, backward informatization infrastructure and less informatization training are the main challenges facing the current teaching informatization construction. If colleges and universities can make good use of information technology and multimedia technology and combine it with traditional teaching, it will definitely promote the development of college education and further promote the modernization and informatization of higher education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title="higher education">higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20practice" title=" teaching practice"> teaching practice</a>, <a href="https://publications.waset.org/abstracts/search?q=informatization%20construction" title=" informatization construction"> informatization construction</a>, <a href="https://publications.waset.org/abstracts/search?q=e-education" title=" e-education"> e-education</a> </p> <a href="https://publications.waset.org/abstracts/158573/information-construction-of-higher-education-in-teaching-practice" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/158573.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">122</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10683</span> An Empirical Study on the Integration of Listening and Speaking Activities with Writing Instruction for Middles School English Language Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Xueyan%20Hu">Xueyan Hu</a>, <a href="https://publications.waset.org/abstracts/search?q=Liwen%20Chen"> Liwen Chen</a>, <a href="https://publications.waset.org/abstracts/search?q=Weilin%20He"> Weilin He</a>, <a href="https://publications.waset.org/abstracts/search?q=Sujie%20Peng"> Sujie Peng</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Writing is an important but challenging skill For English language learners. Due to the small amount of time allocated for writing classes at schools, students have relatively few opportunities to practice writing in the classroom. While the practice of integrating listening and speaking activates with writing instruction has been used for adult English language learners, its application for young English learners has seldom been examined due to the challenge of listening and speaking activities for young English language learners. The study attempted to integrating integrating listening and speaking activities with writing instruction for middle school English language learners so as to improving their writing achievements and writing abilities in terms of the word use, coherence, and complexity in their writings. Guided by Gagne's information processing learning theory and memetics, this study conducted a 8-week writing instruction with an experimental class (n=44) and a control class (n=48) . Students in the experimental class participated in a series of listening and retelling activities about a writing sample the teacher used for writing instruction during each period of writing class. Students in the control class were taught traditionally with teachers’ direction instruction using the writing sample. Using the ANCOVA analysis of the scores of students’ writing, word-use, Chinese-English translation and the text structure, this study showed that the experimental writing instruction can significantly improve students’ writing performance. Compared with the students in the control class, the students in experimental class had significant better performance in word use and complexity in their essays. This study provides useful enlightenment for the teaching of English writing for middle school English language learners. Teachers can skillfully use information technology to integrate listening, speaking, and writing teaching, considering students’ language input and output. Teachers need to select suitable and excellent composition templates for students to ensure their high-quality language input. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=wring%20instruction" title="wring instruction">wring instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=retelling" title=" retelling"> retelling</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20language%20learners" title=" English language learners"> English language learners</a>, <a href="https://publications.waset.org/abstracts/search?q=listening%20and%20speaking" title=" listening and speaking"> listening and speaking</a> </p> <a href="https://publications.waset.org/abstracts/168631/an-empirical-study-on-the-integration-of-listening-and-speaking-activities-with-writing-instruction-for-middles-school-english-language-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168631.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">82</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10682</span> Developing Speaking Confidence of Students through Communicative Activities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yadab%20Giri">Yadab Giri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Confidence is considered a power of a good speaker, and it also can be taken as a tool for speaking. The paper entitled ‘Developing Speaking Confidence of Students through Communicative Activities’ has been written with the purpose of developing the speaking confidence of the students of the Seventh grade of our context in mind. The research is designed under the interpretive paradigm of action research. During my research, thirteen students from class seven were chosen for the study. It was seen a lot of improvement in their confidence while communicating with other speakers by the end of the eighth week. Though there is a positive result of the invention, some students still did not develop the level of confidence that they could have developed to get a satisfactory response. Therefore, the outcome of my action research is positive because students are eager and interested in speaking daily in the initiation of their English class, and they have improved in their speaking. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=confidence" title="confidence">confidence</a>, <a href="https://publications.waset.org/abstracts/search?q=speaking%20skills" title=" speaking skills"> speaking skills</a>, <a href="https://publications.waset.org/abstracts/search?q=action%20research" title=" action research"> action research</a>, <a href="https://publications.waset.org/abstracts/search?q=reflection%20with%20feedback%20and%20observation" title=" reflection with feedback and observation"> reflection with feedback and observation</a>, <a href="https://publications.waset.org/abstracts/search?q=finally%20endeavour" title=" finally endeavour"> finally endeavour</a> </p> <a href="https://publications.waset.org/abstracts/167303/developing-speaking-confidence-of-students-through-communicative-activities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/167303.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">75</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10681</span> Relevance of Technology on Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Felicia%20K.%20Oluwalola">Felicia K. Oluwalola</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper examines the relevance of technology on education. It identified the concept of technology on education, bringing real-world learning to the classroom situation, examples of where technology can be used. This study established the fact that technology facilitates students learning compared with traditional method of teaching. It was recommended that the teachers should use technology to supplement, not replace, other instructional modes. It should be used in conjunction with hands-on labs and activities that also address the concepts targeted by the technology. Also, technology should be students centered and not teachers centered. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computer" title="computer">computer</a>, <a href="https://publications.waset.org/abstracts/search?q=simulation" title=" simulation"> simulation</a>, <a href="https://publications.waset.org/abstracts/search?q=classroom%20teaching" title=" classroom teaching"> classroom teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a> </p> <a href="https://publications.waset.org/abstracts/24753/relevance-of-technology-on-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24753.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">451</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10680</span> Integrating ICT in Teaching and Learning English in the Algerian Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20Tahar%20Djebbar">A. Tahar Djebbar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Modern technologies have penetrated all spheres of human life, education being one of them. This paper focuses the attention on the integration of technology-based education in the Algerian classroom in teaching foreign languages. It sheds light on a specific area of ICT application: ICT in English learning and teaching. Some Algerian teachers or tutors of English face many challenges among which the lack of teaching materials which are indispensable for transmitting knowledge to learners. Thus, they find themselves compelled to use online e-books or download them in PDF form to support their lessons. Teachers even download such teaching materials like pictures, videos, audios, podcasts, and flash cards from the internet and store them in their Flash USBs to shape up the teaching-learning conditions. They use computers, data shows, and the internet so as to facilitate the teaching–learning process in the classroom. Hence, technology has become a must in the Algerian classroom especially in teaching English which has become a very important language in a national and an international level. This study aims at showing that Algerian tutors/teachers who take up the challenge of getting involved in the technology-enhanced language learning and teaching in the Algerian schools and universities face many obstacles. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computer" title="computer">computer</a>, <a href="https://publications.waset.org/abstracts/search?q=communication" title=" communication"> communication</a>, <a href="https://publications.waset.org/abstracts/search?q=English" title=" English"> English</a>, <a href="https://publications.waset.org/abstracts/search?q=internet" title=" internet"> internet</a>, <a href="https://publications.waset.org/abstracts/search?q=learners" title=" learners"> learners</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20acquisition" title=" language acquisition"> language acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology "> technology </a> </p> <a href="https://publications.waset.org/abstracts/15340/integrating-ict-in-teaching-and-learning-english-in-the-algerian-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/15340.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">644</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10679</span> Differential Approach to Technology Aided English Language Teaching: A Case Study in a Multilingual Setting</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sweta%20Sinha">Sweta Sinha</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Rapid evolution of technology has changed language pedagogy as well as perspectives on language use, leading to strategic changes in discourse studies. We are now firmly embedded in a time when digital technologies have become an integral part of our daily lives. This has led to generalized approaches to English Language Teaching (ELT) which has raised two-pronged concerns in linguistically diverse settings: a) the diverse linguistic background of the learner might interfere/ intervene with the learning process and b) the differential level of already acquired knowledge of target language might make the classroom practices too easy or too difficult for the target group of learners. ELT needs a more systematic and differential pedagogical approach for greater efficiency and accuracy. The present research analyses the need of identifying learner groups based on different levels of target language proficiency based on a longitudinal study done on 150 undergraduate students. The learners were divided into five groups based on their performance on a twenty point scale in Listening Speaking Reading and Writing (LSRW). The groups were then subjected to varying durations of technology aided language learning sessions and their performance was recorded again on the same scale. Identifying groups and introducing differential teaching and learning strategies led to better results compared to generalized teaching strategies. Language teaching includes different aspects: the organizational, the technological, the sociological, the psychological, the pedagogical and the linguistic. And a facilitator must account for all these aspects in a carefully devised differential approach meeting the challenge of learner diversity. Apart from the justification of the formation of differential groups the paper attempts to devise framework to account for all these aspects in order to make ELT in multilingual setting much more effective. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=differential%20groups" title="differential groups">differential groups</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20language%20teaching" title=" English language teaching"> English language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20pedagogy" title=" language pedagogy"> language pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=multilingualism" title=" multilingualism"> multilingualism</a>, <a href="https://publications.waset.org/abstracts/search?q=technology%20aided%20language%20learning" title=" technology aided language learning"> technology aided language learning</a> </p> <a href="https://publications.waset.org/abstracts/60266/differential-approach-to-technology-aided-english-language-teaching-a-case-study-in-a-multilingual-setting" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60266.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">391</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10678</span> A Proposal of Multi-modal Teaching Model for College English</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Huang%20Yajing">Huang Yajing</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Multimodal discourse refers to the phenomenon of using various senses such as hearing, vision, and touch to communicate through various means and symbolic resources such as language, images, sounds, and movements. With the development of modern technology and multimedia, language and technology have become inseparable, and foreign language teaching is becoming more and more modal. Teacher-student communication resorts to multiple senses and uses multiple symbol systems to construct and interpret meaning. The classroom is a semiotic space where multimodal discourses are intertwined. College English multi-modal teaching is to rationally utilize traditional teaching methods while mobilizing and coordinating various modern teaching methods to form a joint force to promote teaching and learning. Multimodal teaching makes full and reasonable use of various meaning resources and can maximize the advantages of multimedia and network environments. Based upon the above theories about multimodal discourse and multimedia technology, the present paper will propose a multi-modal teaching model for college English in China. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=multimodal%20discourse" title="multimodal discourse">multimodal discourse</a>, <a href="https://publications.waset.org/abstracts/search?q=multimedia%20technology" title=" multimedia technology"> multimedia technology</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20education" title=" English education"> English education</a>, <a href="https://publications.waset.org/abstracts/search?q=applied%20linguistics" title=" applied linguistics"> applied linguistics</a> </p> <a href="https://publications.waset.org/abstracts/183810/a-proposal-of-multi-modal-teaching-model-for-college-english" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/183810.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">68</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10677</span> The Use of Modern Technology to Enhance English Language Teaching and Learning: An Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fazilet%20Alachaher%20%28Benzerdjeb%29">Fazilet Alachaher (Benzerdjeb)</a> </p> <p class="card-text"><strong>Abstract:</strong></p> From the chalkboard to the abacus and beyond, technology has always played an important role in education. Educational technology refers to any teaching tool that helps supports learning, and given the rapid advancements in Information Technology and multimedia applications, the potential to support the teaching of foreign languages in our universities is ever greater. In language teaching and learning, we have a lot of to choose from the world of technology: TV, CDs, DVDs, Computers, the Internet, Email, and Blogs. The use of modern technologies can enrich the experience of learning a foreign language because they provide features that are not present in traditional technology. They can offer a wide range of multimedia resources, opportunities for intensive one-to-one learning in language labs and resources for authentic materials, which can be motivating to both students and teachers. The advent of Information and Communication Technology (ICT) and online interaction can also open up new range of self-access and distance learning opportunities The two last decades have witnessed a revolution due to the onset of technology, and has changed the dynamics of various industries, and has also influenced the way people live and work in society. That is why using the multimedia to create a certain context to teach English has its unique advantages. This paper tries then to analyse the necessity of multimedia technology to language teaching and brings out the problems faced by using these technologies. It also aims at making English teachers aware of the strategies to use it in an effective manner. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=strategies%20English%20teaching" title="strategies English teaching">strategies English teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=multimedia%20technology" title=" multimedia technology"> multimedia technology</a>, <a href="https://publications.waset.org/abstracts/search?q=advantages" title=" advantages"> advantages</a>, <a href="https://publications.waset.org/abstracts/search?q=disadvantages" title=" disadvantages"> disadvantages</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20learning" title=" English learning"> English learning</a> </p> <a href="https://publications.waset.org/abstracts/11185/the-use-of-modern-technology-to-enhance-english-language-teaching-and-learning-an-analysis" class="btn btn-primary btn-sm">Procedia</a> 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