The Impact of Digital Technologies on Teaching and Learning in L2 Education:
Running Head: ТHЕ IMРАСT ОF DIGITАL ТЕСHNОLОGIЕS
ТHЕ IMРАСT ОF DIGITАL ТЕСHNОLОGIЕS
ТHЕ IMРАСT ОF DIGITАL ТЕСHNОLОGIЕS
Through personal experience I have known that digital technology has now turned into a powerful part of L2 education teaching and learning. I realized that using digital technology and its appended learning projects can be advantageous to make both autonomous and collective learning situations and give learners of L2 education the best experience as they travel through the different phases of L2 education. On the other hand, this technology boosted my morale as a teacher to ensure that my students got the best out of my teaching. This is because my work became simplified by use of digital technology in L2 education learning and teaching I came to understand that if students are given the chances to utilize dialect and learning procedures in L2 education, and some preparation or clarification in their application, they can build up these techniques through presentation to and involvement in L2 education. Therefore, clarifying the focal points and burdens of digital technology to teachers and learners is important. Strictly when directing, do teachers and learners understand the positive impact of digital technologies for L2 education, then they can apply digital technologies in the right way.
Positive Impact of Digital Technologies
Through personal experience as I took my students through L2 education, I have realized that digital technologies and its related learning projects could give L2 education learners more freedom from classrooms and allowed learners to interact with the learning materials at any time of the day. I also realized that once put into place, it becomes quite cheaper when compared to the traditional classroom set, and when utilized as a part of conjunction with conventional L2 education classroom study, students can concentrate all the more freely. This would eventually give me more time to focus on areas that seem difficult to tackle, for example, elocution, chip away at talked dialog, preparing for exposition composing and presentation (roger, 1996).Some of the reasons as to why I would prefer to apply digital technologies in teaching L2 education and incorporate digital technology and its learning projects is to (a) demonstrate hones for learners through the experiential learning, (b) offer students increasingly the learning inspiration, (c) upgrade student accomplishment, (d) increment real materials for study, (e) empower more prominent collaboration in the middle of educators and students , (f) accentuate the individual needs, (g) respect autonomy from a solitary wellspring of data, and (h) develop worldwide comprehension. Personally I realized that digital technologies L2 education learning projects can be superb jolts for second dialect learning. As of now, digital technologies can give a ton of fun diversions and informative exercises, decrease the learning hassles and nerves, and give rehashed lessons as frequently as important. I have also known those capacities will advance second dialect learners’ learning inspiration. Through different open and intuitive exercises that I gave students, I realized that digital technologies can help L2 education students fortify their phonetic abilities, influence their learning state of mind, and assemble their self-direction methodologies and fearlessness. Moreover, this enabled my students get different bona fide perusing materials either at school or from home by interfacing with the web. Furthermore, those materials can be gotten 24 hours a day. As I interacted with the students I realized that digital technologies likewise give the interdisciplinary and multicultural learning open doors for students to do their free studies. I was able to interact with students by sending email and joining newsgroups. Modest or restrained learners can be significantly assisted through the individualized digital technology learning environment, and studious learners can likewise continue at their own particular pace to accomplish more elevated amounts. Specifically, numerous ideas and discernments are theoretical and hard to express through dialect the dialect instructing zone. It appears that digital technologies can compensate for this deficiency by utilizing the picture appearing on the screen. Nunan (1999) reported that «intuitive visual media which digital technologies gave appear to have an interesting instructional capacity for points that include social circumstances or critical thinking, for example, interpersonal settling, remote dialect or second dialect learning» (p.26). Both intellectual scholars and humanists all pointed out that practice experience is an essential element for individuals’ learning. Experiential hypothesis instructors trust that learning is about comprehending data, extricating meaning and relating data to regular life and that learning is about comprehension the world through reinterpreting information (Ormrod, 1999). At the point when digital technology consolidates with web, it makes a channel for students to acquire an immense measure of human experience and guide them to enter the «worldwide group». Along these lines, learners not just can broaden their own perspective, thought, and experience, additionally can figuring out how to live in this present reality. They turn into the makers not only the recipients of learning. What’s more, «as the way data is displayed is not straight, L2 education learners can at present create thinking abilities and pick what to investigate» (lee, 2000).
Negative Impact of Digital Technologies
In the first place, in spite of the fact that there is a positive impact when it comes to use of digital technologies in L2 education teaching and learning, I personally realized that the utilization of current technologies still has its negative impact. Gips, Dimattia, and Gips (2004) showed that the main hindrance of digital technology and its learning projects is that they will lead to increased instructive expenses and make training difficult. At the point when digital technologies turn into a fundamental necessity for students to buy, low spending plan schools and underprivileged students generally can’t manage the cost of such technologies. This eventually made my teaching conditions difficult. Then again, costly equipment and programming additionally turns into the enormous commitments for schools and folks. Due to lack of this equipment I would at times be unable to take my students through the L2 education. Second, it was essential that both learners and me as a teacher ought to have fundamental digital technology skills before applying such technologies to help L2 education teaching and learning. No student can use digital technology in the event that he or she does not have the necessary skills. Most educators today don’t have adequate skills. Along these lines, the advantages of digital technologies for those students who are not acquainted with digital technology are inexistent (roblyer, 2003). Third, the product of digital technology in L2 education projects that I encountered is still flawed. The current digital technologies that I came across fundamentally manage perusing, tuning in, and composing aptitudes. Despite the fact that some talking programs have been produced as of late, their capacities are still constrained. It ought to have the capacity to determine the issues of a student in elocution, sentence structure, or use and after that shrewdly choose a scope of choices. Fourth, digital technologies can’t deal with unforeseen circumstances. L2 education learners’ learning circumstances are different and continually evolving. What I realized is that digital technologies can’t manage learners’ unforeseen learning issues and reaction to learners’ inquiry quickly when compared to us teachers.
Gips, A., DiMattia, P., & Gips, J. (2004) The effect of assistive technology on educational costs: Two case studies. In K. Miesenberger, J. Klaus, W. Zagler, D. Burger (eds.), Computers Helping People with Special Needs , Springer, 2004, pp. 206-213.
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