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What Role Does Technology Play In Learning English

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Discussions/Findings

This literature review explored the role of technology to enhance EFL students’ learning and motivation. Particularly, it identified the technological resources that are currently used in EFL language classrooms at a college level. In addition, it explored how such technological resources are employed in order to improve college students’ English learning. As well, it examined the impact of technology use on college students’ motivation to learn English. From the wide variety of the technological resources technological resources teachers and students use the internet, computers and mobile devices such as smartphones, iPads, iPods, and tablets. Computers and mobile devices are usually used to when wireless connection …show more content…

Certain studies have demonstrated positive results in relation to the implementation of blogging assignments to enhance students’ English writing skills (Domalewska, 2014; Kuimova & Zvekov, 2016).
Nevertheless, İnceçay & Genç (2014) point out students do not improve their English writing skills through blogging as much as it could since their sporadic participation in blogs. Somehow, blogging benefits students because they are provided with feedback and can learn from each other mistakes, blogging makes them be more aware of writing and spelling mistakes (İnceçay & Genç, 2014). Technology use in EFL classroom seems to be a useful tool to motivate students to learn English. When students employ the internet and technological devices to perform academic tasks, they show enthusiasm towards the learning of English language (Shih et al., 2013; Kalanzadeh, Soleimani, & Bakhtiarvand, 2014; Sarah Hsueh-Jui & Yu-Ju, …show more content…

In the study conducted by Kalanzadeh, Soleimani, & Bakhtiarvand (2014), students show positive reactions towards the use of PowerPoint presentations and computer-based activities in class. According to the participants’ point of view, their English class can be more pleasant if their teachers employ PowerPoint presentations and computer-based activities in their class.
This finding contrast with what was presented in Martin & Ertzberger’s study (2013). In such study, participants were divided into three groups. Each group was assigned a technological resource to perform the same task. Computers, iPads, and iPods were the technological resources given to the groups.
Based on the data collected by Martin & Ertzberger’ (2013), it was found out the participants from the group that worked with computers were unmotivated and showed weak attitudes towards the tasks assigned. On the other hand, the participants who worked with iPads and iPods were highly enthusiastic and showed positive attitudes towards the tasked

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