CHAPTER II LITERATURE REVIEW
C. Strategies to Integrate Technology into Language
1. Language Skills Strategies
C. Strategies to Integrate Technology into Language
advantages and also the challenges that both students and teachers face in the class concerning the four basic language skills; speaking, listening, reading, and writing.
1.1 Technology and EFL Speaking Skills
To be succeeded in acquiring EFL speaking skills, language learners should be given more opportunities to practice and stimulate their initiatives in interacting with their peers or practice individually through various activities (Becker and Roos, 2016). Moreover, the English materials which have been elaborated with the utilization of technology should facilitate the language learners to speak more naturally and spontaneously when expressing their ideas, thus the design of the speaking material should cover the speaking skills components such as pronunciation, structure, vocabulary, fluency, and accuracy (Menggo, Suastra, Budiarsa, and Padmadewi, 2019). Blake (2016) suggested that the use of technology in enhancing EFL speaking skills can be done through Computer Assisted Language Learning (CALL) and Computer-Mediated Communication (CMC), since these modes facilitate the language learners to recognize and compare their own recorded voices with the native speakers’ accents and pronunciation. However, he also suggested that these types of exercises provide insufficient feedback for them, therefore the digital technology which offers the form of automatic speech recognition (ASR) can be used to solve the problem. Ahn and Sangmin (2016) mentioned that ASR is beneficial in enhancing language learners’ speaking skills since it
can facilitate students’ pronunciation practice quicker and better than the traditional methods that lead to better oral competence.
Furthermore, they assumed that it facilitates students to develop their speaking skills autonomously and conveniently, minimizing learning anxiety, and encouraging self-regulated speaking practice. Finally, they also asserted that it is empowering as it offers interactivity that replicates authentic real-world tasks dealing with oral competence.
Another speaking skills practice opportunity also can be done through the use of dictation exercises, Computer-assisted pronunciation learning, Learning Management System (LMS), video conferencing applications such as Skype, and many more.
The utilization of podcasts in language learning is deemed as engaging and exciting since it provides a clear voice of native speakers’ pronunciation (Darwis, 2016). Hamad, Metwally, and Alfaruque (2019) suggested the utilization of audio tracking tools such as Podcast to practice learners’ oral competence since besides it’s motivating and facilitating them with the interactional environment they needed, it also allows them to be exposed with authentic target language uses in which enable them to acquire new vocabularies and how it is pronounced, and also enrich them with the various context of spoken English. Moreover, they also summarized the intended learning outcomes of a listening and speaking course as follow:
Understand general gist of spoken texts. Demonstrate knowledge on how to ask questions and make requests politely. Respond to the ideas in spoken texts effectively
while participating in a conversation. Identify and understand verbal cues in speaker attitude and tone. Apply the knowledge of context to workout unknown vocabulary.
Synthesize what they have heard and apply it to their own experience. Demonstrate the understanding of spoken texts, short and informal presentations on an experiential topic, and social communication. (Hamad, Metwally, and Alfaruque, 2019)
1.2 Technology and EFL Listening Skills
Listening skills are crucial in communication since it allows language learners to be exposed to the target language, yet, it’s deemed as the most frustrating skills to be acquired for the beginner EFL learners due to various factors which have to be comprehended simultaneously such as discriminating the speech sound, vocabulary and grammatical rules, stress and intonation, topic and the context of the utterance socio-culturally, speech rate, and accent (Chen and Chen, 2019). Acquiring listening skills, in general, allows people to understand the message which is trying to be delivered through the utterance since communication can be failed if the message can’t be well comprehended (Ahmadi, 2016).
Blake (2016), mentioned that various audio contents provided on the online web recently has significantly transformed the way listening skill is practiced. He also assumed that it has transformed the use of CD or other audio-taped tools into digital content. YouTube as one of the most accessed sites offers a high
opportunity for language learners to practice their listening skill through the utilization of the content which specifically offers the language learning courses or other topics which not focus on language learning enables them to be exposed by authentic uses of the target language (Blake, 2016; Ab Rahim, et al., 2012). Kim (2015) suggested that using video for practicing listening skills enables language learners to aided by visual information such as;
situation, body language, facial expression, and gestures which assist them in understanding the context of the utterances easier and at the same time encourage them to recall their background knowledge.
1.3 Technology and EFL Reading Skills
Mostly deemed as one of the “passive” skills, Arifani and Rosyid (2016) mentioned that reading can be impactful in enhancing language learners’ listening, speaking, writing, vocabulary, pronunciation, and grammar. They also assumed that as materials are freely available on the internet, using technology to develop reading skills is immensely beneficial because it allows students to recognize and familiarize themselves with foreign language structures through reading material shown on the screen of digital devices. Hazaea and Alzubi (2016) also suggested that hypertext can stimulate less proficient language learners’ vocabulary enrichment and WebQuests activities are potential in facilitating reading comprehension. Maureen, van der Meij, & de Jong (2018) also indicated that the utilization of digital technology, in general, can significantly impactful in
enhancing young learners’ literacy skills since it can facilitate them to learn the vocabulary and start to acknowledge the letters of the alphabet on the digital devices. Nikolopoulou, Akriotou, and Gialamas (2019) mentioned the ICT plays a pivotal role as an exploratory and learning device for numerous subjects or topics, for instance, the benefits of digital storytelling in enhancing language learners’ literacy, not only on reading but also writing and speaking skills. Moreover, they also suggested if the project is done collaboratively on an online platform, it can improve language learners’ collaboration, motivation, problem-solving skills, and learners’ autonomous learning. Ahmed (2015) stated that the utilization of technology in reading skills practice can be seen from various aspects, namely motivation, interactivity, authentic and meaningful material, independent learning, automated instant feedback, and learners’ cognitive aspects.
1.4 Technology and EFL Writing Skills
Concerning the use of technology in enhancing language learning, the internet offers various sites to improve students’
writing skills. As Blake (2016) suggested that writing skills practice can be done individually through the use of blogs, Social Networking Sites (SNS) such as Twitter and Facebook, and so on, or collaboratively by the utilization of wikis, share documents sites such as Google docs or Google drive, Learning Management System platforms, or creating digital stories by using iMovie, FinalCut and so on. He also mentioned another software facilitating self-evaluation in students’ writing is provided by
Microsoft word tools in a very basic form. Word program marks the misspelled words or grammatically error writing with a green or blue squiggly line under the words. Lastly, the concordance program which provided in the form of software or websites is beneficial in reducing students’ error in writing not by giving them direct feedback but improving students editing skills and writing accuracy by enhancing their comprehension in actual uses of certain words, phrases, collocations, or expressions which also promotes students’ independent learning.
Furthermore, digital storytelling, automated writing evaluation (AWE), screencast feedback, and Microsoft Word tools for spelling, grammar, and vocabulary can help teachers to evaluate students' work and encourage peer feedback and self- evaluation, while concordance websites can help students enrich their vocabulary and dictions (Blake, 2016). Lee (2017) promotes the benefits of those applications and software in enhancing language learners writing skills. Digital storytelling, for instance, provides the medium for students’ individual or group projects to combine their writing practices at the scriptwriting stage, with digital images or videos. It allows the language learners to exchange their feedback and suggestions by reviewing each other’s storyboards, pictures, or videos which can improve their writing. Brenner (2014) also added that on digital storytelling project, students are allowed to practice their language skills in an integrated manner since they have to read and write the script, speak and listen as they work on the narration, and they have to be careful on the use of the vocabulary and grammar on their
project. AWE, on the other hand, is very helpful for teachers’
work on assessing and evaluating students’ writing works due to the limited time by automatically giving scores and comments on students’ writing content, organization, and dictions. Li, Link, and Hegelheimer (2015) mentioned the benefits of AWE as it provides instant individualized corrective feedbacks, and reduce students writing error. Screencast feedback software alternatively allows the teacher to give feedback on students writing in the form of video conferencing that combines the audio-visual feedback. It also shows the students’ work edited or commented simultaneously at the screen and the video can be saved and emailed to the students so they can view it repeatedly.