Outlines
Abstract
1. Introduction
2. Language learning
3. Technology and English language learning
4. Mobile applications
5. Mobile applications and reading
6. Mobile applications and writing
7. Mobile applications and listening Body
8. Mobile applications and speaking
9. Conclusion
References
(The Second assignment)
By
Hussam Sami Hilal
Introduction Of Technology supported language learning
Enhancing English language skills
Introduction
International journal of research in English education 3 (2), 115-125, 2018
The use of technology has become an important part of the learning process
in and out of the class. Every language class usually uses some form of
technology. Technology has been used to both help and improve language
learning. Technology enables teachers to adapt classroom activities, thus Stage one
enhancing the language learning process. Technology continues to grow
in importance as a tool to help teachers facilitate language learning for
their learners. This study focuses on the role of using new technologies
in learning English as a second/foreign language. It discussed different
attitudes which support English language learners to increase their
learning skills through using technologies
International Journal of Applied Linguistics and English Literature 5 (7), 118-131, 2016
Technology Assisted Language Learning (TALL) is an infallible means to develop profound knowledge
and wide range of language skills. It instills in EFL learners an illimitable passion for task-based and
skills oriented learning rather than rote memorization. New technological gadgets have commoditized
a broad-based learning and teaching avenues and brought the whole learning process to life. A vast
variety of authentic online-learning resources, motivational visual prompts, exciting videos, web-based
interactivity and customizable language software, email, discussion forums, Skype, Twitter, apps,
Internet mobiles, Facebook and YouTube have become obtrusive tools to enhance competence and Stage Two
performance in EFL teaching and learning realms. Technology can also provide various types of
scaffolding for students learning to read. Nevertheless, instructors can also enhance their pedagogical
effectiveness. However, the main focus of interest in this study is to ascertain to what extent the
modern technological devices augment learners’ competence and performance specifically in
vocabulary learning, grammatical accuracy and listening/speaking skills. The remarkable scores of
empirical surveys conducted in the present study reveal that TALL does assist learners to improve
listening/speaking skills, pronunciation, extensive vocabulary and grammatical accuracy. The findings
also manifest that the hybridity, instantaneity and super-diversity of digital learning lay far-reaching
impact on learners' motivation for learning and incredibly maneuver learners to immerse in
the whole learning process
International Journal of English Linguistics 7 (5), 95-106, 2017
Technologies have dramatically changed the way people gather information, carry out
research, and communicate with others worldwide. Technology has removed the distance
obstacles and has made it possible for higher education to effectively teach anyone Stage Three
. Technology integration is being increasingly used in instruction to improve teaching and
learning. This rapid development of technology integration has presented a better pattern
to find the new teaching models
Sustainability 12 (2), 524, 2020
In this study, we reviewed articles on technology-enhanced language learning and teaching.
We aimed to summarize the content of reviewed articles in the following categories: (1) the
number of articles published by journals and by year; (2) languages and skills; (3) technology
used; (4) promising technologies. We reviewed 398 research articles. The highest number of
articles was published in 2017 (n = 80), whereas the lowest number was published in 2014
(n = 53). The Computer Assisted Language Learning journal published the highest number
of articles (n = 100), whereas the lowest number of published articles appeared in IEEE Stage Four
Transactions on Learning Technologies (n = 3). The most common target language was
English (n = 267). Writing, speaking, and vocabulary gained the most attention in published
articles. Twenty-three different technologies were identified and they were used 406 times
. Based on our results, we made several implications and suggestions for future studies. This
review study can serve as a guide for teaching and research communities who plan on
designing language learning and teaching activities supported by technologies
Frontiers in psychology 11, 558466, 2021
This study investigated Chinese university students’ technology-assisted self-regulated learning
(SRL) strategies and whether the technology-based SRL strategies mediated the associations
between English language self-efficacy, English enjoyment, and learning outcomes. Data
were collected from 525 undergraduate students in mainland China through three Stage Five
self-report questionnaires and the performance on an English language proficiency test.
While students reported an overall moderate level of SRL strategies, they reported a high
level of technology-based vocabulary learning strategies
