A Critical Literature Review on The Integration of Information Communication Technologies in the Teaching and Learning of English Language: An Emphasis of a Total Immersion Approach (Published)
This critical literature review examines Stephen Krashen’s theory of language acquisition and learning, focusing on the implications of its six key models: The Acquisition-Learning Hypothesis, the Monitor Hypothesis, the Natural Order Hypothesis, the Input Hypothesis, the Affective Filter Hypothesis, and the Compelling Input Hypothesis. The study explores how the integration of Information and Communication Technologies (ICTs) can modernize and enhance these models to address contemporary language teaching challenges, with a specific focus on supporting learners in Special Needs Education (SNE). Key objective of this study was to analyze the alignment of ICT tools with Krashen’s principles to optimize language acquisition, explore the role of ICT in addressing the unique needs of SNE learners and identify best practices for integrating ICT into language teaching frameworks. The main findings this study shows that the integration of ICT enhances access to rich and diverse linguistic input, supports individualized and self-paced learning, and reduces affective barriers by fostering engaging and low-stress environments. ICT tools also enable adaptive content delivery, accommodating the varied learning styles of SNE learners. However, the potential of ICT remains underutilized due to systemic and practical barriers. Major analyzed in the study challenges include limited ICT infrastructure, inadequate teacher digital literacy, resistance to technology adoption, and a scarcity of tailored ICT solutions for SNE learners. This study also analyzed relevant solutions to remedy the situation. Overcoming these barriers requires increased investment in ICT infrastructure, robust teacher training programs, development of inclusive ICT tools, and policies promoting equitable access to technology in education. The following recommendations are also put forward: Policymakers, educators, and stakeholders must prioritize sustainable ICT integration strategies, implement continuous professional development for teachers, and encourage evidence-based research on ICT’s role in language acquisition, particularly for SNE learners. In conclusion, aligning ICT integration with Krashen’s theoretical framework offers significant potential to transform language teaching, making it more inclusive, adaptive, and effective in meeting diverse learner needs.
Keywords: Acquisition, CT, Digital, E-learning, Educational, English, Language, Learning, Technology, Transformation, affective, filter, immersion, individualization
The Use of Audio-Visual Materials in Promoting the Teaching and Learning of French Language in Ekiti-State (Published)
This study examined the use of audio-visual materials in promoting the teaching and learning of French Language in Ekiti State. Thestudy employed a descriptive research design of the survey type. The population of this study consisted of teachers teaching French Language in Ekiti State Junior Secondary Schools. The sample of the study consisted of 60 French teachers. The sample was selected using multistage sampling procedure. An instrument tagged “Questionnaire on the Impact of Audio Visual Aid (QIAVA) which elicited information on types of audio visual aid, utilization of audio visual aid, extent of integration of audio visual aid, instructional strategies used by teachers and degree at which audio-visual materials stimulate student interest, engagement and motivation. The instrument was validated by expert and Conbach Alpha was used to determine it reliability. A reliability coefficient of 0.82 was obtained for the instrument and this was high enough for the instrument to be used for the study. The data collected where analysed using frequency count, mean, standard deviation and percentages. The finding of the study revealed that there is a varied types, of audio-visual aid utilization in French language instruction, the utilization of audio-visual aids positively influences various aspects of teaching and learning French language in Ekiti State, the integration of audio-visual materials plays a significant role in enhancing the proficiency and comprehension levels of French language learners and audio-visual materials play a crucial role in stimulating student interest, engagement, and motivation in learning the French language. Based on the findings of this study, it was recommended among others that The state government should provide teachers with ongoing training and professional development opportunities focused on integrating audio-visual materials effectively into French language instruction.
Keywords: Audio Visual, French Language., Learning, Teachers, Teaching, promoting
Online Learning and Its Effects on Students’ Writing Skills (Published)
As a side effect of the emergency transition to remote online learning, all schools’ students and universities have stopped teaching in classroom settings in mid-March 2020 and began using internet platforms to deliver online learning activities. Teachers and students communicate through chat, video calls, or emails. The government also launched educational television programming as an alternative for students who do not have access to the internet. Online learning is becoming more popular. However, there are problems with students’ perseverance and achievement. Many learners can’t study well in difficult situations like a pandemic. So, we need to think about learning strategies that give all students chances to achieve specific goals when they’re studying at home. Writing in a foreign language is hard. This study looks at how online self-learning helps students. It checks their writing and they adjust their learning. They learn to write better. The aim of this study is to show how online learning enhances writing skills.
Keywords: Learning, Students' Writing Skills, online
The Linguistic Consequences of Digital Technology on the Learning of English in the Senegalese University Environment: The case of the SMS (Published)
The present work is devoted to the analysis of the linguistic consequences of digital technology in the learning of the English language in a university environment. In other words, this article talks about the linguistic consequences of SMS on the learning of English in a context dominated by the implementation, by the State of Senegal, of the “Digital Senegal” strategy and the concretization of certain programs in building an “inclusive digital society”, in order to promote a learning society. SMS (Short Message Service) is a method of communication that allows short messages to be sent by telephone, computer or other mobile devices. Thus, this work aims to analyze the grammatical, morphological and orthographic consequences of this method of communication on the learning of English at university. However, to collect data in order to develop a corpus, process it and analyze it to end up with results, research, interviews, exchanges by SMS, etc. have been done. And these approaches have allowed us to point out that SMS have a negative impact on learning English and on the writing of educational and administrative documents at the grammatical, morphological, orthographic, etc. levels. Nevertheless, we have also noticed that for some, the great majority of the “errors” or “mistakes” present in the written discourse are not the result of a lack of knowledge of the norm or a lack of interest on the part of the speakers, but rather the mark of an underlying structure.
Keywords: Language, Learning, Linguistics, communication, consequence
Connecting United Nations Sustainable Development Goals (SDGs) with Global Learning (Published)
This paper looks at the nexus between the United Nations’ (UN) Sustainable Development Goals (SDGs) and global learning in the area of English teaching to explore how the Sustainable Development Goals influence learning outcomes of the English language programs to foster responsible citizenship. In addition, the paper looks at how SDGs could be used mould curricular and co-curricular experiences for students learning English language. Focus will also be made on the opportunities that have been availed by the SDGs to synthesize learning across the educational experience in place-based and virtual learning environments. The paper will wrap up by delving on how language programs institutions utilize SDGs so that students learning English concentrate on addressing world challenges meaningfully. The argument in this paper takes into account that “the impact of English as a global language in many spheres of international life has been both rapid and dramatic” (Wong & Dubey-Jhaveri, 2015, p. 1).
Keywords: English Language, Learning, Sustainable Development Goals, Teaching, United Nations, global learning
EFL Learners’ Perception of Using Online Language Learning Websites during COVID-19 Pandemic (Published)
The following paper presents the results of a study aimed at achieving a better understanding of the EFL Learners’ Perception of Using Online Language Learning Websites (OLLWs) among EFL learners during COVID-19 Pandemic. The purpose of this study is to elicit Learners’ perceptions about improving their language through OLLWs. Data was acquired via a questionnaire administered to 143 female Saudi learners at the College of Sciences and Arts, Unizah, Qassim University. The results provide evidence of learners’ positive perceptions towards using OLLWs. Based on the findings, educational implications for this descriptive study and future researches are suggested.
Keywords: EFL, Internet, Language, Learning, Websites, online learning
Pronunciation Encumbrances for Omani EFL Students at the English Language Centre of the Salalah College of Technology: A Pre Observational Study (Published)
The study investigated the pronunciation encumbrances encountered by different linguistic groups of Omani students in the English Language Center at Salalah College of Technology. The study employed teachers’ observations and inferences as a research method to delve deeper in the nature and causes of the students’ pronunciation difficulties. Teachers’ inferences and narratives constitute the sum total of the students’ pronunciation problems in English as well as their recalled experiences over the span of teaching in the center.
Keywords: English, Learning, Pronunciation, encumbrances