Introduction

Teaching a foreign language is not an easy task. In the past, EFL teachers
depended only on the use of traditional methods. With the technological development,
educational technology is used in the field of EFL teaching and learning. Therefore,
new teaching and learning methods have been introduced. Nowadays, the use of
educational technology plays an important role in education because it provides
several technological tools that can make the learning and the teaching process more
effective.The use of educational technology has got a significant place in EFL
teaching and learning. In fact, there are different points of view concerning its effect
on the teachers’ role and the learners’ level. Thus, the present research work is an
attempt to describe the role of educational technology in EFL teaching and learning.
First, it seeks to distinguish between traditional and modern education. In addition, it
tries to find out the technological tools that teachers and students use and describes
how it can facilitate the learning and the teaching process.

To carry out this research, the present work is structured into two chapters. The
first chapter provides a theoretical overview of educational technology. It aims at
giving a distinction between traditional and modern education. It seeks to draw a
description of the role of using educational technology in EFL teaching and learning,
its history and its relation with the teaching methods and learning theories. This
chapter also introduces the most used technological tools and states some benefits of
using educational technology.

The second chapter deals with how to use technological tools in the classroom.
According to different studies, technology has become an essential tool in any learning
environment, and this is the case when learning a foreign language. Teachers and
instructors must be well trained in order to implement the different technological
resources in order to create a more integrated and interactive class. Due to this,
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students expect more dynamic classes in which technology plays an important role,
and teachers should take advantage of all the technological input students bring to the
class. However, some teachers have limitations when implementing the use of
technology in their classes since some of them do not have the required knowledge for
using the technological components or because the institutions lack of the different
resources (i.e. Language lapidaries, Audio visual, CALL, ICT ).

This study pretends to how the use of technology in the language class helps
students to improve their language proficiency. Also this work emphasizes the
different ways that teachers use to incorporate technology. To make this work useful
for both foreign language students and professors the main goals of this study are: to
explore how students adjust themselves to learn English with the aid of technology, to
know the ways the instructors make use of the technological resources available, to
out how the teacher’s role changes when implementing technology in the language
class and to out the advantages and disadvantages of using technology in the EFL
class.

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 Chapter One
Literature Review of Educational Technology

Traditional and Modern Education 1.1

Teaching is the act of giving information and helping learners to get knowledge
by providing different courses. It requires preparation and training. However,
Learning is acquiring or getting knowledge consciously. It is the act or process of
acquiring new knowledge or increasing existing knowledge, and skills. It occurs as
part of education. (Som Naidu ,2005: 13).

The teaching process has developed through time starting by the use of chalk till
the appearance of educational technologies such as computers. Therefore, there are
differences between the traditional and modern education. Each method has specific
characteristics. Traditional education focuses more on the teacher rather than the
learners. The teachers have all the responsibility and have the opportunity to talk
during the lesson whereas the students are passive and have limited opportunities to
talk. They just receive information. Traditional education depends on the method of
memorizing and neglects the use of critical thinking. It depends on simple teaching
materials such as chalk and blackboard which are used by the teacher to improve his
teaching. (Belias Dimitrios, 2013: 74).

Today, there are rapid changes in different fields. Due to these changes, the
educational system has developed and the way of teaching has changed because the
technological revolution pushes educators to search for suitable technologies for the
educational system. Hence, modern education is based on technological materials. It
offers different tools of sharing information. The teacher is considered as a guide for
his learners. This helps them to develop autonomy. Modern teaching takes into
3
account the individual differences among the learners and their needs. Consequently,
they have More opportunities to develop their abilities. (Belias Dimitrios, 2013:
75).

1.2 Educational Technology

Educational technology refers to various materials used to improve the learning

process and make teaching enjoyable. Some definitions suggested by the different
scholars are being given in order to make the meaning of educational technology more
clear: "Educational Technology is the form of detailed application of psychology of
learning to practical teaching problems."(John. P. Dececco). "Educational Technology
is the application of scientific knowledge and learning and the conditions of learning
to improve the effectiveness and efficiency of teaching and training. "(G.O. Leith).
Educational Technology may be defined as the application of the laws as well as
recent discoveries of Science and Technology to the process of education."(S.S.
Kulkarni). ( Yogendra K. Sharma, 2002: 23).

In general Educational technology is the study and ethical practice of facilitating

learning and improving performance by creating, using, and managing appropriate
technological processes and resources. E-learning is a term related to Educational
Technology; it is the use of technological equipments such as computers and digital
technology . Educational technology takes three aspects into consideration: the level
of students, the interest and training of the teacher and the goals of the institute. (Alan
Januszewski et,al, 2008: 1).

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1.3 History of Educational Technology

The use of technology for instructional purposes goes back to the 20 th century
with the introduction of educational films. The concept of visual instruction was
established by the beginning of 1920. In 1946, the University of Pennsylvania has
used the first electronic computer. In 1960, computer-based education was influenced
throughout the world. During this period, the learners could access to was recorded via
a linked device like a television or audio device (Grace & Kenny) 2003. In 1970, the
mouse, hypertext and groupware were invented by Engelhard who , created also the
hypermedia, multiple-window screens and electronic mail system. Between the 1970's
and 1980's microprocessors and electronic books have been introduced. Personal
computers, video cassette recorders and CD-ROM were available. (Jeremy Grace, at
el , 2003: 662).

After that, technology developed; multimedia tools and audio-visual aids are used
at schools. Later, Digitalized communication started to take place in schools .
Institutions began to use computer networking to make distance learning courses. In
2005,laptop computer and network textbooks were introduced. The internet is
accessed through wireless and pocket computers. Later, many technological devices
were available in school and universities. (Jeremy Grace, at el, 2003: 662).

The Role of Using Technology for Teaching and Learning English 1.4
Language

Thanks to the globalization process, English has become a universal language

that is used in different domains. For this reason, it is taught in all countries either as a
second language or a foreign language. The teaching of English as a foreign language
(TEFL) means teaching English in countries where English is not the first language.

5
The English language can be taught either to adults or children. This language is
learned for specific or academic purposes. EFL teachers can be native or non-native
speakers of the English language. Technology has influenced the methods of EFL
teaching and learning. It makes learning interesting and teaching more productive.
(Shyamlee1 Solanki, 2012: 5 ). Moreover, Graddol (1997: 16) states that:

"Technology lies at the heart of the globalization process;

affecting education work and culture. The use of English language
has increased rapidly after 1960. At present the role and status of
English is that it is the language of social context, political, socio-
cultural, business, education, industries, media, library,
communication across borders, and key subject in curriculum and
language of imparting education."

Educational technology supports EFL teaching by presenting real situations and

contexts. Thus, technological materials like computers, language labs and audiovisual
aids are useful for EFL teaching and learning. Technology helps the teacher to assist
his teaching. Also, its use can lead the students to be more motivated. The use of
technological tools is essential instrument in EFL teaching and learning. Technology
makes the learning process interesting and teaching more productive. Educational
technology can be used as a tool of creativity. It can provide many devices which
make the teaching and learning process more effective. (Shyamlee1 Solanki, at el,
2012: 6).

Educational Technology Tools 1.5

Nowadays, technology is linked to every part in our life especially education. It

is used as an important instrument for EFL teaching and learning because it provides

6
different technological materials such as using E-mail ,computer assisted language
learning (CALL), language laboratories and audio visual aids.

Using E-mail with EFL 1.5.1

Electronic mail (e-mail) can be a useful educational tool that can enhance
learning in any curriculum. Email is one of the simplest tools available to the language
teacher interested in e-learning. Most people already use email as part of their daily
life and have email software installed on their computers. Email is usable with just
about any computer and there are seldom any problems with the technology.
( David Gordon Smith, at el, 2005: 5).

Students and faculty both benefit from using e-mail. Students learn a
communication tool that is used throughout academia and industry. Using e-mail is the
first step in using the Internet, the international research and education network that
our students can navigate by using network searching tools. Students who use e-mail
find that faculty are accessible for more than posted office hours. E-mail extends
office hours to virtually any time and place, to the mutual convenience of faculty and
students. Students also can discover and learn to use educational resources that exist
beyond the boundaries of the campus.(James M. Hassett, at el,1995: 222).

E-mail allows students and faculty to join other learners of all ages, from all
over the globe, in discussions of mutual educational interest. This enlarged "peer
group" brings together people from other cultures, religions, educational systems, and
political systems, enriching students on the local campus. Finally, students are
encouraged to learn independently and are rewarded for doing so. The educational
networks are so enticing that students often explore them beyond the requirements of
a particular course. .(James M. Hassett, at el,1995: 222).
1.5.2 Audio-Visual Aids
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 Audio-visual aids are an interesting tool for teaching and learning EFL. Many
students like learning in the language classes which are equipped with audio-visual
materials because it motivates them and makes the classroom enjoyable
(Abdullah,2014: 37).

There are a lot of types of audio-visual aids that can be used. Among them,
there are pictures, songs, video, projectors and PowerPoint presentations. A picture is
a visual or printed image. Nowadays, the internet offers thousands of pictures which
can be used in the classroom. There are different ways for presenting a picture; it can
be presented as a slide show on a computer screen and on a display board by a
projector. The use of pictures can make the lesson more interactive .(Abdullah, 2014:
35).

EFL teachers can use songs to attract their students’ attention to listen to the
target language. The use of songs can provide the learners with a wide range of
vocabulary. The teacher can check if his students understand the song after listening to
it by introducing different activities like asking them questions about what the song
talks about. Furthermore, the learners will find it enjoyable to listen to different songs
because it motivates and helps them improve their listening and speaking skills .
(Veronika, 2007: 30(.

Lot of educational videos are available due to the internet. Hence, Videos
become a helpful tool in the educational system because they enable the learners to
discover other people’s life and cultures. Veronika (1995:1 ) states that "video in the
classroom offers exciting possibilities for language teaching and learning". In fact,
teachers use videos to make their lessons more comprehensible. Also, the learners rely
on videos to develop their speaking and listening skills by listening to the native
speakers. (Veronika, 2007: 31).
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 Moreover, a projector is widely used in schools. It is a device which is designed
to take the display of a computer screen and project a large version of it onto a surface.
It is considered as an important tool. A projector gives the teachers the opportunity to
present their lessons easily and in an attractive way. It is a an aid employed to present
topics to the learners. Students feel more interested about the lesson if it is presented
through visual tools because it allows them to see pictures, maps and graphics;
learners can also use PowerPoint to present their projects. (Abdullah, 2014: 40).

1.5.3 Language Laboratories

According to American Heritage Dictionary 4, language laboratory is: “A

room designed for learning foreign languages and equipped with tape recorders,
videocassette recorders, or computers connected to monitoring devices enabling the
instructor to listen and speak to the students individually or as a group”.(Net, 1961).

The integration of auditory equipment in language teaching can be traced to

the early of the twentieth century at Yale University (Clark, 1918) and the first
language laboratory was prepared at Louisiana State University in 1947 (Hocking,
1967), then, it typically spread by Audio lingual Method, believing that it would be
very practical for listening and speaking practice as well as grammar (sentence
patterns).According to Mambo(2004) the audio-lingual method was notionally
supported by structural linguistics which is a movement in linguistics that focused on
the phonemic, morphological and syntactic systems underlying the grammar of a
given language. After that, it has been recommended by naturalistic approaches in
language teaching, as well. They emphasize that learners have to be exposed to the
language in a natural and a likely way; in other words, students are expected to study
the language systematically by themselves in a language laboratory, and class sessions

9
are entirely devoted to natural interaction and communication. Thus, new
technological aids for teaching in the form of magnetic tapes, electronic devices and in
a language laboratory have been progressively more developed and become obtainable
all over the world .( Navas Brenes, 2006: 32).

According to (Wilson .D. Thayalan, 2007:44) the significance of the language

laboratory has been felt in the domain of communication. We live in a multilingual as
well as in a multicultural world, which is getting smaller to the size of a village as a
result of the expansion of science and technology. The language laboratory was
established to help one to use technology efficiently to communicate. It has a
considerable role in improving listening skill by obtaining a sensibility to the sounds
and rhythm of a language, the student has to hear the best models of a spoken
language. This is exactly the function of the language laboratory .

1.5.4 Computer Assisted Language Learning

Computer Assisted Language Learning or CALL refers to the use of the

computer in language courses by teachers and learners. It is defined as the application
of the computer in language teaching and learning. Nunan (1999: 26). states that
"interactive visual media which computers provided seem to have a unique
instructional capability for topics that involve social situations or problem solving,
such as interpersonal solving, foreign language or second language learning". CALL is
a means used in EFL teaching and learning since it has many advantages. It is a tool
which is used as an aid to the teacher in the classroom. For example there are different
programs to teach English pronunciation. CALL is used to assist learning because
learners can develop and control their learning through the use of different tools such
as email, electronic books and dictionaries. Therefore, the learners can be more

10
autonomous because they can use the computer to get information and feel satisfied
about their learning.(Net. 1997).

In the past, EFL learning was seen as boring because educators used classical
methods for teaching. Thus, using CALL helps the learners to be more motivated,
because CALL programmers can provide the students with ways to learn English
through games, animated graphics, and problem-solving techniques. As a result, even
tedious drills become more interesting. CALL is a means used in EFL teaching and
learning since it has many advantages. Thanks to CALL, the learners can be more
autonomous by providing them with various learning tools. The Computer can be a
useful tool for analyzing the learners’ mistakes and making self-correction. However,
the lack of training in the use of the computer can cause a big problem in EFL
teaching and learning.( Gray Davies, 2006: 480).

Learning Theories and their Relation to the Use of Technology 1.6

Human beings have the ability to learn in many ways. Hence, many theories
have been developed in the field of psychology. These theories such as behaviorism
and constructivism focus on the learning process and provide different points of view
about how an individual can develop new skills. (Mary & Dina, 2012: 4).

The first theory is Behaviorism which was used to develop theories of human
learning in the early 20th century. Basically, it focuses on external behavior.
Researchers supporting this theory assert that learning is the acquisition of new
behavior through conditional process (stimulus and response). Skinner who developed
this theory of learning believes that individuals learn through positive reinforcement or
punishment. Thus, he developed a system called programmed instruction which
consists of several programs that are based on this theory of learning. These programs
can give positive reinforcement when a desired behavior occurs and negative
11
reinforcement when a negative desire occurs. For example, using online activities can
provide the learners with positive verbal feedback (Mary Anne, at el, 2012: 5).

Another theory known as Constructivism has been developed in the field of

pedagogy which views the teacher as a facilitator who guides the learners to construct
their own language taking into consideration an active environment in which the
students are engaged in language activities. Therefore, Constructivists believe that
students learn by participating and analyzing problems. Rakes, et.al (1999) believe
that the availability of different technological tools and the proficiency of the teacher
on using these tools are related to the use of constructivist methods. They state that
Technology can provide the vehicle for accomplishing constructivist teaching
practices. They confirm that the use of technology can help the learners to improve
their learning by making different tools available.For example, online learning can
provide many activities through collaborating work between the learners and teachers.
(Som Naidu, 2005: 25).

Teaching Methods and their Relation to the Use of Technology 1.7

There are different teaching methods that focus on principles of how to teach a
foreign language. Each method introduced a specific way of teaching. Grammar
translation method which was used during the eighteenth and nineteenth centuries
focuses on grammar and translation of vocabulary between the target language and
native language. The purpose of this method is to make learners able to read and write
because speaking was neglected. In the 1960's, the direct method was created as a
response to grammar translation method. The direct method neglects the use of the
native language; listening comprehension is emphasized because teachers focus on
speaking rather than reading and writing. ( Zainuddin .H. Yahya, 2011: 11).

12
 The audio-lingual method is another teaching method which came as a reaction
against the direct method. It emphasized the teaching of listening and speaking. The
innovation of this method is the use of language laboratories. Its objective is to teach
listening comprehension. The audio-lingual method was based on repetition because
the students have to repeat the sentence as soon as they hear it. Therefore, learners will
be able to understand the lessons quickly and speak the target language.( Zainuddin.
H. Yahya, 2011:12).

After the rise of communicative language teaching / learning approach

communication was given more value. This approach is based on the idea that when
learners are involved in the communication, their natural strategies will be used and
this will allow them to learn the language. The communicative language teaching, or
CLT, is effective when the activities are meaningful. The students learn more if the
input is authentic. Since CLT is based on the interaction and communication between
student / student and students / teacher, technology can be an important tool such as
the use of videos and data shows. Thus, it requires "a distinct interaction with learners
and high technology devices" providing "a strong interaction between the learner,
learner / instructor, and the content as well as other learners" . .( Zainuddin. H. Yahya,
2011:23).

1.8 Benefits of Using Educational Technology

The influence of technology on EFL teaching and learning has brought many
positive effects. Using technological tools in the learning process creates better
communication for the learners. For example, with the World Wide Web, students do
not need to go to the country where the target language is used as the mother tongue.
The use of multimedia provides authentic situations; it can help the learners to practice
the language. This communication is suitable for the learners who are too shy to
speak. (Svetlana Rodinadze, at el, 2012: 23).
13
 The use of technology in the classroom reflects benefits for both the teacher
and learner. Technology will provide the learners with different activities that will
help them to learn more about the target language and practice it as well. It means
wider access of information and the improvement of skills. For instance, chatting in
network, can offer a good language environment for the learners to have speaking and
listening lessons. In this way,learners may develop their communicative ability.
Learners can use the internet and social media like chatting and using Facebook to
learn more about English speaking communities and their cultures which will develop
their productive skills and their knowledge about the target language and its use.
(Svetlana Rodinadze, at el, 2012: 25).

The learners can learn even without any assistance using the internet
Knowledge in operating a computer will be helpful for the learners so that they will
have responsibility for their learning. Moreover, The students can search for the
required answers to do their homework. Using technology can bring easiness in
studies. It can promote an exciting way to learn since there are a lot of images and
graphics that can be provided by a computer (Svetlana Rodinadze, at el, 2012: 33).

Chapter Two

14
 Educational Technology in the classroom

2.1 Integrating Technology in the Classroom

Since students are already interested and engaged in technology, teachers can
harness that attention for educational purposes. Incorporating the internet, laptops,
tablets and even smart phones into the curriculum has many benefits for teachers and
students alike. Here are just a few:( Dawson Creek, at el, 2003, 42)

1. Engages Students and Creates Active Learners. Using a computer, tablet, or other
device encourages self-directed learning and creates an active participant in the
learning process, rather than the passive learners found in a lecture environment.
Interactive lesson plans can help turn “boring” conceptual subjects like math into fun,
engaging, and educational activities for students.

2. Encourages Individual Learning and Growth. No one learns in the same way or at
the same pace, but technology can level-set the classroom. For example, technology
can provide accommodations for struggling or disabled students, and virtual lesson
plans provide individualized instruction for all. Students can learn at their own speed,
reviewing difficult concepts or skipping ahead as needed. Additionally, access to the
internet gives students access to a broad range of resources to conduct research.

3. Facilitates Peer Collaboration. In a research project conducted by the U.S.

Department of Education, many educators reported that technology facilitated peer
collaboration. They noted that when students were assigned to small groups for
technology-based projects, those students who already had certain computer and
technology skills routinely assisted less skilled students. Peer tutoring, mentoring, and
collaboration were the unexpected results of the tech

15
4. Prepares Students for the Real World. Technology is an integral part of how we
work and live. Teaching students how to use technology to learn, research,
collaborate, and solve problems from an early age will better prepare them for their
careers. It can also help reduce the fear of new technology in the future by
familiarizing them with the discovery process for each new .

5. Creates More Engaged and Successful Teachers. Using technologies like virtual
lesson plans and internet resources can help free up time — both in developing and
delivering curriculum. This allows teachers to spend more time with the students who
are struggling, ensuring the whole class is better prepared for tests and advancement.
(Net,2009).

2.2 Computers Uses in the Classroom

The world is constantly changing and ways in which we function at home,

work and school are also changing. The speed at which technology has developed
plays a major role in these changes. From e-mail to on-line classes, computers are
definitely influential in our lives, and can enhance the learning process in schools in
various ways. With the increasing popularity of computer technology, it is essential
for administrators to support and encourage computer technology in our education
systems. (Bernardo Provenzano, at el, 1999: 32).

Computers are important in education because they force us to reconsider how

people learn, how they are empowered, and what the nature of learning and useful
information is. We cannot avoid the presence of computers in our schools because
they are forcing educators to re-evaluate the very nature of what and how we teach. In
1998, the Office of Technology Assessment reported there were approximately 5.8

16
million computers in schools across United States or approximately one machine for
every nine students (Bernardo Provenzano, at el, 1999: 33).

An advantage of having computer-assisted instruction in the classroom is that

the computer can serve as a tutor. Teachers can only aid students in the learning
process so far. Computers can assist teachers and act as a tutor for the students who
are falling behind. A report entitled Computer Advantages: Tutoring Individuals,
states “with computers as tutors, no student will be overwhelmed because he or she is
missing fundamentals the computer will repeat material until each lesson has been
sufficiently mastered. Teachers do not have the time to repeat lessons over and over
again. The writer believes it is important to give all students in the classroom the
opportunity to adequately learn the lessons, and with computers acting as tutors they
can. (Bennett, 1999: 3)

One of the biggest problems in the world today is illiteracy. Each year
thousands of students graduate from high school reading at the elementary school
level, or not reading at all. Every student should have the opportunity to receive
additional assistance when they need it. Teachers are doing the best they can with
literacy issues in the classroom, and computers can reach the students that the teachers
cannot. The article entitled “Computers as Tutors” discusses Annabel Thomas
(Bennett, 1999) who was unable to read despite her years in the New York City school
system. After leaving school, she was taught by tutors and had enrolled in library
literacy programs and adult education classes trying to overcome her handicap. After
doing everything she still had not learned to read, until she enrolled in a computer
course program that taught her to read and write. Because of success stories like this it
is crucial to support the use of computer technology in the classroom. (Bennett, 1999:
3) .

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2.3 The use of Information and Communication Technology (ICT) in
The EFL Classroom

The use of information and communication technology (ICT) such as Internet

applications, CD-ROMs, video technology and various computer attachments and
software programs have caused many changes in society. These changes have not just
been off a technical nature but more importantly of a structural nature. Many of the
major institutions of our society have changed and the way we live our daily lives
have been impacted. However, the impact on education may just beginning to be felt
as teachers integrate this new technology into their teaching. In the early stages of the
use of ICT in teaching, looking at the experiences of teachers at a high school in the
forefront provides some clues as to what possibilities and problems may be presented
with this new technology. (Warschauer, (2006) : 5)

The use of ICT is changing teaching in several ways. With ICT, teachers are
able to create their own material and thus have more control over the material used in
the classroom than they have had in the past. Rather than deskilling teachers as some
scholars claim, it seems that technology is requiring teachers to be more creative in
customizing their own material. Also, using Web pages to enhance an activity
demonstrates that technology can be used to complement other aspects of good
teaching rather than replace them. It is evident that involving students in the creation
of useful material as a part of a learning exercise is a way to make school more
meaningful for students. While the use of Power Point presentations have been
criticized by some, teachers at this school provide examples of how it helps them with
their teaching. The use of peripheral devices on computers to help with physics
experiments again shows how ICT can be used to aid the learning process and help
students focus on higher level concepts rather than less meaningful tasks. .
(Warschauer, (2006) : 7)

18
 By using ICT strategically, it would help to improve the teaching and learning
process for students learning. The success of ICT when implemented in the foreign
language classroom depends on the teacher. In addition, it is very important that the
teacher is well versed in using the tools surrounding ICT in order to fully take
advantage of the benefits that ICT offers a conventional In the technological
revolution and the information age, using technology in teaching English becomes a
fact of life and becomes a part of the broader ecology of life at the turn of the century.
It is widely assumed that technology has enormous potential to improve learners’
achievement by expanding students’ learning experience, increasing motivation,
facilitating collaboration, fostering learner autonomy, and promoting global
understanding, not to mention developing language skills if it is used effectively in the
context where learning takes place . (Warschauer, (2006) : 10).

2.4 Language Laboratory and the Classroom

Listening comprehension is a key component in language teaching. Language

programs with a communicative goal should focus on the quality of listening tasks
based on authentic materials as well as appropriate audio-visual equipment. In terms
of the authenticity of the content of listening activities, explains that language
“learners feel better with authentic materials helping them involve in the ‘real‘
language as long as we, as teachers, provide them with pedagogical support”.
Instructors may create tasks from short academic lectures, radio programs, authentic
conversations, audio-books, songs, or short stories. (Richard John, 2001: 78) .

Language lab sessions, therefore, should be seen as a helpful complement of

language courses as long as creative and special tasks are developed for its use. In
other words, the study of new content and communicative activities may be conducted
during the regular class period; then, specific areas such as pronunciation (the

19
segmental and supra-segmental features of language), listening comprehension tasks,
or further grammar practice must be reinforced in the lab with recorded material
especially designed for language lab sessions. These activities may include
pronunciation exercises, songs, cloze tests, and content questions based on interesting
lectures or talks. Finally, another advantage of using a language lab has to do with the
possibility of having some feedback; that is, students can record the content and
explanations given by the teacher during language lab sessions. Then, they can listen
to their own production and focus on their own mistakes. This is a significant
advantage over the other two types of language laboratories that can be found in the
market. (Jones, 1982: 79).

The use of the language laboratory has a series of advantages. According to

Wolgan M. Rivers (1970, 321) refers to the following positive aspects regarding the
use of the language lab in teaching English: (1) For the first time in the history of
foreign-language teaching, each student may have the opportunity to hear native
speech clearly and distinctly. (2) The students may hear this authentic native speech as
frequently as he and his teacher desire. (3) The taped lesson provides an unchanging
and unwearyingly model of native speech for the student to imitate. (4) In the
language laboratory the student may listen to a great variety of foreign voices, both
male and female. (...) (5) Each student may hear and use the foreign language
throughout the laboratory session, instead of wasting time waiting for his turn in a
large group, as he does in the usual classroom situation. (6) The laboratory frees the
teacher from certain problems of class directions and classroom management, enabling
him to concentrate on the problems of individual students.

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2.5 The Uses of Audio-Visual Aids in Classroom

Audio-visual aids in the classroom can enhance teaching methods and improve
student comprehension. Today's technology offers many choices to the informed
educator who wishes to capitalize on a new generation's appetite for multimedia
presentations. Lesson plans that incorporate the use of audio-visual aids should be
consistent with curriculum objectives and not segued.

1. Auditory Learners and Aids, Auditory learners focus more on the spoken word
rather than the written one. Taped recordings of lectures or movies are helpful to
auditory learners because they pick up on speech nuances such as tone and pitch.
Computers with speech-recognition devices will also help auditory learners to process
and retain information better than just reading from a textbook. Students with hearing
disabilities will also benefit from teachers who use microphones while lecturing.

2. Visual Learners and Aids, Slide projectors have given way to PowerPoint
presentations in the modern classroom, but the concept is the same. Visual learners
understand meaning through graphic portrayals such as charts, illustrations and
diagrams. Teachers that take the time to compose or find visual supplements to
accompany their lectures help to greatly augment learning potential. The old adage
that "a picture is worth a thousand words" still rings true, especially in today's image-
submerged society.

3. Movie Clips ,Incorporating a YouTube moment or any other instructional video clip
into a lesson plan can greatly increase understanding as well as enjoyment during the
learning process. If an interactive white board with Internet capabilities is not
available, many video clips from the web can be downloaded and embedded in a
PowerPoint presentation for classroom purposes. Be sure to prepare students before

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watching the clip by telling them what to expect or what to look for and then
following up with discussion questions that tie in to the lesson plan.

4. Special Education Students, Students with special needs often require information
to be presented to them in several different formats before they can adequately
understand a concept or process information. Playing a book on tape while
simultaneously reading together in class is a good way to reinforce material. Videos
that deal with the targeted subject matter can be shown afterwards to further augment
learning.

5. Don't Overdo It: ,Audio-visual technology has an important role to play in the
modern classroom, but teachers who rely too much on technology may actually inhibit
learning. It's the law of diminishing returns: you can only get so much useful
enjoyment and assistance from a machine. The personal relationship between teacher
and student is ultimately more valuable and rewarding in a brick and mortar classroom
environment. This is not to say that there aren't some students who are quite capable of
learning by themselves through interactive technology, but if that were true in all
cases, then schools wouldn't need teachers.
(Akram Sufian, at el, 2012: 536).

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 Conclusion

Educational technology has brought changes in the field of education and

transformed the approaches of teaching and learning English as a foreign language.
Thanks to its innovations the teaching and learning process is enhanced and facilitated.
For instance, it is worth mentioning that new technological materials can improve the
teaching and learning situation and give the students the opportunity to discover and
accept the new technological environment.

Nowadays, the use of educational technology is in progress. EFL teachers and

learners depend on the use of different technological tools to make the educational
process successful. Taking the role of using technology as a medium for EFL teaching
and Learning and its impact on the EFL teaching and learning process as the studied
issue for this research work.

The first chapter has begun with a literature review of previous research
studies concerning educational technology. As an entry, the researchers provided an
idea of traditional and modern education, a definition and a historical background of
educational technology so that the reader will have an idea about this concept, the
researchers mentioned some of the tools that technology offers, and the impact of
technology on language teaching and learning.

The next chapter discussed the challenges encountered in classrooms,

resulting from the integration of technology. Also deals with the technology
integration support in the classroom and shed lights on educational tools such as
CALL and other technological aids in the classroom . the problems and barriers that
faced through integration technology in the classroom.

23
 According to the research findings, the teachers participating in the study
emphasized that most of their students were better than them in using technological
tools or environments. In this respect, it is an inevitable solution for teachers that
students help their teachers with technology use. The solutions that the teachers
suggested regarding the process of effective use of technology included such subjects
as students' support or their training because the teachers thought that they would be
able to use technology more effectively in their course activities when their students
helped them with technology use in class. Thus, with the help of execution of courses
in cooperation of teachers and students, it will be possible both to increase the
interaction between teachers and students and to decrease teachers' anxiety in
technology use during lessons. Dillon-Marable and Valentine (2006), in their study,
reported that technology integration into education could be achieved by establishing
constant interaction between teachers and students, by facilitating technology use and
providing students with opportunities to use technology effectively. In this respect,
technology-based interactions between teachers and students which will allow them to
use technology effectively could lead to effective technology integration. Based on
research findings, qualitative applied studies could be conducted in which students act
as technology assistants and use technology effectively.

24
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