Comparison of Three Different Articles on Integration of Technology in ELT

Abstract
Integrating technology into teaching and learning makes learning and teaching easier.
Technology has significantly changed the way we learn and teach English. Technology provides
opportunities for both students and teachers to demonstrate the use of technology in education.
Technology has provided more opportunities for collaboration between students and
steachers. It encouraged collaboration, created a lesson plan, administered tests, and monitored
students' progress. However, participants were exposed to Internet signals from the Internet
distribution they received, which contributed to their access to learning and teaching. This rapid
development and evolution of information technology has led to the investigation of a new
educational paradigm that emerged as a result of and plays an important role in teaching English.
There are many advantages of using multimedia in creating an English teaching environment.
The use of technology has helped and improved language. Technology improves the language
learning process by making it easier for teachers to adapt to classroom activities. The literature
review has shown that the effective use of new technology improves students' language learning
skills.
Keywords: Technology Integration, Learning-Teaching English,

Introduction
Learning a foreign language is not easy study. In the past, EFL teachers only relied on traditional
methods. With technology development, education technology used in EFL teaching and
learning. Therefore, new teaching and learning methods were introduced. The use of educational
technology has taken an important place in foreign language teaching and learning. The term
'integration' is used when we talk about technology in teaching and learning. Integration of
technology helps teachers choose their favorite multimedia and software that will make the most
of interactive lessons. Learning a language is difficult. Organizations must invest time, effort and
resources to improve different learning methods for students to improve their foreign language.
Language schools offer foreign language courses to shorten the learning period. Technology
makes teaching more fun and efficient. Technology causes social and linguistic changes.
Technology impacts education, business and culture.
Technology and English education converge on a common ground. The 21st century is a global
age; therefore, it is necessary to learn other languages, especially English. Teaching English has
been around for years and is growing in importance, thanks in part to the Internet. With the rapid
development of science and technology, multimedia technology and applications lessons,
including audio, video and animation, make full use of English language education, creating the
perfect platform to update and explore new ways of teaching English.

Language learning strategies vary. Some are good at testing and distance learning, while others
teach business English, spoken English, reading, listening or translating. For many reasons, all
language learners and teachers need to learn to use new technologies. New technologies emerge
and spread so quickly that we cannot ignore their impact. But while a teacher selecting strategies,
he needs to be careful about Materials and Method. Data collection and analysis is important.
From my comparison of these three articles, it is clear that the use of technology is very helpful in
language teaching for both teachers and students. However, each article focuses on different
aspects and addresses different topics. In this Comparison article, the similarities and differences
highlighted by the three different articles will be explored and summarized in a research paper.
Integration Technology to English
Teaching a foreign language has never been an easy task. In the past, EFL teachers relied solely
on the use of traditional methods. It was a teaching model with limitations, relying more on
paper, pencil and a plain blackboard. However, with new technological developments, these
limitations in the field of education, especially in the field of English, have been removed and we
have moved in very different directions. As the popularity of English grows, so does the number
of people wanting to learn it and the need for trained teachers also increases. While some teachers
use "cutting edge technology", most still continue their education activities through traditional
methods as mentioned above. Although none of these traditional methods harm students, they do
not fully meet students' needs efficiently. ESL (English as a Second Language) students, who
learn English not just for fun but for more serious purposes, find many more opportunities to gain
self-confidence, practice and improve themselves, but in technological developments and
advanced resources. They need to adopt technology resources to follow ELT (English Language
Teaching) and gain confidence. The common point of these two articles is that the integration of
technology into English teaching has brought innovations and made positive contributions in
many aspects.
With technological advancements, educational technology has started to be used in the field of
EFL teaching and learning. Therefore, new methods in teaching and learning have developed
since the 90s until today. Nowadays, the use of educational technology plays an important role as
it provides various technological tools that can make education more effective. The application of
educational technology has gained an important place in EFL teaching and learning. In fact, there
are different points of view regarding its impact on the role of teachers and the level of students.
The role of technology has been recognized as vital to English language education, and in many
parts of the world the importance of information technology in the context of English language
education has been recognised; This has greatly facilitated and increased the learning of English.
Unlike other fields, learning English, which is inspired by culture and communication, has made
it easier for people to communicate with internet multimedia technologies that connect the world.
In this way, people who learned English became able to communicate easily and use this foreign
language. In two articles, he clearly emphasized the benefits of technology on learning and
teaching English. For example according to Graddol (2012), “technology is at the heart of the
globalization process affecting business, education and culture”. It is an indispensable part of
their profession that teachers can use to facilitate learners' learning. Technology integration helps
teachers create more interactive lessons by choosing their favorite multimedia and software.
With the rapid development of science and technology, multimedia technology containing audio,
visual and animation effects and its application to teaching are fully introduced into English
classroom teaching, creating a favorable platform for the reform and research of the English
teaching model in the new era. Multimedia technology increases student participation and
teaching effectiveness in English classes. The rise of the Internet helped spread the English
language at a time when computers were accessible to most people. This situation has created
opportunities for instructors to create more meaningful and unlimited instruction for all learners
without the need to arrange planning time. Instructors can use websites to assign requirements
and examples for students (Rodinadze, S., & Zarbazoia, K., 2012). These publications, sites, and
multimedia tools recognize technology as a vital contribution to education. In a sense, the
tendency to emphasize the importance of technology to the point of bypassing teachers has
become widespread. If we ignore technological advances, they will continue and we may not be
able to keep up, no matter what field we are in. Language teachers need to know the latest and
greatest equipment and what is suitable for every situation. They should update themselves and
follow the new technological developments that emerge with each new generation.
The new technological developments I mentioned above that teachers need to improve
themselves with are, in a way, the new multi-media tools that soulichanh LUANGSOMBATH
mentioned in his article. Google Apps is designed to facilitate the educational purposes of
students of Google applications such as Gmail, Google Drive, Google Sites, Google Calendar,
Google Docs, Google+, Google Chat and other collaboration tools. Google Apps have played a
central role in facilitating collaboration and advancing knowledge. Additionally, Google Docs
facilitates collaboration with multiple editors, allowing users to make changes to the same
document simultaneously. When it comes to time management and planning collaborations, users
can now add calendar entries directly from their Gmail account. Additionally, Google Sites
provides faculty and students with both communication and collaboration capabilities, enabling
them to achieve optimal productivity in both traditional classroom environments and virtual
learning environments. In particular, real-time editing in Google Groups can make it easier for
students to collaborate to share projects regardless of their physical location. When it comes to
learning English, students and teachers have the opportunity to access many resources by using
these applications of Google, eliminating the boundaries of time and space. These were just the
benefits of Google applications as a multi-media tool in learning English. At the same time, the
second article explains more generally how technology benefits skills in learning and teaching
English.
New technological developments that come with the new age include various tools such as
modern language teaching and learning technologies, language laboratories, digitalization,
multimedia devices, mobile phones, audio/visual multimedia content and social media, and these
can help faster and more comprehensive language development. To further immerse students in
the language itself, these technological advances create an unlimited resource to address all
language learning abilities of students. For example, While developing Listening Skills, teachers
can use native, authentic audio recordings, films and videos for their students in the target
language, that is, English. In terms of this point, the internet offers a huge amount of content to
students and teachers, but it is the responsibility of teachers to carefully select this content
correctly. Depending on students' prior learning and interests, a variety of accessible websites and
natural listening resources, such as YouTube lectures and news broadcasts, can be used. Each
student can have a completely individualized experience studying the same material. When
considered in terms of speaking skills, speaking is the most basic building block of
communication. At this point, the internet will provide many authentic sources for students to
make more accurate sounds in terms of pronunciation. At the same time, they will develop their
listening skills. Students will be provided with many video and audio resources on how native
English speakers speak, how they pronounce sounds and words, and will be accessible from
every device connected to the internet. Reading skills, unlike these other two skills, require
reading comprehension, knowledge of basic information, language and high-level cognitive
abilities. Teachers can choose resources such as vocabulary development and test preparation to
gradually increase students' reading comprehension. It makes it easier for students to find reading
texts according to their tastes, both inside and outside the classroom, by providing easy access to
many articles, dozens of books and stories on the internet. At the same time, the fact that these
texts are authentic and provide students with sources used from real life when learning English
shows the contribution of technology to this skill.When we look at the integration of technology
into English teaching in terms of writing skills, language learning software can help students
generate and visualize ideas, organize material systematically, and perform other tasks. Proofing
software checks everything students enter, making it easy to quickly find and correct errors. In
this way, students can quickly get feedback on their writing without the need for a physical
teacher. Blogs allow students to produce more expressive personal writing and engage in peer
critique while editing collaborative written work. All accessible software solutions can be used
effectively to improve students' writing skills.
These are generally research and opinions that reveal the positive aspects of integrating the
technology mentioned in the two articles into English teaching. Unlike these thoughts, the views
mentioned in the third article are exactly the opposite. He claims the negative effects of
technology by stating that it is not beneficial.
Access is the main obstacle. Computers and the internet must be available to students. As a result,
individuals will experience problems when internet access is intermittent and technology isn't as
dependable as it ought to be. In many situations involving English as a foreign language (EFL),
this is typical. One of the biggest financial obstacles is the price of installing a network in the
school, which might be high. Education investment is another financial obstacle. Both teachers
and students need to have some computer literacy and technological know-how in order to use
the internet for language learning and instruction. The project by Lee (2004) suffered from a
lackluster online collaboration due to the students' inadequate computer skills. Given that many
have not had training in using technology in the classroom, teachers may be reluctant to use it.
Others lack the knowledge necessary to operate new technologies. This means that schools must
spend money on training in this area, which is more than they can afford to do in the context of
EFL. Additionally, it can occasionally be tedious and time-consuming to look for resources
online. A lot of pupils find it challenging to read material on a computer screen. Additionally, it
is simple to become overloaded with information and have no control over the reliability and
correctness of the source material. For this reason, both teachers and students need to possess a
certain level of technical skill. More importantly, there is a lack of knowledge on the best ways to
use online resources and create assignments that let students use them to their full potential and
meet learning objectives.
In a networked learning environment, navigation and hyperlink frameworks still have limits that
can cause students to become lost. Furthermore, at peak hours, when the network is slow,
communicating online will be challenging. According to data from two pilot studies by Kotter
(2001) looking into how distance language learners at the British Open University use email and
Internet-based audio conferencing, about one-fifth of students leave the program because of
issues with software dependability and network speed. Pedagogical adjustments present another
difficulty in the application and usage of computer-assisted language learning (CALL) in foreign
language programs. Different teaching and learning approaches than those used in traditional
language classrooms will result from the usage of networked computer environments in the study
of second or foreign languages. The paradigm for language learning has actually shifted from
traditional classrooms with blackboards to computer laboratories, and this has affected both the
role of the instructor and the learner. The function of the teacher has significantly changed in this
setting, moving from informant to facilitator. Pupils are becoming more self-reliant and proactive
language learners who manage their own language acquisition. The difficulties of networked
learning in EFL contexts are also implied by changes in pedagogy and the responsibilities of
teachers and students. For instance, Conrad (1999) discovered that first-term students in
traditional foreign language programs prefer organized exercises and repetition online over more
creative language activities. Students are used to the teacher-centered, book-centered,
memorization-focused traditional language education approach found in the majority of
traditional EFL programs. Thus, a reassessment of FL teachers' and students' roles in the CALL
setting is necessary in order to adopt new teaching approaches that are more focused on the needs
of the individual students. Despite these challenges, computer networked technology offers too
many advantages to be disregarded. Without a question, computer networked technologies—like
the Internet and the World Wide Web—offer educators and learners an abundance of resources
and communication opportunities to improve language instruction. In order to successfully
include networked learning into language courses, educators and learners alike need to be ready
to take on new roles and make effective use of the available technology. It is important for
teachers to have both technical and pedagogical professional abilities since the more competent
and passionate language teachers are, the more successfully they can integrate the Internet into
the language classroom.
As long as technology-based activities meet the requirements and interests of the students, they
can be beneficial. In summary, a clear educational justification should guide the choice of web-
based resources and their application, and technological and developmental concerns should be
carefully taken into account.