The paper titled "IN AN ELT APPROACH, TECHNOLOGY IS USED TO TEACH ENGLISH AS A SECOND LANGUAGE" by Dr. Malladi Revathi Devi focuses on the integration of technology in English Language Teaching (ELT), particularly in engineering institutions. The primary research question addresses how technology can be effectively utilized to enhance the teaching and learning experience of English as a Second Language (ESL) in these settings.
The study aims to examine the impact of technology on both teachers and students within the context of ESL classrooms. It specifically investigates the technological competencies of teachers and students, the alignment of teaching styles with students' learning preferences, and the potential for technology to energize English language learning. The scope of the study includes an assessment of selected technologies and internet tools that could foster self-sufficient learning among students.
The research employs a mixed-method approach, beginning with a survey to assess the technological skills of both teachers and students in engineering colleges. In the subsequent phase, a practical application is conducted where pre-final year engineering students are exposed to specific technology-enhanced lessons, and their responses are measured through pre-test and post-test scores.
Key findings reveal a significant disparity between the technological skills of students and teachers, with students being more adept at using various educational technologies and online resources. The study also identifies challenges faced by teachers, such as a lack of training and familiarity with new technologies, which hinder the effective integration of these tools into the classroom. Additionally, it is noted that students are more engaged and motivated when technology is incorporated into their learning environment, particularly through devices they frequently use, like smartphones and tablets.
The study concludes that while technology has a profound potential to enhance English language learning, its successful implementation requires more robust teacher training and support. The findings underscore the importance of bridging the technological divide between teachers and students to maximize the benefits of technology in ESL education. The paper suggests that with proper training and resources, teachers can better integrate technology into their teaching practices, thereby improving student engagement and learning outcomes.