Theoretical background of technology and webs- 123docz.net

The advantages of technologies in language instruction have been well reported, especially in teaching pronunciation. It has been found out that technology helps learners recognize the sound, then imitate the sound that is articulated.

Although the number of studies on the use of technology and websites in language instruction is quite limited, there are lots of positive comments which have been drawn out from writers.

Some authors suggested that teachers should use computers as tools for learning increases motivation in children who are less likely to be motivated by school (Burns, Griffin & Snow, 1999). In her research in the field of learning and teaching EFL, Meskill (2005) also reported that children who otherwise “removed”

themselves from school community by keeping their heads down on their desks, crying, acting out, and behaving in ways that revealed strong disconnections with school, became more active when the screen is turned on. She then concluded that using computers in teaching language for children brought many a benefit, especially the children of low motivation.

Abrams (2006) asserted that Computer- Mediated Communication (CMC) is the process of using computer to facilitate authentic communication between two or more people, and using CMC in language teaching and learning seems the main trend in the process of applying IT in English FL education. While Neri & Mich (2008) showed that young learners improve their word-level pronunciation skills in English as a foreign language with computers at a level comparable to that achieved through traditional teacher-led training.

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Cummins & Davesne (2009) also studied on the use of technology for assessment of EFL abilities and obtained the better results in comparison with other means of teaching EFL. Jarvis (2006) stated that technological development has gone with teaching English and it has brought chances to people in communicating, working, doing business, relaxing or studying and non-native English speakers mainly come from Asian regions are at the top of using it.

Regarding of the Internet and websites, Kung & Chuo (2002) affirmed that

“students consider the Internet a useful tool to supplement in-class instruction. The students deemed it appropriate to learn English through teacher-recommended ESL websites. However, students needed instruction regarding where the sites are and in how to use them.” Paulsen (2000), as cited in Kung & Chuo (2002) also remarked about the importance of guiding students in the use of Internet resources. Whereas, Norman (2011) appreciated the roles of websites:

Multiple online resources exist to help English-language learners improve their pronunciation for free. Without hiring a tutor or attending English classes, you can get better at pronunciation on your own (although tutors and classes are definitely of benefit to some). News websites have helpful learning material, and online videos also offer good ways to learn English pronunciation. (p.1)

Smith (2012) added:

You can use a variety of books and websites to learn English vocabulary and grammar. To learn English pronunciation, though, it is a good idea to use both audio and text lessons. Fortunately, you can find these lessons on several websites.

These websites can teach you how to pronounce consonants, vowels and eventually entire words and phrases. Using these websites gives you the opportunity to learn English pronunciation on your time and do so for free. (p.1)

Learners who have troubles in learning to speak normally believe that they

"just are not good at learning English." In reality, it is because most English class environments are not ideal for learning to speak or not strictly focused on teaching spoken language. Additionally, students have no chance to practise speaking with native speakers, which may result in mispronunciations that hinder the progress.

Fortunately, with websites, students can practise with authentic voice.

However, there are also studies revealing that technology was of no benefits to FL teaching and learning. According to one study by Thao (2003) on the use of CMC in FL teaching and learning, 20% of the participants claimed that they were not motivated and made little progress in listening comprehension; 80% felt that they made little and slow progress, which was under their expectations.

Brooks (2002) and Brooks, Miles, Torgerson, C.,& Torgerson, D (2006) also found no evidence of significant benefit on spelling outcomes using a computer program for literacy learning. There was even a decrease in reading scores when the software was used.

In short, the effectiveness of technology in foreign language learning remains inconclusive, and this is the motivation for the researcher to carry out this study.

Theoretical background of technology and websites application in language teaching

Pronunciation as an aspect of communicative competence