Tech Integration and Challenges in Teaching English as FL Essay

This essay provides an overview of teaching and learning English as a foreign language, emphasizing the impact of technology on contemporary classrooms. It discusses the benefits and challenges of integrating digital aids like mobile devices, tablets, and computers into the language learning process. The essay reviews relevant literature on computer-assisted language learning (CALL) and mobile-assisted language learning (MALL), highlighting the importance of IT infrastructure and teacher training. It also addresses issues such as lack of adequate time, resources, and support, and explores the potential of social networking sites like Facebook in language learning. The essay concludes by advocating for a multimodal approach to teaching that incorporates images, videos, and interactive content to cater to culturally diverse learners. The document is available on Desklib, a platform offering study tools and resources for students.

Running head: TEACHING AND LEARNING ENGLISH AS FOREIGN LANGUAGE
Teaching and Learning English as Foreign Language
Name of the university
Name of the student
Author note

1TEACHING AND LEARNING ENGLISH AS FOREIGN LANGUAGE
Executive summery
The purpose of this paper is to deliver insight of teaching and learning of English as a
FL. The teaching and learning process have changed on a huge scale in past few decades and
technological aids have started to influence classroom activities positively. In this context,
this paper has supported and provided knowledge about the contemporary classrooms; with
the help of literary journals. While implementing these new technological aids, how
challenges have been handled as well as a reflection of personal experience of being a teacher
has been included to deliver a better insight regarding this matter.

2TEACHING AND LEARNING ENGLISH AS FOREIGN LANGUAGE
Table of Contents
Introduction....................................................................................................................3
Literature review............................................................................................................3
Reflection: experience of teaching English in India......................................................9
Conclusion....................................................................................................................11
References....................................................................................................................12

3TEACHING AND LEARNING ENGLISH AS FOREIGN LANGUAGE
Introduction
The purpose of this paper is to highlight the issues within a teaching or learning
situation of English as a foreign language. In the due course, with the help of various literary
sources the issues with use of several new technologies will be discussed. The classroom
scenario has been experiencing a change with the progression of time. Use of mobile, tablets,
computers and various digital aids have been helping both the teachers and learners to attain
competence in a particular foreign language. The chosen foreign language is English here. In
order to support and provide knowledge about the contemporary classrooms, help of literary
journals will be considered. While implementing these new technological aids, how
challenges will be handled as well as a reflection of personal experience of being a teacher
will be included to deliver a better insight regarding this matter.
Literature review
Globalization has a great impact on the education system. The entire educational
sector has been experiencing a transformation since the idea of globalization has become
popular. As discussed in Alsabawy, Cater-Steel and Soar (2013), institutes are investing on
developing IT infrastructure to deliver better experience in a classroom scenario. Both in the
cases of developed and developing countries, the trend of embracing new technologies has
been noticed. Here, the objective is to discuss how new technologies are influencing the
teaching and learning process in a foreign language classroom. The selected foreign language
is English here. The surprising fact is that not only universities but also schools, both the
government and private sectors as well considering the benefits of technology in their regular
learning process. As far as learning and teaching a foreign language is concerned, digital aids
are considered as helpful and interesting as it comes with various competence to remove
cultural barriers while communication in a classroom situation. Moreover, it makes the

4TEACHING AND LEARNING ENGLISH AS FOREIGN LANGUAGE
procedure easier. However, apart from positive aspects, use of new technologies has several
demerits as well. After evaluating the success rate of e-learning systems, it has been observed
that educational institutes are facing issues with newly adopted technology. The reason is
either they do not have prior experience or they are lacking technical knowledge.
Therefore, this is quite challenging to implement digital aid into classroom if the
executives and management are not aware enough of detail technicalities. The success
depends on perspective of two major stakeholders: educators and students. This study have
enlightened the facts of IT infrastructure services in the sector of e learning. According to
response of 720 students and 110 academic staffs from an eminent Australian University,
staffs have received benefits, as their job performance has turned better. The results has
confirmed the significant role of e-learning process to improve institute’s performance,
reputation and gradual development. Recommendation is to concentrate and periodical
investments on IT infrastructure to avoid failure. Considering this basic research on IT
infrastructure services as the major requirement of e-classrooms, next studies will discuss
how this infrastructure can help in teaching and learning English as a foreign language.
As mentioned before, use of wireless technologies is increasing globally in education.
Use of laptops, tablets, mobile phones has a great impact in transforming the traditional
setting of the language classroom Pamuk et al. (2013). The study of Cavus and Ibrahim
(2009), has discussed the influence of Short Message Service (SMS) over learning a new
technical English language. It has been observed that students enjoyed the process of learning
new words with the help of their mobile phones. Mobile learning is closely related to e-
learning method. It can be specified under the e-learning procedure. The advantage of
portable electronic device is it can be carries anywhere of students’ choice and help them in
learning. Although, the purpose is to learn yet the process is extremely informal considering
its flexible nature. This paper talks about MOLT system as well, which has been designed for

5TEACHING AND LEARNING ENGLISH AS FOREIGN LANGUAGE
teaching new technical words. As the usage and cost of using internet has been decreased as
compared to SMS services, students are preferring to search over the internet to satisfy their
queries as far as learning a foreign language is concerned. The goal of using electronic
devices to add further value into learning process as it has flexibility of being used in
anywhere and anytime. While conducting the research, it has been observed that more than
text messages, the role of images and animated emoticons play crucial role in remembering
technical English words. In a classroom setting apart from using pictures, sounds can also
incorporated to deliver the proper idea regarding word pronunciation. M-learning will be
more helpful if the phones are Java enabled and can be used for e-quiz, which are multiple
choice questions, watching videos and short interactive educational movies and lectures
instead of only using texts and searching for words over internet.
This paper by Garrett (2009), deals with computer assisted learning situation and
issues which generally raise while implementing the procedure while learning or teaching a
foreign language. According to the author, various changes have been noticed as compared to
the 18 years old classroom framework. This transformation has been observed in various
sectors including relationship between pedagogy theory and technology, IT infrastructure and
efficiency and many more. Contemporary challenges are different from what this paper had
analysed in respect to 1991. Author have argued that extensive expansion and
reconceptualization is needed in case of computer assisted language leaning (CALL) as a part
of academics to meet the dynamic requirements of students who are learning English as a
foreign language. CALL has immense potential for creating resource networks by providing
training to teachers on the method of handling culturally diverse students with the help of
digital aids. Moreover, by conducting further research on CALL, educational institutes will
gain benefits in terms of managing the critical structure of computer-based learning. In order
to avoid the challenges regarding e-learning situation educators are required to develop

6TEACHING AND LEARNING ENGLISH AS FOREIGN LANGUAGE
relevant web-materials, which can satisfy the needs of students. Both the support of the
educators and investors is required to execute several responsibilities such as, develop and
maintenance of websites that deliver relevant information regarding learning English.
Further, as argued by Mahdi (2013), there are almost eleven issues which are closely
related to teachers, students, policy making authorities and administrators of educational
institutes. The success and failure of CALL depends on the stakeholders’ perspective of using
it. This study addresses that lack of adequate time, teachers support and weak resources
disturb the flow of learning language in a technologically advanced classroom scenario.
There are some colleges and universities with high faculties of technical labs for teaching and
learning foreign languages. The cost of their establishment remains higher than its utility. In
other way, despite of being useful enough students do not or cannot exploit the facility. This
happens because of poor classroom management program. In order to make use of digital
labs in learning foreign language, teachers and students must understand the fact that the
effectiveness of traditional ways of teaching or learning is increased when it is combined with
the contemporary ways of teaching. However, instead of using them a classroom situation,
both the teachers and students consider the digital aids as extra burden over their curriculum.
As most of the instructions are given physically, therefore, teachers may find the process time
consuming and rarely useful in terms of providing study materials, which matches the content
of textbooks.
The success of introducing CALL in traditional method of teaching if the objectives
of the institutions can be addressed properly. There are various issues, which can be treated if
the institutions integrate CALL to their traditional method of teaching. Both the support of
investors and teachers are needed to meet the desired outcome from the students.
Moreover, integrating CALL to the older curriculum helps to mitigate several socio-
cultural issues as well. Contemporary classrooms have students, who are internally culturally

7TEACHING AND LEARNING ENGLISH AS FOREIGN LANGUAGE
diverse and when they comes to learn a foreign language; it becomes difficult to
communicate with them while giving instructions. Therefore, according to Miller (2015),
teachers can opt for multimodal procedure of teaching and learning that means use of images,
and interactive videos can be helpful to create a uniformity while illustrating the lessons.
As argued by Leu et al. (2017), the global image of literacy has transformed due to
three central reasons. Economic competition has increased globally by using effective
methods of communication, presence of internet in both the professional and personal life
both in the life of educators and students and finally, Government policies to integrate
education and technology to develop literacy campaigns and observe desired outcome.
Although, this paper does not deal directly with the learning of foreign language in a
classroom scenario; yet, from this analysis it can be understood why the trend has raised to
integrate technology with the purpose of literacy.
Although, teachers may argue about the contribution of social networking sites in
learning new languages, it cannot be denied that Facebook has its own impact over the
learners who wants to learn on a serious note. However, as per Hamid et al. (2015), the utility
of Facebook is not yet determined fully, and research outcomes are showing contradictory
results partly. As a whole, as described in Manca and Ranieri (2013), the contribution of
Facebook in learning environment is not that significant. In order to explore the pedagogical
potential of social networking sites several studies can be considered. The findings indicate
that pedagogical affordance of various social networking sites especially Facebook have been
applied partially. Moreover, various obstacles can be found even now, which are restricting to
integrate Facebook into traditional setting of teaching and learning. Apart from the negative
aspects, adopting Facebook has various benefits as well. Facebook allows students to learn
and understand each other’s perspectives while learning a foreign language. Fragments of
multimedia contents help to mitigate the cultural diversity issues, as the language of images is

8TEACHING AND LEARNING ENGLISH AS FOREIGN LANGUAGE
more approachable. Student can self-manage their learning process and share web materials
to each other. As far as the current situation is concerned, students are using these sites more
for recreation purpose and less for educational purposes. However, more awareness among
students can help them to explore its flexibility too.
As per the study of Hsu (2013), as portable electronic devices play a crucial role in
regular urban life and students’ opportunity to learn from the mobile phones is no longer a
secret in the case of foreign language students. There are numerous literature, which have
discussed the implementation of information and communicating technology in FL
classroom; still sections related to CALL or MALL (mobile assisted language learning is still
needed to explore. Although, it is rarely applied it has capability of supporting innovative
constructivist. An atmosphere of mutual collaboration and instructions are given to engage
the learners into the curriculum. As it has become the necessary tool for education complaint
have occurred regarding the cost of mobile devices and internet connections. Students may
face problems due to owning a phone that does not support advanced operating system or
software. The future of learning foreign language, English, depends on the affordance of
mobile devices and internet services which will enable the students to learn both inside and
outside the classroom.
The study conducted by Stockwell and Hubbard (2013), argues the same idea what
has been explored in the previous one. It deals with the relevance of integrating CALL or
MALL with the traditional pen and paper leaning system. Further according to Hwang and
Wu (2014), it has been discovered that mobile learning is capable of improving students’
learning outcome, motivation and interest as well. In addition to that, this research has found
the gradual wide adaptation of smartphones and tablet and computers. M-learning devices in
contemporary era may affect the demand of advanced technologies for future classrooms in
order to deliver better experience for the students and to deal with cultural differences within

9TEACHING AND LEARNING ENGLISH AS FOREIGN LANGUAGE
a classroom situation. While dealing with responses from various classrooms, mixed
feedbacks have been received. Apart from the issues of faulty technical infrastructure, the
focus should be more on the desired outcome. The advantage which students are able to
capture, that should be the matter of central concern. This study has reviewed almost every
important studies related to this topic of discussion starting from 2008 to 2012, and finally, it
has concluded by saying technology has great influence in improving students’ competence
in English and it helps to enhance their interest too. Further, it is capable of mitigating the
existing issues within the classroom regarding cultural diversity and lingual incompetence.
Therefore, scholars have recommended the use of technology and use of multimodality in FL
classrooms to guide students as per their individual problem to construct knowledge of
English.
TPACK, SMAR and HPC are certain frameworks of technology integration in
traditional teaching and learning procedure. According to (Hamilton, Rosenberg and
Akcaoglu (2016), the Substitution, Augmentation, Modification, and Redefinition (SAMR)
model is a taxonomy based framework consists of four levels for choosing, using and
examining technology in educational setting. It is helpful to categorize k-12 educators’
practice of using technology into classrooms.
Reflection: experience of teaching English in India
When I started my career as a teacher, I was not very mature and I did not have any
prior training of teaching in a formal environment like a primary school. Generally, in India,
with all due respect towards the Government, I cannot help myself of saying that numerous
primary schools, located in rural areas are extremely underdeveloped. Basic faculties are not
available even to teach and students are more interested to have meals instead of learning, as
hunger is a major issue there. However, the scenario is entirely different in private schools
located in urban regions. The scenario is different in government schools, which are situated

10TEACHING AND LEARNING ENGLISH AS FOREIGN LANGUAGE
in cities even. However, it would be a long term plan to integrate technology in teaching and
learning process as far as the poor condition of government primary schools are concerned. I
used to be a teacher in a private school in the primary department. I was posted as a mother
teacher of English. English is accepted as the first language of the students yet I had to take
care of their spelling, vocabulary and grammar largely as it is not their vernacular language.
Pedagogical approach is something, which must be learned before entering into a teaching
and learning scenario. Later, I realised I am facing several challenges regarding handling
students of different nature.
Being a teacher is not about illustrating the lessons and some chalk and board work,
making corrections and scolding for not following the discipline. It is about understanding the
students’ psychology, learning the differences, their obstacles and motivating them to achieve
the desired result too. Therefore, to attain better knowledge on pedagogy and increase my
ability to understand the use of various technological tools for teaching, I participated in high
possibility classroom workshop. The trainer focused on integrating technology with the
pedagogical approach and demonstrated how it can established on TPACK framework. This
framework is essential in terms of critically analyze the relevance of technology integration
with educational curriculum of schools. Apart from TPACK framework, I have found SAMR
model helpful as well during workshop. TPACK is all about integrating the technological
knowledge with the pedagogy. I have observed that, the influence of digital aids in
pedagogical decision-making by teachers has been evaluated and findings suggests that the
same lesson needs to be designed in a constructivist way which has been decided to teach in a
traditional way as well.
Further, when I joined a primary school with several contemporary digital equipment
I have found that without technological knowledge things cannot be operated and to integrate
pedagogical approaches it, students’ behavior must be observed in a high-digitalized leaning

11TEACHING AND LEARNING ENGLISH AS FOREIGN LANGUAGE
environment. I have observed that students are taking more interest when chapters are being
explained with the help of audio visual aids. A tendency of remembering most of the lessons
has been noticed, which were explained with the help of multimodal texts previously. In this
context, teachers are expected to have content knowledge, which means the knowledge of the
language and familiarity of pedagogical approach deals with teaching and learning. As a
teacher, I must have the capability of integrating the pedagogy and content knowledge.
My experience was pleasant as I successfully engaged students using the
technological Pedagogical content knowledge (TPACK) framework. Yet, in the cases of rural
schools until the government arrange funds, teachers can make paper charts full of pictures
and colorful font to keep their interest on.
Conclusion
To conclude, it can be stated that the scenario of educational system has been
experiencing a transformation for last two decades. Several researches have been performed
to establish the relationship between technology and pedagogical approach. The findings
clearly suggests that a positive impact have been noticed on students in terms of improved
motivation, interest towards the learning process within a foreign language classroom.

12TEACHING AND LEARNING ENGLISH AS FOREIGN LANGUAGE
References
Alsabawy, A. Y., Cater-Steel, A., & Soar, J. (2013). IT infrastructure services as a
requirement for e-learning system success. Computers & Education, 69, 431-451.
Cavus, N., & Ibrahim, D. (2009). m‐Learning: An experiment in using SMS to support
learning new English language words. British journal of educational
technology, 40(1), 78-91.
Garrett, N. (2009). Computer‐assisted language learning trends and issues revisited:
Integrating innovation. The modern language journal, 93, 719-740.
Hamid, S., Waycott, J., Kurnia, S., & Chang, S. (2015). Understanding students' perceptions
of the benefits of online social networking use for teaching and learning. The Internet
and Higher Education, 26, 1-9.
Hamilton, E. R., Rosenberg, J. M., & Akcaoglu, M. (2016). The substitution augmentation
modification redefinition (SAMR) model: A critical review and suggestions for its
use. TechTrends, 60(5), 433-441.
Hsu, L. (2013). English as a foreign language learners’ perception of mobile assisted
language learning: a cross-national study. Computer assisted language
learning, 26(3), 197-213.
Hwang, G. J., & Wu, P. H. (2014). Applications, impacts and trends of mobile technology-
enhanced learning: A review of 2008–2012 publications in selected SSCI
journals. International Journal of Mobile Learning and Organisation, 8(2), 83-95.
Leu, D. J., Kinzer, C. K., Coiro, J., Castek, J., & Henry, L. A. (2017). New literacies: A dual-
level theory of the changing nature of literacy, instruction, and assessment. Journal of
Education, 197(2), 1-18.

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Mahdi, H. S. (2013). Issues of computer assisted language learning normalization in EFL
contexts. International Journal of Linguistics, 5(1), 191-203.
Manca, S., & Ranieri, M. (2013). Is it a tool suitable for learning? A critical review of the
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