Theme 4: The Use of Modern Educational Technologies and Interactive Methods in English as a Foreign Language PDF

The use of Modern Educational Technologies and interactive Methods in English as a Foreign Language. TECHNOLOGY IN THE LANGUAGE CLASSROOM Over the past four decades, English language learning and teaching methodologies have evolved from traditional grammar-translation methods to more student-c...

The use of Modern Educational Technologies and interactive Methods in English as a Foreign Language. TECHNOLOGY IN THE LANGUAGE CLASSROOM Over the past four decades, English language learning and teaching methodologies have evolved from traditional grammar-translation methods to more student-centered approaches like Total Physical Response, Communicative Language Teaching (CLT), and Task-Based Learning (TBL). Recent innovations, such as Mobile Assisted Language Learning (MAAL), Computer Assisted Language Learning (CALL), Technology Enhanced Language Learning (TELL), and E-learning, have become increasingly popular in English language classrooms. The use of information and communication technology (ICT) has created opportunities and challenges for teachers and learners. ICTs are seen as empowering tools that provide access to opportunities and choices for grammar exercises and activities. Modern electronic devices such as computers, television, projectors, mobile phones, multimedia, and web-based applications play vital roles in language teaching, helping to teach languages more effectively and appropriately. In the 21st century, technology has made it easier for teachers to make their professional lives easier. The major impact of recent developments in teaching foreign languages can be seen in terms of a learner-centered, motivation-based, and activity-oriented approach supported by television, radio, and audio-visual aids. However, technology in the classroom is a double-edged sword, as it requires educators to integrate digital teaching strategies and create independent and collaborative learning environments for students. Literacy in ICT is fundamental to modern technological society, and successful integration of ICT into both the English curriculum and pedagogical practice is essential for equipping students to be literate life-long learners and global citizens of the 21st century. Technology-based learning strategies include Micro-learning, Personalized Learning, Synchronous e-learning vs. asynchronous e-learning, Blended learning, Mobile learning, and Open and distance learning.Technology-enhanced learning offers several advantages to teachers' professional learning and students' language learning process, including creating no boundaries, providing more fun, being cost-effective, making learning flexible, keeping learners engaged, and becoming a self-assessment tool. History of Technology in Language Teaching When someone mentions technology in the language classroom, your first impulse is to think computer technology, mostly because computers have so pervaded our daily home and workplace contexts. But technology covers everything from audio- tape players to video to, computers. Technology may have first entered the language classroom in the 1950s and 1960s in the form of the language laboratory. Institutions hastened to dedicate rooms to the installation of multiple tape-deck-equipped booths where students gathered to listen to native speakers modeling the drills of the current day's lesson. In the early days, those students were lucky to be able to record their own voices on one track of a tape in an attempt to match the native-speaker model; otherwise, they simply had the benefit of a listening lab. The advent of the language lab brought promises of great breakthroughs in language teaching: technology would come to the rescue of less than totally effective methods. But when students were not being transformed into communicatively proficient speakers via the language lab, we discovered that there were some severe limitations to this new technological aid.  When the personal computer came on the scene in the 1980s, the language- teaching profession had similar hopes for salvation. Once again educational institutions had a promising new technology that could offer linguistic input and output, feedback, student collaboration, interactivity, and fun. This time, however, the promises were more guarded as we sought better and better ways of incorporation with computer. Definition. Educational technology refers to the use of technological tools and systems to enhance learning and teaching. It encompasses a range of digital devices, software, and online platforms designed to improve educational outcomes, streamline teaching processes, and provide interactive learning experiences. The word technology is derived from the two Greek words namely ‘Technic’ and ‘logia’. ‘Technic’ means art or skills. ‘Logia’ means science or study. So Technology is “Science of study of an art or skill” “Educational technology may be defined as the application of the laws as well as recent discoveries of science and technology to the process of education”. -ss Kulkarni Eric Ashby calls technological development as the fourth revolution in education. 1st Revolution-Oral teaching, from home to school or from parents to teachers. 2nd Revolution-Invention of Writing. 3rdRevolution-Printing press. 4th Revolution-Technology of computer. What is the difference between Technology of Education and Technology in Education? Technology of education. Educational Technology implies the use of all educational resources-men,materials,methods and techniques, means and media in an integrated and systematic manner for optimized learning. Incorporation of IT into the domain of classrooms. It refers to the application of behavioral sciences like psychology of educational theories and practical teaching-learning problems, instruction and Motivation etc. It is concerned with the study of educational problems and technics to be used in solving the teaching-learning problems so that best result should be achieved. Broadly speaking.technologies of planning,financing and administration are also covered under the concept of technology of education. Techniques of curriculum planning,transacting and evaluating also come under technology of education. It is based on child psychology (age,ability,and metal level)-origin lies in the application of behavioral science -Textbook, workbooks, newspaper etc. The use of this approach does not require a skilled personnel because Technology of education helps the teacher to understand the needs of the learners and educating them. It is also known as constructive educational technology. Technology in education The use of tools and machines in education in the same manner as we use these for the development of agriculture and gardening and industry and in fact our everyday life to reap the fruit of scientific and technological developments. Under technology in education ,we include electronic media projector, film, radio, T.V, teaching machine, computer and internet etc..  Technology in education refers to the application of engineering principles and technology in the process of education. It’s also known as relative technology ,More expensive , T.V,Radio,Slide projector computer- Skilled personnel in hardware technology are needed. it is useful in mass education programmes. Emerging Uses of Technology in Language Teaching and Learning There are two main ways to think about technology for language learning: technology as providing teaching resources and technology as providing enhanced learning experiences. On the one hand, if we think of technology as providing resources, then it is clear that technology has long been associated with language teaching. For years, the technology may have only been chalk and a blackboard. Later, film strips, audio, and video recording and playback equipments were additions to the technological tools available to many teachers. These days, of course, there are digital technological resources that teachers can draw on. The Internet, which connects millions of computers around the world, makes it possible to communicate from one computer to another. As a result, the world wide web (www or ‘the web’), a way of accessing information over the Internet, has enabled teachers to find authentic written, audio, and visual texts on most any topic imaginable. There is a breadth and depth of material available for those who know how to surf the web, i.e. use online research tools known as ‘search engines’ to find it. rating this powerful tool into our classrooms. ❖ What other types of technological aids are commonly available to a language teacher today? Consider the following as a set of suggestions. 1. Commercially produced audiotapes. Libraries and instructional resource centers may be able to provide a surprising variety of audiocassette tapes with (a) listening exercises, (b) lectures, (c) stories, and other authentic samples of native-speaker texts. 2. Commercially produced videotapes. Most institutions now have substantial video libraries that offer (a) documentaries on special topics, (b) movies, films, and news media, and (c) programs designed specifically to instruct students on certain aspects of English. An option that some have found useful is the use of close-captioned video to offer students written-language input simultaneously with oral. 3. Self-made audiotapes. With the ready availability and affordability of an audiocassette recorder, you should not shrink from creating your own sup- porting materials in the form of audiotapes. Audiotapes of conversations, especially conversations of people known to your students, can be stimulating. Or just use your tape recorder to tape radio or TV excerpts of news, speeches, talk shows, etc., for listening techniques. 4. Self-made videotapes. Now that video cameras and recorders are also accessible (if not your own, check with your media resource center), video- tapes can be created in two ways. With a VCR you can record television pro- grams. They need not be long or complex. Sometimes a very simple advertisement or a segment of the news makes an excellent audiovisual stim- ulus for classroom work. With a camera, you can try your hand at creating your own "film" (a story, "candid camera," a skit, etc.), perhaps with some of your students as principal actors.  5. Overhead projection. Many classrooms around the world provide an over- head transparency projector as Standard equipment. Commercially available transparencies are available that can enhance a textbook lesson. Your own charts, lists, graphics, and other visually presented material can be easily repro- duced (through most photocopying equipment or your computer printer) and offer stimulating visual input for students. Transparencies can save paper and can be reused in a subsequent term of teaching the same course. With specialized equipment, computer generated material can also be projected onto a screen for easy classroom reference to information that is confined to COMPUTER-ASSISTED LANGUAGE LEARNING (CALL) Computers provide the means to access online dictionaries, grammar and style checkers, and concordances.On the other hand, if we think of technology as providing enhanced learning experiences, then the implications are even greater: Technology is no longer simply contributing machinery or making authentic material or more resources available that teachers can use; it also provides learners with greater access to the target language. As a result, it has the potential to change where and when learning takes place. Furthermore, it can even shape how we view the nature of what it is that we teach. At first glance, neither definition of technology—providing teaching resources and providing enhanced learning experiences—would appear to constitute a method. Rapid evolution of communication technologies has changed language pedagogy and language use, enabling new forms of discourse, new forms of authorship, and new ways to create and participate in communities. (Kern 2006: 183) A classroom setting with a teacher in front at the blackboard/whiteboard and with students at their desks reading from a textbook, while still the norm in much of the world, is giving way to the practice of students working independently or collaboratively at computers and using other technology, such as cell phones (mobile phones), inside and outside of classrooms. The new discourse, which students use to author and post messages online, has features of both written and oral language, and students participate in online or virtual communities that have no borders. Even if all their language learning is done in formal learning contexts, learners who have access to computers have more autonomy in what they choose to focus on. The recent advances in educational applications of computer hardware and soft- ware have provided a rapidly growing resource for language classrooms. The practical applications of CALL are growing at such a rapid pace that it is almost impossible for a classroom teacher to keep up with the field. But don't let the multitude of options discourage you from at least considering some CALL applications in your own teaching. Warschauer and Healey (1998: 59) offered the following benefits of including a computer component in language instruction: 1. Multimodal practice with feedback. 2. Individualization in a large class. 3. Pair and small-group work on projects, either collaboratively or competitively. 4. The fun factors, certain chat programs offer students the novelty of real-time communication. Teachers have used e-mail communication for such things as dialogue journals with students and collaboration with other teachers. 5. Web page design. A rapidly growing number of educational institutions have offered courses to students in web page design. In the process, students not only become acquainted with computer technology in general but utilize English in doing research on a topic, composing and designing, and collabo- rating with other students.  6. Reinforcement of classroom material. With ready availability of a wide array of software programs, course objectives can be reinforced, and added material can be made available. A number of textbooks now come with an: accompanying CD-ROM disk filled with practice exercises, self-check tests, and extra reading material. Some course programs (such as Brown 1999) include an on-line section in each unit, which encourages use of Internet- related activity. The process of learning to read a foreign language can be enhanced through computer adaptive programs that offer lexical and gram- matical information at predicted points of difficulty. 7. Games and simulations. Not to be overlooked are the many engaging games and simulations, many of them involving verbal language, that present students with stimulating problem-solving tasks that get them to use func- tional language to pursue the goals of the games. Carefully planned uses of such games in the classroom (e.g., for practicing certain verbs, tenses, ques- tions, locatives, etc.) add some interest to a classroom. 8. Computer adaptive testing. Currently, most widely standardized tests are computer-based. Sooner or later, most language students will need to perform such a test, designed to gauge the test-taker's level as the responses are made. During the early items, right and wrong answers are electronically analyzed in order to present later items, from a bank of possible items, that will be neither too easy nor too difficult and present an optimal challenge. 9. Speech processing. Still on the horizon, but getting close to the cutting edge, is the affordable technological capacity for a computer to process (understand) human speech and respond to it. Speech recognition programs for the language classroom have a multitude of potential applications: simple exercises in pronunciation, feedback griphs showing accuracy of a learner's control of phonemic and prosodic clements, faster input for those who don't type rapidly, and the wish list goes on. While "we've still got a very long way to go before CAL can be accurately called 'intelligent'" (Warschauer 1998: 67), this new technology is becoming more and more sophisticated. With the use of technology, students are more likely to use language for: ongoing identity formation and personally meaningful communication in the service of goals that extend beyond ‘practice’ or ‘learning’ in the restrictive senses associated with institutional settings. (Thorne 2006: 14) Technology also allows teaching to be tailored to the individual to a greater extent than is normally possible. A few Computer-assisted Language Learning (CALL) programs can even adapt to diverse learners by analyzing their input and providing customized feedback and remedial exercises suited to their proficiency. There are also programs that feature computer adaptive testing so that students respond to test questions at an appropriate level. Complementing the greater individualization is the greater social interaction that can result from the ability to link students through networked computers. Social interaction helps students co-construct their knowledge by building on one another’s experience (Vygotsky 1978) claim that learning takes place through social interaction. The fact that interaction in technology happens mainly through writing means that the interaction is available for later reflection and analysis. At the same time as technology enhances language learning experiences, it also contributes to reshaping our understanding of the nature of language: Language is not a fixed system. Instead, it is always changing and being changed by those who use it (Larsen-Freeman and Cameron 2008). Because technology allows learners to explore language used in process ,it helps make visible the emergent, changing nature of language. In fact, this more dynamic view of language has even been applied to grammar in what Larsen-Freeman (2003) calls grammaring. Grammaring is not knowledge of grammar rules, but is rather the ability to use grammar structures accurately, meaningfully, appropriately, and creatively as well. Despite what  technology has to offer, we should always remember: … that it is not technology that affects the learning of language and culture but the particular uses of technology. This emphasis on use highlights the central importance of pedagogy and the teacher. (Kern 2006: 200) Technology should be integrated into the curriculum and not just added in because it is new. Before observing a class, as we customarily do at this point, we are going to introduce a few of the terms that will be used in the lesson. We will elaborate on these terms later in this chapter. Computer-assisted Language Learning Softwares. There is a wide variety of Computer-assisted Language Learning (CALL) software (computer programs) and/or websites available for use by language learners. Some of the CALL programs are open source, which means that they are free and can easily be downloaded onto individual computers; others can be purchased. Some CALL programs focus on specific elements of language such as vocabulary or grammar practice. Others have a reading comprehension focus or provide guidance and practice for improving pronunciation. As with any materials for teachers or learners, there is a range of quality and usefulness among CALL programs. Digital Portfolios We saw in the lesson that we observed that the teacher was compiling a digital archive or portfolio of student work. In this way, the teacher has a file of student work that she can add to throughout the term. The European Language Portfolio is a standardized portfolio assessment tool that students can use to document their language learning experience and proficiency. Electronic Chatting : Electronic chatting is a synchronous activity: At least two people must be online simultaneously in order to chat. While the great majority of chats are in writing, there is also a fast-growing number that also offer voice or video communication. Skype is perhaps the best known example (for web address, see page 218). It allows for real spoken communication across countries and continents. It could also be used locally, of course. For example, the teacher might have students conduct an interview of a local celebrity, using the target language. E-Pen Pals: Once the use of e-mail became somewhat common, it was natural to use it for communicating with electronic or ‘e-pen pals.’ Sometimes, the pen pal connections originate out of relationships between ‘sister schools,’ extended family ties, or the personal networks of language teachers. Similar to the original pen pal idea, students are encouraged to share in writing about themselves, their lives, and their cultures in the target language. There are a number of models or designs for the epen pal approach. Sometimes, teachers provide guiding questions that students can use to communicate with their e-pen pal (such as ‘How would you describe your town?’ ‘What is distinctive about your community?’ ‘What would a day in your school be like?’ ‘Tell your pal about your family.’). Another approach has students focusing on specific topics, such as current events. Electronic Presentations: Microsoft’s PowerPoint is a tool that allows presenters to use templates with a variety of formats to create slides for presentations. They can be multimedia, using text, images, sound, animation, and video. The slides are presented by a computer hooked up to an LCD projector. PowerPoint is being used by increasing numbers of teachers and students for in-class presentations. Electronic Text Corpora: Electronic text corpora are collections of language texts, most often written, but sometimes spoken texts in transcript form. The texts have been digitized and are therefore computer-searchable. By entering a word or a phrase into a website, a concordance, a list with the target item as it is used in limited contexts, is produced. Knowing the distribution and frequency of linguistic forms can be very helpful to language learners. Some of the corpora are free to use, and others you must pay for. Corpora for specific purposes or professions are also available. Corpus analysis, a form of linguistic research, provides data on the real-world uses of words and collocations across various genres, registers, and language varieties. Pedagogically, it can be used to support data- driven learning, that is, language study where learners analyze language features based on corpus evidence. Certain corpus linguists have based language teaching materials mostly or entirely on their corpus findings (Sinclair 2004; McCarthy 1998; Biber et al. 1998). Other methodologists advise that teaching materials should not be corpus-driven, but rather corpus-informed. Cell Phone-based Applications: Text Messaging and Twitter With the rapid expansion of the use of cell or mobile phones throughout the world, language learners have found new ways of learning. Users of text messaging and Twitter have developed their own form of language. Twitter is an instant messaging system that lets people send brief (no more than 140 characters) text messages to a set of interested people on any activity or event in which they are participating or opinion they wish to offer. The language used is typically informal, where the written language ‘sounds’ more like spoken language. For example, ‘R U OK?’ (Are you OK?) is a commonly used expression. Podcasts: Podcasts are digital audio and visual recordings that can be created and downloaded (moved from the Internet to an individual computer). You can watch and share such recordings on YouTube. Most YouTube recordings are available to anyone who has a high-speed connection to the Internet. The range of topics is vast, including actual videos from language classrooms, lectures, and small vignettes from everyday life. Social Networking: Social networking sites include Facebook, Myspace, LinkedIn, to name a few of the dozens that are in existence. The purpose of such sites is for participants to share thoughts, activities, photos, videos, and links to websites with others whom they are connected to through their social network site. Through the network provided at the site, one can share a key event or idea with many other participants simultaneously. The whole class can have fun with these. Students do not have to be highly proficient in a language in order to participate. You should be aware, though, of privacy concerns. Once you or your students post a message online, it can be available to anyone who is a friend or a friend of friends. You need therefore to educate yourself and others on Internet safety. Advantages of CALL in English Teaching Autonomy and Flexibility: CALL allows students to learn at their own pace and access language practice anytime, anywhere. Instant Feedback: Many CALL platforms provide instant feedback on language exercises, helping learners identify and correct errors immediately. Motivation and Engagement: CALL uses gamification, interactive activities, and multimedia, which can enhance student engagement and motivation. Authentic Resources: Learners can access authentic language materials, such as videos, podcasts, and articles, which provide exposure to natural language use and different accents and dialects. Learner-Centered Approach: CALL facilitates a shift from teacher-centered instruction to more learner-centered environments. Students can take control of their learning process through self-access resources. Challenges of CALL Access and Equity: Not all learners have equal access to computers or reliable internet, which can create disparities in learning opportunities. Teacher Training: CALL requires teachers to be familiar with both the tools and the pedagogical methods associated with technology-enhanced learning. Ongoing professional development is essential. Technical Issues: Teachers and students may encounter technical problems that can disrupt lessons or learning experiences, especially when dealing with more complex tools like VR or AR.  Over-reliance on Technology: There is a potential risk of overemphasizing technology at the expense of human interaction. Language learning is fundamentally about communication, so CALL should complement, not replace, real-life speaking and listening opportunities 1. What are the goals of the teacher in technology-oriented classroom? The teacher seeks to provide students with access to authentic language. The language should be used in interaction with others and in relation to knowledge creation. Learning to use technology to support one’s language learning is also important because it makes students more autonomous learners. 2. What is the role of the teacher? What is the role of the students? The teacher’s role is to plan activities that students accomplish via technological means. Then the teacher monitors their work and guides the students as they learn the language. The students’ role is to be actively involved in using the language, in taking risks with the language by connecting with others, and in exploring information via the target language. Students help each other to learn. 3. What are some characteristics of the teaching–learning process? Learning languages through the use of technology brings learners into contact with authentic language use. Student-generated language is what is focused upon. Since it is understood that language learning is a non-linear process, there is no particular pre-set order to the language items that are learned. Language is emergent, dynamic, and continuously evolving. It is influenced both by the topical focus and by the personal relationships that are developing. Cultivating students’ language awareness is important. Much online work involves reading and writing; therefore, a good portion of class time involves speaking and listening in the target language. A language is learned by using it (Ellis and Larsen-Freeman 2006). 4. What is the nature of student–teacher interaction? What is the nature of student–student interaction? The teacher guides the process while students enjoy a great deal of autonomy over what is focused on and on how the tasks are achieved. Student-to-student interaction can take a number of forms, including students working together on websites or blogs, editing one another’s writing, and participating in online discussions, called ‘online chats.’ 5. How are the feelings of the students dealt with? Students are motivated by online tasks. They are able to choose how they wish to represent themselves in their profiles on social networks and in online communities. They enjoy autonomy in what they want to focus on and learn about. 6. How is language viewed? How is culture viewed? Language is seen as a tool for social interaction, relationship building, and for knowledge creation. It is used for communication. Native speaker usage is not necessarily the model or indeed the goal. Language consists of patterns. Some language patterns are stable, and others are reshaped through use. Students learn about the everyday life or culture of speakers of the target language through their online interactions, such as those from e-pen pals. They can also ‘visit’ and learn virtually about different parts of the world. 7. What areas of language are emphasized? What language skills are emphasized? Personal statements, sharing of opinion or facts, reporting and reflecting are emphasized. Computer use naturally requires the skills of reading and writing, although speaking and listening may also be worked on depending on the type(s) of technology used. Because of the emphasis on the written medium, class time can be profitably spent in face-to-face interaction. 8 What is the role of the students’ native language? A student’s native language can be used for communication and support for learning the target language, as needed. 9 How is evaluation accomplished? Evaluation is handled via an electronic or virtual portfolio of student work that a teacher archives. 10 How does the teacher respond to student errors? Given the dynamic environment that technology affords, editing one’s own work is an ongoing process. Therefore, errors are not a preoccupation of the teacher. Language use is creative and forgiving. New forms and uses of language are constantly emerging. Students have a record of their interaction and can always return to it to improve it, if they want to or if the teacher directs them to. Reviewing the Techniques Technology Used for Providing Language Learning Experiences. Further reading: 1. Brown, H. D. (2007). Principles of Language Learning and Teaching. Pearson Education. 2. 2. Brown, H. D., & Abeywickrama, P. (2010). Language Assessment: Principles and Classroom Practices. Pearson Education. 3. 3. Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching. Cambridge University Press. Reference Brown, H. D. (2007). Principles of Language Learning and Teaching. Pearson Education. Brown, H. D., & Abeywickrama, P. (2010). Language Assessment: Principles and Classroom Practices. Pearson Education. Canale, M., & Swain, M. (1980). Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing. Applied Linguistics, 1(1), 1-47. Chomsky, N. (1965). Aspects of the Theory of Syntax. MIT Press. Ellis, R. (2003). Task-based Language Learning and Teaching. Oxford University Press. Hymes, D. (1972). On Communicative Competence. Penguin. Kramsch, C. (1993). Context and Culture in Language Teaching. Oxford University Press. Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching. Cambridge University Press. Swain, M. (1985). Communicative Competence: Some Roles of Comprehensible Input and Comprehensible Output in Its Development. Input in Second Language Acquisition. Seminar 1 1. There are limitations of early technologies, such as language laboratories. Considering current advancements, do you think modern technology faces similar limitations? Support your answer with examples from current technologies. 2. Imagine you are designing a language lesson using technology in education. Based on the types of technological aids discussed in the text, choose two tools (e.g., self-made videotapes, audiotapes, online platforms) and describe how you  would integrate them into your lesson to improve students' listening and speaking skills. 3. Educational technology has been hailed as the "fourth revolution" in education. Critically analyze this statement. How does this revolution compare with the previous three educational revolutions (oral teaching, writing, and printing press)? 4. Discuss the impact of Computer-Assisted Language Learning (CALL) on modern language classrooms. Highlight its benefits, challenges, and the role of the teacher in integrating technology into the curriculum. 5. The use of technology in education is often debated in terms of its effectiveness in creating equal learning opportunities. Do you think that educational technology narrows or widens the gap in accessibility to education? Explain your stance with real-world examples. 6. The text discusses two different ways of viewing technology in language learning: as a teaching resource and as a tool for enhancing learning experiences. Which view do you think is more important for a language teacher to adopt, and why? Can these views be combined effectively? 7. Examine how CALL supports both individual autonomy and social interaction in language learning. How does this duality contribute to a learner-centered approach in language education? 8. Explain how CALL allows learners to take control of their own learning process through self-paced, autonomous study. 9. Analyze the role of technology in fostering social interaction, such as through networked computers, electronic pen pals, and online communities. 10. Discuss how this dual approach aligns with learner-centered methodologies in language teaching. Seminar 2 1. Evaluate the role of teachers in integrating technology into language learning. Why is pedagogy crucial when using technology in the classroom, and how should teachers balance technological tools with traditional teaching methods? 2. Reflect on how teachers act as facilitators in the CALL classroom, ensuring that technology is used effectively to enhance learning outcomes. 3. Explore the importance of integrating technology into the curriculum thoughtfully rather than using it just because it is available. 4. Consider how teachers should balance the use of technology with maintaining the human aspect of teaching and communication. 5. Critically discuss the evolving role of language in the context of technology, referring to concepts such as grammaring and the dynamic nature of language. How does technology help learners understand language as an evolving system? 6. technology allows learners to explore language in use, making visible the changing, emergent nature of language. Multiple choice:  1. In the early days of language laboratories, what was one of the biggest limitations? a) Students could not listen to native speakers b) It required students to write extensively c) Students could not become proficient communicators despite its use d) It was only available for advanced learners Answer: c) Students could not become proficient communicators despite its use 2. Which of the following best describes the primary focus of "Technology of Education"? a) Incorporation of electronic media in education b) Development of educational strategies and methods c) Use of engineering principles in classroom settings d) Application of teaching machines and hardware Answer: b) Development of educational strategies and methods 3. Which of the following best describes the term "Educational Technology"? a) The use of electronic devices in the classroom b) The application of scientific discoveries to the process of education c) Creating online language games for students d) The development of writing tools for classroom use Answer: b) The application of scientific discoveries to the process of education 4. What is an example of how CALL supports social interaction among learners? a) Speech recognition technology b) Individual online quizzes c) Networked communication through e-pen pals d) Downloadable language apps Answer: c) Networked communication through e-pen pals 5. Which of the following CALL features is still in development but offers promising applications for language learning? a) Digital portfolios b) Web page design c) Speech processing technology d) Concordances Answer: c) Speech processing technology 6. What does the concept of "grammaring" refer to in language teaching? a) Memorizing grammar rules b) Using grammar structures in a dynamic and creative way c) Learning to type grammar exercises on a computer d) A CALL software for grammar correction Answer: b) Using grammar structures in a dynamic and creative way Fill in the Blanks 1. CALL allows students to learn at their own pace and offers greater __________ and flexibility in language learning. Answer: autonomy 2. The use of __________ allows students to document their language learning experiences and proficiency over time. Answer: digital portfolios 3. The use of personal computers in the 1980s allowed for ____________, feedback, and student collaboration in language teaching. Answer: interactivity 4. Educational technology tools, such as ___________ and ___________, are widely used in mass education programs. Answer: radio, television 5. The __________ allows teachers to access a wide variety of authentic written, audio, and visual texts for language learning. Answer: Internet 6. Incorporating technology in language education aims to ___________ instruction, offering students more self-paced learning opportunities. Answer: individualize 7. The early expectations for language laboratories were that they would transform students into ___________ speakers. Answer: communicatively proficient 8. An important objective of educational technology is to enhance the ____________ process through feedback and interactive tools. Answer: teaching-learning