Thursday, August 29, 2019

Self-efficacy in reading and language arts Research Paper

Self-efficacy in reading and language arts - Research Paper Example First an introduction has been given as to what contribution has technology made in education and especially the teaching of language. Then, teachers’ competencies and barriers to the integration of technology have been discussed. After that, various technological strategies are discussed which the teachers can make use of in classrooms to motivate students and facilitate their language teaching process. Introduction Since the advent of sophisticated technological means, educators have been trying to modify the instructional process with the help of technology. Early 1960’s brought with it new curricula and instructional models of instruction, but the drawback with these instructional schemes was their poor management. Last decades have seen much advancement in this regard. An ideal classroom environment is so dynamic in which each student is motivated to present his own understanding, and where he is comfortable with his own set of instructional materials. Thus, the te acher needs to organize instructional and motivational schemes in such a way that all students with their unique calibers are equally attended to. Today, the educational institutes are aware of the necessity of incorporating information and communication technology in teaching language to enhance student motivation and learning. Literature Review Ismail, Ghaleb and Almekhlafi (2010, p.37) studied teacher perception regarding teaching Arabic and English languages in schools in UAE. They found that teachers’ support and willingness to incorporate technology in their teaching languages is very important to motivate students to learn effectively. The researchers discussed the benefits of the usage of IT both for the teachers and the students, and found from their qualitative and quantitative research that teacher perception should be considered seriously for better implementation of technological tools in classrooms. Woodrow (as cited. in Ismail, Ghaleb & Almakhlefi, 2010, p.37) asserts, â€Å"teachers are seen to be active agents in the process of changes and implementation of new ideas as their beliefs and attitudes may support or impede the success of any educational reform such as the utilization of an innovative technology program.† So, it can be stated that technological advances have greatly facilitated student motivation to learn through enhanced teaching processes. The teachers today can use many technological tools to equip themselves while teaching languages to their students. Mansor (2007) asserts that the technological advances have greatly benefitted the learning of English language for students. However, it still has to go a long way as, according to what Ismail, Ghaleb and Almakhlefi (2010) found in their research, teachers were still reluctant to use technological facilities in teaching languages like Arabic. Yaratan and Kural (2010, p.161) studied the implementation of instructional technology in teaching English language in North C yprus schools. They conducted the survey among 80 teachers, and concluded that although teachers were willing to use technology in teaching language, still the rate was low because there were not enough technological means to employ nor there was enough time. However, they found that the teachers who were

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