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Journal of Management and Sustainability; Vol. 9, No. 1; 2019 ISSN 1925-4725 E-ISSN 1925-4733
Published by Canadian Center of Science and Education
134
Transforming ESL Teaching Modalities Using Technological Tools
Saeid Angouti1 & Karim Jahangiri2 1 School of Economics and Management, Nanjing University of Science and Technology, Nanjing, China 2 School of English Language and Literature, Miyaneh Azad University, Miyaneh, Iran
Correspondence: Saeid Angouti, Nanjing University of Science and Technology, 200 Xiaolingwei, Nanjing 210094, P.R. China. E-mail: [email protected]
Received: January 2, 2019 Accepted: January 23, 2019 Online Published: January 29, 2019
doi:10.5539/ells.v9n1p134 URL: https://doi.org/10.5539/ells.v9n1p134
Abstract A qualitative approach was used to analyze the effect of technology on enabling ESL students to grasp new content. The major objective of this research was to explore the techniques and strategies implemented by ESL tutors. The research also identified the technological tools such as smart board computers, and tablets that ESL teachers can use in passing information so as to allow students relate with whatever is being taught. Data was collected through conducting interviews on two ESL tutors who are highly experienced, and by conducting an in-depth literature review. In the findings, four themes became evident. They are; 1) Numerous techniques are applicable in teaching ESL such as tablets, computers, and smartboards; 2) A major benefit of incorporating technology in ESL is higher independency rates among students 3) Various challenges are normally faced by the tutors when using technology to teach ESL including lack of knowledge on how to use the provided technology, poor student engagement, failure of emerging technologies in being user friendly, and off-task behavior. 4) Teachers, parents, and students appreciate the use of technology in teaching and learning. Moreover, this research reviewed the specific strategies that are applied by teachers so as to ensure that there is better receptivity amongst students. This research paper is intended to help provide a better understanding to tutors who may want to incorporate technology in teaching ESL.
Keywords: English as a Second Language, English Language Leaners, technology, differentiated instruction 1. Introduction 1.1 The Problem
Analysis shows that America and surrounding countries continue to be diverse as people from different backgrounds stream into the region in search of jobs and academic advancement. For instance, a high percentage of Canadians are either immigrants, or they are descendants of a long lineage that came into Canada many years ago. Statistics Canada indicates that approximately 242,000 persons are given letters of permanent residency in Canada on an annual basis. Approximately one fifth of the population doesn’t speak fluent English and have another supportive language (Statistics Canada, 2011). Since English can easily be learned, a high number of immigrants want to learn the language. Therefore, advanced approaches have to be employed in supporting the large population that needs to study English as a Second Language (ESL).
Some of the people who have been born and bred in Canada also need support since English is not the only native language in the country (Erben, Ban, & Castañeda, 2009). On the other hand, students who move to Canada on scholarship basis have to be fluent in English Language so that they can relate with tutors and other students properly. The society is immersed in a technological environment. Therefore, it is essential that tutors and parents be able to provide students with knowledge on how technological devices can be exploited in a manner that allows better comprehension of English language (Sabzian & Gilakjani, 2013). The following chart shows steps that are taken to identify potential English learners in different states within the US. The continuous increase in demand for ESL studies calls for better teaching modalities as the pen and paper approach fails to address the most critical needs of ESL leaners (Falk & Blumenreich, 2005).
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139
for gathering sufficient data on the general topic. Doing this enabled us to focus on specific pre-set questions. At the same time, the interviewees were allowed some freedom and adaptability. The goal in this case was to collect sufficient information from a less experienced tutor on student understanding of English Language when technology is used in a classroom. Additionally, it also allowed us to collect data from a highly experienced tutor who has been involved in educating ESL students within a withdrawn environment.
During the interview process, the focus was on two aspects. First of all, to gain information from a teacher who is in the process of teaching ESL students using technology as this would enable understand the current conditions within ESL classrooms. Secondly, to understand the progression of using technology in ESL classrooms, as this would provide me with extensive information on the changes that have occurred over time. Therefore, the first participant had a 20-year experience in teaching ESL, while the second participant was a teacher who was practicing ESL teaching in Toronto.
3.3 Data Collection and Analysis
In an ongoing research process such as this one, data analysis starts off the moment it is collected. Once data is collected, it is essential to review and reflect on the collection process (Falk & Blumenreich). For the purpose of data analysis, the data was transcribed using Express Transcriber. The next step involved feeding data into an excel spreadsheet that had three columns. The research questions were copied onto the Excel sheet so as to relate them with the acquired responses. After completing the transfer of information onto the Excel file, data was categorized based on the previously identified themes. This process allowed us to see how the identified themes were related with the collected Data. Afterwards, the data was organized into a table created with Word Processor. While classifying, describing, and interpreting data, we created codes that allowed for proper categorization of the data y (Ramsay, 2011). Information that did not make sense was discarded, thenthe data was divided based on codes, themes, and categories initially developed within the Excel file.
4. Findings After conducting an in-depth analysis of the feedback provided by the research participants, the following four primary themes were identified;
1) Numerous teaching approaches are used by ESL tutors and the most common technologies that are used in the process include smart boards, computers, and tablets.
2) There are various benefits of using technology. The main one is improvement in independence levels amongst the students.
3) Challenges that are resolvable do exist when trying to relay instructions to the students. The highest challenge in this case revolves around the inability to understand the technology.
4) Teacher, students, and parents have a positive perception with regard to using technology in the class.
4.1 Theme 1
Based on the feedback that I acquired from my interviewees, the following strategies appear to be intensively used within the classroom;
1) Equitable literary approach
2) Parents-students utilization of the first language
3) Employing different technological tools within the class setting
4) Visual Scaffolding
5) Emphasizing on routines within a class environment
6) Encouraging students to be patient and tolerant
7) Keep in touch with homeroom teacher and encourage them to support ESL teaching processes.
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understand the topic at hand much better. There was also a time constraint as I was forced to undertake this research process in a period of two years while still having to engage myself in a very demanding education program. Acknowledgements I would love to acknowledge my supervisor who guided me through this process, Dr. Karim Jahangiri, who has now become a very close friend and mentor. Apart from just directing me in my project, my interactions with him have enabled me to learn numerous lessons that I would otherwise not have been able to gain. I am also grateful to the institution for allowing me to undertake this research process and offering me financial support to undertake this research.
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Appendix A Interview Questions 1) How long have you been in the teaching profession?
2) What philosophy do you adopt in the process of teaching?
3) Approximately how long have you been involved in teaching ESL?
4) What Strategies do you adopt in the process of teaching ESL?
5) In a Single day, approximately how many times do you incorporate technology while teaching?
6) What kind of feedback do you usually get from ESL learners?
7) Which Technological tools do you employ in the classroom while teaching ESL?
8) Is there a particular program that has been rolled out for use while teaching ESL?
9) Are there any other approaches that you are used by your colleagues when teaching ESL?
10) What advice would you give with regards to the use of technology while teaching ESL?
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