The use of technology in foreign language learning and teaching process has become increasingly popular in recent years in line with the rapid developments in technology. Foreign language educators seek ways of integrating technological developments into the classroom environment and try to attract the attention of today's students who are labelled as ‘digital native’. On the other hand, these rapid developments in ICT tools and resources used to support foreign language education present both good opportunities and a number of problems. For example, some teachers follow technological developments closely and try to incorporate technology into their classrooms as much as possible, while others feel that they are not capable of doing so and they stay away from these tools in their classrooms. This causes some students to be deprived of the opportunities provided by technology in the process of foreign language learning, while others lose time with ICT tools that do not fully serve the purpose. In fact, it is not recommended to become a slave of technology, nor to keep technology away from classes. What is important is to be able to use the technology that provides a rich resource in teaching language skills and that is considered to have changed the nature of teaching skills in a determined and effective way. In other words, being aware of which technological tools are geared towards which language skills and which language learning theory supports them will facilitate teachers' work and they will be able to use the technology in a more qualified way. With all these in mind, the present study discusses ways of using technology effectively in language learning and teaching, and aims to provide some ideas and products from the 'ICT-REV' project supported by the European Center for Modern Languages (ECML) and the Council of Europe. The ICT-REV project aims to increase the potential of the use of existing ICT tools in foreign language learning and teaching in line with student needs and correct pedagogical approaches. In addition, some suggestions are made about the four basic language skills: reading, writing, listening and speaking and how sub-skills related to these skills should be related to ICT tools.
technology, ICT, technology integration, foreign language teaching, ICT tools
|Author :||Emrah EKMEKÇİ|
|Number of pages:||391-402|