ELT and technology

In the age of globalization the modern mobile related technologies facilitate in changing the teaching-learning process rapidly at the University and Professional College level to make the pedagogy more and more interactive. Global technologies enhance the level of teaching to motivate students in providing information by means of an interesting and innovative way of tasks. The appropriate use of mobile technology in classroom makes easy teaching- learning process to gain information in depth. Teachers are able to use technology by creating suitable environment for teaching if they are trained. The present article deals with how to make an effective, appropriate and interactive use of mobile-related technologies in University level and Professional College level teaching system.
Keywords: Globalization, MALL, pedagogy, desktop machines, M-training

This study first explores intermediate-level English learners’ preferences for hypermedia annotations while they are engaged in reading a hypermedia text. Second, it examines whether multimedia annotations facilitate reading comprehension in the second language. The participants were 44 adult learners of English as a foreign language studying English for Academic Purposes. Data were collected through a tracking tool, a reading comprehension test, a questionnaire, and interviews. Results indicate that learners preferred visual annotations significantly more than textual and audio annotations. On the other hand, a negative relationship was found between annotation use and reading comprehension. Especially, pronunciations, audiorecordings, and videos were found to affect reading comprehension negatively. However, the qualitative data revealed that the participants had positive attitudes towards annotations and hypermedia reading in general.

The  paper  reflects  on  the  impact  of  globalization  and  internationalization  in  the  English  language teaching  and  learning  (ELT)  in  Brazil departing  fromthe  assumption  that  access  to  information  and technology  is  necessary  to  build  social  capital[1]and  that this  access  requires  some  English knowledge  and  digital  literacy[2]. The  study  reviewsthe  roles  of  ELT  methodologies,  technologies and language policies in Brazil to suggest that both the resistance to and the uncritical use of English and  technology  may  bring  negative  consequences  to  social  development  in  Brazil.  The  study concludes that in the post method[3]and information era [4]we live in, technologies have a relevant and  crucial  role  that  should  be  critically  considered  in  ELT  methodologies.  The  study  also  suggests that  the  informed  useof  technologies  and  methodologies,  allied  with  the  teaching  of  English  as  an international  language  are  essential  to  leverage  the  development  and  the  internationalization  of education in Brazil in a critical way in relation to the negative effects of globalization.

Keywords: Globalization; Internationalization; ELT Technology, Methodology, and Language Policy in Brazil.

The process of globalization and the rapid development of science and
technology have brought up challenges to education systems at all levels. The Society of the 21st century demands creative, critical citizens who have the capacity of adapting to working and social circumstances which are continuously evolving. Accordingly, the formation of the agents who directly drive the educational process - the teachers - is a vital issue for education systems, and modern societies (White, 2003). Subsequently, this entails that the processes of teacher training and development are rearranged to integrate new technologies with two fundamental purposes: first, to streamline and make educational processes more efficient and relevant; and second, to empower teachers and learners in the pedagogical use of new technologies.