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English Language Teaching and Research Journal (ELTAR-J)
Published by Universitas Islam Malang
ISSN : 27154890     EISSN : -     DOI : 10.33474
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
The focus and Scope of this Journal related to the following topics. Those are English as a Lingua Franca (ELF), assessment and testing in ELT, Computer Assisted Language Learning (CALL), and Teacher Professional Development (TPD). This journal is of interest to a wide-ranging international audience of English teachers, researchers, teacher educators, and scholars who are professionally involved in English teaching and research on ELT.
Arjuna Subject : Umum - Umum
Articles 1 Documents
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Search results for , issue "Vol. 2 No. 2 (2020): Volume 2 Number 2" : 1 Documents clear
Nepalese Teachers’ Perceptions on Integrating Technology in English Language Teaching Durga Raj Bhusal
English Language Teaching and Research Journal (ELTAR-J) Vol. 2 No. 2 (2020): Volume 2 Number 2
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/eltar-j.v2i2.8552

Abstract

The best innovative endeavor the teachers of English have assumed so far is to integrate technology in ELT classrooms, to improve increase self-directed learning, learners’ motivation, integrated language skills, and self-learning environment. Accordingly, the integration of ICT in teaching and learning brings innovative learning environments and helps students to deal with knowledge in active, self-directed, and constructive ways. This paper explores the techniques of integrating information communication technology (ICT) in English language classrooms within the theoretical framework of connectivism. It demonstrates that integrating ICT tools in English language classrooms not only constitutes communicative and interactive sound skills but also the opportunity to construct ICT skills to make learners competitive in 21st-century skills. It further shows English language teachers’ in-depth thoughts, beliefs, opinions, and practices of using ICTs in their classrooms. Moreover, it reveals that English language textbooks undervalue integrating ICT lessons and teachers are reluctant to use them and give main priority to the other grammatical and linguistic features.

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