Advancing ELT: Blending Disciplines, Approaches, and Technologies

KOTESOL Proceedings 2010

Maria Pinto & David Shaffer (Eds.)

JSEL - Journal of Studies in the English Language, 2014

The aim of this paper is to delve deeply into the pivotal role that technology plays in the enhancement of second language (L2) learning, and more specifically, how technology can propel or even fast-track L2 proficiency. Drawing upon insights from educational research and ELT resources and practices, this paper aims to illuminate the multifaceted ways in which technology is reshaping the landscape of language education. The paper begins by discussing the advantages of using technology to enhance language learning. It suggests that while these benefits are valuable, it is crucial for ELT professionals to investigate whether relying solely on these benefits can actually enhance students' language proficiency. The next part of the paper looks into a set of widely accepted principles related to second language acquisition. It then proposes how these principles can serve as a foundation for creating tech-enhanced language lessons that can potentially propel students' proficiency development. The paper concludes that technology can and should be used to engage students more actively in their English language learning process.

KOTESOL Proceedings 2004

David E. Shaffer & David D.I. Kim (Eds.)

2019

Learning methodology has gone through various periods in which it has evolved and complemented based on the needs of those affected by it. Language Learning, especially English, which is the most widely used language in the world, has been the focus of many experts who have continuously strived to find new ways to improve the way foreigners, but also native speakers too, learn English. In this paper, we will try to evaluate these new trends and provide enough evidence to approve the idea that new developments such as the enormous progress of Information Technologies, are having a positive effect on ELT; the main point being the continuous developments in mobile software and hardware and how all this can be blended with the traditional methodology in use nowadays in order to achieve the expected results. We will, of course, present some views that suggest some possible downsides to these new trends, in order to compare the level of their effect on developing our methodology of teachi...

Since we belong to teaching community, we need to adopt certain approaches or methods to teach effectively. There are different methods being implemented across the world. Of course, my question is how far these methods are apt for our classroom teaching? Certainly, we should have some kind of introspection on this issue because number of innovative trends are being implemented everywhere, especially in professional colleges. Simply, as a teacher of English he/she can adopt these innovative trends in teaching. If something bridges a relation between theory and practice of a language teaching, it can be considered as an approach. It tells us what kind of form needs to be taught and why we teach language at given point of time. Whereas a method is considered as an overall plan with which language can be taught systematically, if rules can be taught first, it can be deductive, if illustrations are given, it can be called inductive. But most of the times, giving illustrations is preferable. A technique is a process which can be used in a classroom, for example using blackboard and real objects. Actually, sending and receiving information are associated with teaching profession. As a facilitator teacher keeps his efforts to transfer knowledge as the way he received. So, we as teachers have to adopt innovative approaches and methods to teach effectively. As teaching and learning aspects are interrelated, certain techniques are essential to make teaching effective.

2020

Where do our ideas about language teaching and learning come from? And how does our knowledge develop, both as individuals working within the field and as a professional community as a whole? Clearly, there is no single answer to these questions; all of us working in English language teaching-as teachers, researchers and teacher-researchers, as well as materials writers, managers and so forth-develop our understandings of what make teaching and learning more effective from a variety of sources, including our own learning experiences, our experience as teachers, conversations with colleagues, teacher training, development and education courses, workshops and texts, and, of course, research. Yet the role of research in ELT is widely contested. Some argue that research is irrelevant to and inaccessible for teachers, and values 'scientific' knowledge over local and context-based understandings of language teaching and learning. In contrast, others are concerned that a wholesale rejection of research will leave us going round in circles, relying on unproven or undemonstrated intuitions which block change and development, both as individuals and within the English language teaching profession more generally. While there is some truth in both these perspectives, perhaps a way to reconcile these viewpoints is to clarify what we mean by 'research', which is, at its most fundamental level, any systematic activity which tries to answer or shed light on a particular question or phenomena. Thus although the perspectives, approaches and methodologies, and even language used by researchers and teachers can differ wildly, anyone engaged in systematically exploring a question, problem or issue about teaching and learning, whether in their own classroom or at a more abstract or theoretical level, is engaging in some form of research. This publication would not have been possible without the collaboration, support and guidance of the IATEFL Research SIG. The SIG coordinators and committee have been closely involved since the first edition of the conference and the publication in 2017. Sarah Mercer, Daniel Xerri and Deborah Bullock encouraged the launch of the project and Daniel has been closely involved as editor and plenary speaker at last year's conference. The outgoing ReSIG Joint Coordinators, Ana Inés Salvi and Kenan Dikilitaş have continued this tradition of encouragement and invaluable advice, for which we are truly grateful. Thanks also to Matthew Ager for his patience, professionalism and expertise in the design and format of this book. As ELTRIA conference organisers, Jessica and Marilisa would like to express their gratitude to colleagues at the Escola d'Idiomes Moderns (School of Modern Languages) at the University of Barcelona. These include the coordination, and administration team: Berta Barreda,

2018

The Doctorado Interinstitucional en Educacion (Interinstitutional Doctorate on Education), ELT Education Major, at Universidad Distrital Francisco Jose de Caldas was one of the stakeholders supporting the 51st ASOCOPI’s Annual Congress. Named after the title of this introduction the Congress was a vivid forum for English language teachers and experts interested in discussing how technology has been integrated into English language teaching (ELT) and learning.

ELT research is one important way to understand changes in the dynamics of ELT context. In the last decades, ELT research trends have been evolving around major topics, like teachers’ roles, curriculum, learning purpose, 21st century skills, professional development, global Englishes and English as Lingua Franca, and technological disruption. These have been trending topics and many scholars work on the subject matters in an attempt to understand the area better.

2021