The Twenty-First Century's English Language L...

The Twenty-First Century's English Language Learners Must Incorporate Their LSRW Proficiency with the Cutting Edge Technological Requirements in Their Applications

Author Name : Dr. Rasik J Tanna

Abstract

The educational field is impacted by the quick technological growth of contemporary society. Over the past ten years, there has been a surge in interest in employing information and communication technology to teach English language. ICT-enabled tools like blogs, smart phones, podcasts, online dictionaries, and computer internet language laboratories can be useful for teaching and learning English language. Conventional teaching strategies have proven insufficient in meeting the needs and desires of students. Many changes occurred in students' learning proclivities as well. The rationale for the compelling use of data and communication advances in education is based primarily on increasing students' learning speed amid the instructional procedure, lowering costs, and providing compelling learning. Despite the fact that technology cannot replace a teacher, it can be used as a supplement to improve teaching strategies in the classroom. Teachers must recognise that their students are computerised natives who have mastered the abilities required to access computerised, cloud libraries, and educational assets from their own gadgets. Phones do not serve the purpose of communication; rather, they are computerised devices, smaller than expected universes from which holders can interface with the entire world in the blink of an eye. In such digitalized era, it is highly expected to excel at teaching in the diverse setting of the twenty-first-century classroom. In the present paper, researcher has tried to explore how one can merge technology in learning English language in the best possible ways. The objective of this paper is to underline the importance of technology and how a language aspirant harnesses technology for the best English language learning situation.

Key Words: Information and communication Technology (ITC), Language tools, LSRW Skills, digital tools, International Phonetic Alphabet (IPA), Online Web Sources

The educational field is impacted by the quick technological growth of contemporary society. Over the past ten years, there has been a surge in interest in employing information and communication technology to teach English language. ICT-enabled tools like blogs, smart phones, podcasts, online dictionaries, and computer internet language laboratories can be useful for teaching and learning English language. Conventional teaching strategies have proven insufficient in meeting the needs and desires of students. Many changes occurred in students' learning proclivities as well. The rationale for the compelling use of data and communication advances in education is based primarily on increasing students' learning speed amid the instructional procedure, lowering costs, and providing compelling learning. Despite the fact that technology cannot replace a teacher, it can be used as a supplement to improve teaching strategies in the classroom. Teachers must recognise that their students are computerised natives who have mastered the abilities required to access computerised, cloud libraries, and educational assets from their own gadgets. Phones do not serve the purpose of communication; rather, they are computerised devices, smaller than expected universes from which holders can interface with the entire world in the blink of an eye. In such digitalized era, it is highly expected to excel at teaching in the diverse setting of the twenty-first-century classroom. In the present paper, researcher has tried to explore how one can merge technology in learning English language in the best possible ways. The objective of this paper is to underline the importance of technology and how a language aspirant harnesses technology for the best English language learning situation.

Key Words: Information and communication Technology (ITC), Language tools, LSRW Skills, digital tools, International Phonetic Alphabet (IPA), Online Web Sources

The educational field is impacted by the quick technological growth of contemporary society. Over the past ten years, there has been a surge in interest in employing information and communication technology to teach English language. ICT-enabled tools like blogs, smart phones, podcasts, online dictionaries, and computer internet language laboratories can be useful for teaching and learning English language. Conventional teaching strategies have proven insufficient in meeting the needs and desires of students. Many changes occurred in students' learning proclivities as well. The rationale for the compelling use of data and communication advances in education is based primarily on increasing students' learning speed amid the instructional procedure, lowering costs, and providing compelling learning. Despite the fact that technology cannot replace a teacher, it can be used as a supplement to improve teaching strategies in the classroom. Teachers must recognise that their students are computerised natives who have mastered the abilities required to access computerised, cloud libraries, and educational assets from their own gadgets. Phones do not serve the purpose of communication; rather, they are computerised devices, smaller than expected universes from which holders can interface with the entire world in the blink of an eye. In such digitalized era, it is highly expected to excel at teaching in the diverse setting of the twenty-first-century classroom. In the present paper, researcher has tried to explore how one can merge technology in learning English language in the best possible ways. The objective of this paper is to underline the importance of technology and how a language aspirant harnesses technology for the best English language learning situation.

Key Words: Information and communication Technology (ITC), Language tools, LSRW Skills, digital tools, International Phonetic Alphabet (IPA), Online Web Sources