Enhancing EFL Teaching and Learning through Technology

International Journal of Social Science Tomorrow Vol. 2 No. 2 Enhancing EFL Teaching and Learning through Technology Marwan S. S. Moqbel, Ph. D. Student, English Dept., School of Languages, Literature and Cultural Studies, Yeshwant College, S.R.T.M. University Dr. L. V. Padmarani Rao, Associate Professor, English Department, Yeshwant College, S.R.T.M. University Abstract Technology, along with its various tools, has become an essential element in the process of teaching and learning languages. The most effective technology tool is computer. It is essential for the use of most other technologies. With the help of multimedia and Internet, integrating computer in teaching and learning languages has become more effective and useful. Both multimedia and Internet with its synchronous and asynchronous tools can help effectively in teaching and learning languages, making that more interesting, enjoyable, and useful. Their importance in EFL teaching and learning comes out of the fact that they provide EFL learners with more opportunities and exposure to practice and learn English and its culture. They can also create motivating and enjoyable learning environment in which EFL learners are engaged. These points are highlighted in this article by referring to some previous studies in this regard. Keywords: Computer-Assisted Language Learning (CALL), Computer Mediated Communication (CMC), Synchronous CMC Tools, Asynchronous CMC Tools, EFL Learning/Teaching 1. Introduction Technology is in an effective instructional aid. In the current age, it, along with its various tools and applications, has become more integrated in the teaching and learning process. This can play an important role in enhancing this process (Al-Ghazo, 2008, p. 4) and making it active instead of passive. What is special about ISSN: 2277-6168 February|2013 www.ijsst.com Page | 1 International Journal of Social Science Tomorrow Vol. 2 No. 2 technology is that it can be used in various ways in the classroom regardless of the level of students or the subject of teaching (Teacher Technology Competency Committee [TTCC], 1998, p. 2). Generally speaking, technology can play an active role in revitalizing classes through helping students and teachers to feel interested in the subject matter, engaging students in the learning process, and giving students and teachers access to the world outside the classroom (Gilroy, 1998, p. 11). It can also facilitate and encourage cooperative learning (Hollenbeck & Hollenbeck, 2004, p. 2). Moreover, it can provide opportunities that address individual student learning and meet the different learning styles of students, and hence sustains positive experiences in the classroom (Hollenbeck & Hollenbeck, p. 3). According to Danielson (2007), tools of technology, such as computers and computer laboratory, video players, Overhead projectors, and Data Show projector are effective tools in enhancing learning and that using these tools to enhance learning becomes an important responsibility of today‟s teachers (p. 36). In brief, technology can positively impact the teaching and learning process (Hew & Brush, 2007, p. 224). Using technology in teaching foreign languages learners can serve several functions. It can increase interaction among students and with “real-life audiences” outside the classroom; meet the different learning styles of students; make learning authentic through providing students with materials and activities relevant to the real world; and create a positive learning environment that are supportive and open (Dukes, 2005, p. 4). Using it in the teaching and learning process can facilitate communication among students and build language skills that students need not only in but also outside the classroom (Hollenbeck & Hollenbeck, 2004, p. 2). Moreover, it makes classes more interesting (Alkahtani, 2011, p. 93). According to Chartrand (2004), using technology in EFL teaching can encourage students to be more responsible for their EFL learning, increase their confidence, and motivate them by providing them with interesting materials (p. 15). For all these reasons, EFL teachers should think of how to integrate technology in their teaching. However, in order to do that, they need, first, to possess the necessary technology competencies required to be able to use technologies in their teaching. Such competencies are important to improve the communication in the teaching and learning process (Selvi, 2010, p. 172). In this article, the researchers try to refer to the most important technology tools and applications that can be used to improve EFL teaching and learning. 2. The Computer The computer is the most effective instructional tool. Using it in teaching and learning languages becomes essential because of the benefits it can bring to both teachers and students. It plays a central role in making the learning environment more motivating, encouraging, and interesting. Using it in the teaching and learning process has made the impact of the other technologies used in the process of teaching and learning greater as most of them depend on it. In addition, collaborative learning supported by computer can create an environment in which “interaction among students plays a central role in the learning process.” Here, students can work collaboratively in the classroom, at home, or at any place and time if they have access to the Internet. This collaborative learning gets students involved in the learning process. It also “promotes higher achievement ... [and] promotes positive attitude toward the subject matter” (Roberts, 2005, pp. 2-3). Using computer in teaching and learning EFL can engage students in meaningful learning activities, not only in but also outside the classroom as Alabbad (2010) stated. In his study, EFL students found using computer in teaching more enjoyable and exciting. The study showed that students' active involvement in the learning process of English led to significant language learning outcomes. In addition, it indicated that using such a technique in instruction can provide students with more exposure to the culture of the target language, and hence facilitates effective communication. In a learning environment supported by computer, teachers may play various roles. According to Salmon (2004), they may play the role of one or more of the following roles: facilitator, organizer, mentor, assistant, observer, or lecturer. These roles require teachers to be prepared well. 2.1 Stages of Using Computer in Language Learning The process of using computer in language learning is termed computer- assisted language learning (CALL). This process passed through some stages. At the beginning, using computer as a device for learning a language was based on the behaviouristic approach for learning. This phase consisted of software programmes for practicing language in drills (Warschauer, 1996) and CALL was used in the classroom as a supplement rather ISSN: 2277-6168 February|2013 www.ijsst.com Page | 2 International Journal of Social Science Tomorrow Vol. 2 No. 2 than as a replacement for instruction (Fotos & Browne, 2004, p. 5). The computer was seen as a vehicle or tutor to present instructional materials to students and to provide them with opportunities to practice the language through drills, according to their own pace, and this can develop students' autonomy in learning. In other words, the programmes of this stage emphasized on repeating materials through drills and practice which are useful in language learning as they can provide students with more exposure to language which is very important in learning a language (Warschauer, 1996). In the early 1980s, as against the behaviouristic approach to using computer in learning language which was limited to mechanistic drills, another approach to using computer in language learning appeared. It was based on the communicative approach to teaching (Warschauer, 1996). The software programmes of this phase emphasized on stimulating “students' motivation, critical thinking, creativity, and analytical skills” (Fotos & Browne, 2004, p. 6). Three models of communicative CALL appeared in this phase: computer as a tutor, computer as a stimulator, and computer as a tool (Warschauer, 1996). In the first case, computer as a tutor which represented an extension of computer as a tutor of the behaviouristic CALL, the purpose of CALL was to provide opportunities for students to practice language skills but not in a drill manner like that of behaviouristic CALL (Warschauer, 1996). The programs of this model included courseware for paced reading, language games, text reconstruction, puzzles, etc. (Ryait, 2010, p. 9; Warschauer, 1996). The software programmes of the second model, computer as a stimulator, did not aim only at language learning. The purpose of CALL was to stimulate discussion, writing, research, and critical thinking among students. The software programmes of this model included Sim City, Sleuth, Where in the World is San Diego, etc. (Ryait, 2010, p. 10; Warschauer, 1996). In the third case, computer as a tool, the purpose of computer was to facilitate learning and using the target language. The software programmes of this model included word processors, spelling and grammar checkers, desktop publishing programmes, and concordancers that aimed at facilitating language learning (grammar, spelling, etc.) and using the target language (Ryait, 2010, p. 10; Warschauer, 1996). All this was not enough to consider the CALL as an effective tool integrated into teaching and learning a language. Therefore, there was a need for developing models to integrate CALL into the process of language teaching and learning. This is what happened with the help of multimedia and the Internet. 2.2 Multimedia Multimedia involves the use of a variety of media, such as text, film, video, audio, animation, and graphics (“Teaching English using multimedia,” 2009; Warschauer, 1996). It can be represented by CD-ROM. What makes multimedia more powerful is its connection to hypermedia (Warschauer, 1996), i.e. linking the multimedia resources all together including video, audio, graphic and text (Lamper & Ball, 1990, p. 5). Using multimedia in the classroom is important. It can play a positive role in improving the quality of teaching. It can also make students interested in the course, increasing their motivation which, in turn, can help them to improve and develop their English language skills (“Teaching English using multimedia,” 2009). Moreover, using multimedia in the classroom can increase creativity and communication among students and provide learning opportunities for students according to their levels and learning styles (Hollenbeck & Hollenbeck, 2004, pp. 2-3). A multimedia software allows students to enter into “computerized microworlds” to experience language and culture and manipulate language forms and functions (Warschauer & Meskill, 2000, p. 5). This is what Fotos and Browne (2004) also stated, A typical multimedia language program might allow students to do a reading assignment in the target language, use a dictionary, study grammar and pronunciation related to the reading, perhaps access support materials and translations in the students' first language (L1), view a movie of the reading, and take a comprehension test on the reading content, receiving immediate feedback, all within the same program. (p. 6) Lu and Liu (2011) highlighted the effectiveness of using multimedia in teaching English as a second language. They pointed out that using multimedia networking technology in the instruction of English language can make students the center of the learning process, help them to learn actively instead of passively and encourage autonomous learning, and allow them to learn language according to their abilities, needs, and preferences (p. 3178). The interactive whiteboard (IWB) is “a touch-sensitive screen that works in conjunction with a computer and a projector” (Al-Saleem, 2012, p. 128). It is a multimedia tool that can be used to make the process of teaching ISSN: 2277-6168 February|2013 www.ijsst.com Page | 3 International Journal of Social Science Tomorrow Vol. 2 No. 2 and learning more effective. Using it in teaching can affect the learning process in terms of students' engagement and motivation and supporting various learning styles (SMART Technologies Inc, 2006, p. 4). It facilitates brining authentic materials to the classroom and integrating various components, such as videos, audios, different websites, texts, games, etc. in the process of learning and teaching (Březinová, 2009, p. 18). In teaching foreign languages, the interactive whiteboard can be used to support interaction and conversation between the teacher and students and among students themselves, to promote teachers' organizational skills (Gérard & Widener, 1999), to present linguistic elements, and to support oral skills (Al-Saleem, 2012, p. 130; Gérard & Widener, 1999). The results of the study of Swan, Kratcoski, Schenker, and van't Hooft (2010) suggested that using the interactive whiteboards in teaching can enhance students‟ learning and performance in “mathematics and reading/language arts” (p. 141). 2.3 The Internet The Internet, along with its various tools and applications, is an effective tool of teaching and learning languages. Using it in teaching and learning English can make this process more interesting and effective. In fact, the Internet can play an important role in changing English language teaching and learning for teachers and students. English teachers can use it in different ways such as gathering materials on different skills or systems: listening, reading, writing, grammar, vocabulary, etc. For students, the Internet contains a lot of materials that can be used by them to study and practice English (Kitao & Kitao, 2001). In the classroom, the Internet can be used in different ways. For example, teachers can use it to develop students' ability in writing letters through using e-mail service and to develop students fluency in English through chatting even with native speakers. They can also use it to provide various instructional environments that meet the needs of all students. Besides, teachers can use the Internet to bring authentic learning materials and opportunities. In such kind of instruction, teachers act as a facilitator of learning, helping students to use and learn about sites and using them in learning (Hollenbeck & Hollenbeck, 2004, pp. 4-5). However, teachers should be careful and aware of how to use the Internet and the available resources in teaching effectively. Interaction among people via computers and Internet is termed computer-mediated communication (CMC). There are various CMC tools and applications. They can be classified into two groups: synchronous CMC and asynchronous CMC (Erben, Ban, & Castañeda, 2008, p. 84). All these tools can help effectively in teaching and learning languages through providing more opportunities and exposure for students to use and practice the target language. However, choosing a particular CMC tool must be according to the language aspect or skill intended to be learned or developed. 2.3.1 Synchronous CMC Tools Synchronous tools are those tools that can be used to make a real-time communication (Pritchard, 2007. p. 7), such as instant messaging (IM), text chat, audio/video chat, audio conferencing, video conferencing, Skype, etc.  IM is used to send and receive instant text messages between two or more Internet users (Mahfouz & Ihmeideh, 2009, p. 208).  Text chat is an instant online written communication (Clyde & Delohery, 2005, p. 7) between two or more Internet users.  In audio chat, two Internet users speak to each other via microphones and earphones (Mahfouz & Ihmeideh, 2009, p. 208).  Video chat involves using microphones, earphones, and webcams to enable the two Internet users to see each other while chatting (Mahfouz & Ihmeideh, p. 208).  Audio conferencing involves real time interaction among more than two Internet users using microphones and earphones.  Video conferencing involves real time interaction, allowing more than two Internet users to communicate with one another using microphones, earphones, and webcams (Rivoltella, 2006, p. 55). All these applications can serve several instructional purposes. English teachers can use them to provide more opportunities for students to use English which, in turn, will help them to learn or improve their English language. They can also use these applications to interact with and give feedback to their EFL/ESL students which can make the process of learning more beneficial (Sotillo, 2006). In addition, these applications can be used to foster collaborative learning among students, engaging them in the process of English learning and motivating them to participate in discussions more effectively than they do in face-to–face discussions. To make using these tools more effective in the classroom, the teacher can use Video Projector to show any of the conversations among teams or groups on a screen so that anyone can observe any of the online conversations. He can pop up and out of the group conversations in order to monitor their progress (Clyde & Delohery, 2005, p. 59). ISSN: 2277-6168 February|2013 www.ijsst.com Page | 4 International Journal of Social Science Tomorrow Vol. 2 No. 2 Several previous studies highlighted the effectiveness of these applications in learning languages. Some of these studies are reported here:  The results of the research programme of Bonham, Surin, Nakano, and Seifert (2003) indicated that collaborative videoconferencing can create an interesting and exciting learning environment that can make students engage in a truly learning environment where they can obtain both knowledge and information.  Levy and Kennedy (2004) discussed a task-cycling pedagogy for language learning utilizing computermediated audio-conferencing tools. The results showed that using such techniques could facilitate students‟ acquisition of the linguistic forms of the Italian language as a second language and their ongoing independent language learning.  The results of the study of Wang (2004) indicated that the videoconferencing tools can support oral and visual interaction in distance language learning.  The study of Xiao and Yang (2004) indicated that online chat with voice and webcam can improve EFL students' oral interlanguage and pragmatic competence.  Sotillo (2006) reported on a pilot study which highlighted the usefulness of using text-based and audio chat and videoconferencing components of CMC in ESL learning. The results of the study indicated that corrective feedback to ESL learners made by their native speaker or non-native speaker partners by using these tools of the Internet allowed the learners to notice their deviant use of some lexical, grammatical, and semantic forms which could facilitate their second language development.  Jin and Erben (2007) highlighted the validity of using instant chat in intercultural learning in foreign language classes. The results of the study reported here showed that students' intercultural interaction increased and students developed their critical thinking skills and self-reflection capacities and showed positive attitudes towards using instant chat in intercultural learning.  The study of Ling and Dayou (2007) indicated that the use of synchronous chat could enhance English learning skills of college English students. The results of this study also showed that students had a positive attitude towards synchronous chat and were highly motivated in doing that.  The study of Mahfouz and Ihmeideh (2009) indicated that using video and text chat can give English foreign learners more opportunities to make real life communication and authentic interaction with native speakers and increase the limits of the learning environment to beyond the boundaries of the classroom. Skype is an effective synchronous Internet tool. Teachers can use it to communicate with students as that with a phone. They can also use it to conduct conference calls with their students using a webcam. Mubarak (2012) claimed that with using Skype in EFL teaching, teachers can provide students with more opportunities to make live conversations in English even with native speakers and such a thing would not only develop their skills in English but also would develop their self-confidence to speak English. What is wonderful about Skype is that it is free. What one needs is to download Skype software, a computer connected to the internet, and a microphone. 2.3.2 Asynchronous CMC Tools Asynchronous tools enable communication over a period of time through a “different time-different place” mode (Ashley, 2003, Asynchronous tools, para. 1). Discussion boards, web logs, e-mail, and social networking sites like Facebook are examples of asynchronous CMC tools that can be used as teaching tools. Discussion boards are asynchronous communication tools. They can be used to post a comment, to ask and answer questions, or to give a feedback online. Both teachers and students can use them to make discussions and contact each other in groups. They can really facilitate collaborative discussions and activities (O‟Leary, 2005, p. 2), promote problem-solving skills (Chin, 2004, p. 111), and provide more opportunities for students to interact (Schulte, 2010, p. 7). Erben, Ban, and Castañeda (2008) claimed that discussion boards are the best place for ELL students to express their feelings and experiences, adding that by reading the posting of others and working on their writing before posting, students can improve their language. However, to make use of them more effectively in teaching, teachers need to use them purposefully to meet the objectives of a specific course and to make them non-threatening in order to encourage students to participate (TeacherStream, 2009). Weblogs are “personal interactive e-diaries/journals” which allow interaction through responses to a given topic (Farreny, n.d., section 3.1., para. 1). In relation to learning a language, they can be used to develop writing skills and abilities of EFL students (Farreny, n.d.; Miyazoe & Anderson, 2010; W.-S. Wu, 2005) and reinforce reading skills (Farreny, n.d.). This was supported by what Güttler (2011) stated, based on reviewing previous literature, that blogs can create opportunities for EFL students to improve their reading and writing skills and build their vocabulary. Using blogs in teaching EFL/ESL is useful for both teachers and students as Hashemi and Najafi (2011) claimed, Using blogs as an educational tool in English classes is not only refreshing, highly motivating, and exciting for the language students but it also creates innovative ways of teaching language skills for language teachers as ISSN: 2277-6168 February|2013 www.ijsst.com Page | 5 International Journal of Social Science Tomorrow Vol. 2 No. 2 well. Indeed, blogs are authentic, interesting, and communicative resources that can serve a variety of purposes in the foreign language classroom. A medium to reflect on material, inquire into issues, and interact with others, blogs provide a rich and easy-to-use environment for both learners and instructors. (p. 603) Some previous studies highlighted the usefulness of using blogs in EFL learning. For example, the thesis of Zhang (2009) pointed out that blogs are effective teaching tools that can be used to improve EFL students' English writing skills. They also give EFL students freedom for self-expression in English, providing them with opportunities of social interaction and with learning motivation and improving their writing and learning strategies and critical thinking skills as the study of Noytim (2010) indicated. Email is an Internet asynchronous tool that can be used for instructional purposes. It has a lot of instructional uses. Teachers can use it to enhance teaching and learning English. They can also use this service to generate students work for teaching purposes and to provide more contact time with and among students (Clyde & Delohery, 2005, p. 131). It can also provide students with opportunities of real life communication useful for them as EFL learners (Warschauer, 1995). Moreover, it is a useful tool in EFL writing classes (Lee, 1998). The studies of Kern (1995) and Nagel (1999) found that using emails in teaching a foreign language can improve students' grammar, vocabulary and writing skills (cited in Al-Mekhlafi, 2004, p. 91). Similarly, the study of Edasawa and Kabata (2007) indicated how an email exchange projector had improved ESL students at the vocabulary and syntactic levels through message exchanges. Social networking sites such as Facebook can be used in teaching English as a second and foreign language, too. Through using such a tool in teaching and learning English, students can have a lot of opportunities to use English language. For example, they can make discussions, write to friends, comment on pictures, etc. Facebook can play several instructional functions. Teachers can use it outside the classroom to post links of useful videos and files to students and to send them homework they can do at home. They can also create their own groups that include their students and use that for instructional purposes, such as developing writing skills through posting topics for the students to write on and collaborative learning through setting topics for discussion. In this way, teachers can expose their students to more English and provide them with more opportunities to improve their English skills, especially that EFL students have not opportunities to use English outside the classroom (Mubarak, 2012). The effectiveness of Facebook as a tool of teaching and learning languages is highlighted by some previous works. Mills (2009) stated that Facebook can be a valuable learning environment to practice and engage in learning a foreign language, indicating that Facebook could provide her students with an authentic environment for interaction and communication in French which helped them to meet the grammatical, functional, and linguistic objectives of her French language course. Blattner and Fiori (2009) highlighted how Facebook can provide language learners with opportunities to develop their socio-pragmatic competence, an aspect of language acquisition, through authentic language interaction and can enhance a sense of community in language classrooms. Kabilan, Ahmad, and Zainol Abidin (2010) indicated that, in the opinion of students of higher education, Facebook can provide a learning environment that can facilitate English language learning in relation to improving students‟ language skills, increasing their motivation and positive attitudes towards English language learning, and building their confidence. The study of P. Wu and Hsu (2011), which aimed at exploring the influence of Social Networking Sites on EFL learners, indicated that the students were interested in interaction with their peers in English. They felt free to express their opinions and share their thoughts on Facebook. Observing her students, Haverback (2009) stated that her students used Facebook collaboratively to discuss assignments and ask and answer questions in relation to their study. She found them more motivated to participate in discussions on Facebook. In brief, the Internet, with its synchronous and asynchronous tools, is an effective teaching tool. In order to use it in EFL teaching effectively, EFL teachers need to be trained on doing that (Eastment, 1999, p. 2; Külekçi, 2009, p. 159), to raise their awareness of the importance of using the Internet in English teaching, and to be provided with practical support and opportunities to know about the impact of the Internet on their teaching (Eastment, p. 2). 3. Conclusion In spite of the importance and effectiveness of using technology and its various tools in teaching and learning in general and EFL teaching and learning in particular, teachers still do not use them in their teaching. The main reason for not integrating technology into instruction is due to the lack of necessary skills and competence to use ISSN: 2277-6168 February|2013 www.ijsst.com Page | 6 International Journal of Social Science Tomorrow Vol. 2 No. 2 technologies in the classroom (Abrami, 2001; Külekçi, 2009, p. 158). Hew and Brush (2007) identified three types of knowledge and skills that represent a major barrier for not using technology in teaching: the lack of specific technology knowledge and skills, technology-supported-pedagogical knowledge and skills, and technologyrelated-classroom management knowledge and skills (p. 227). Butler and Sellbom (2002) looked at the barriers of not integrating technology into teaching from different point of view and classified them into three main categories as follows: reliabilities of technologies, lack of time to learn using technologies, uncertainty whether it worth to learn using technologies and lack of institutional support (p. 28) To be able to integrate technology into teaching, teachers need first to change their attitudes and beliefs about technologies (Hew& Brush, 2007, p. 232). They also need some professional training in how to integrate technology into their teaching. Moreover, they need to see positive outcomes and experience positive events in this regard (Mueller, Wood, Willoughby, Ross, & Specht, 2008, p. 1535). Therefore, there must be some training strategies for preparing teachers to use technologies in their teaching. These training strategies must be adopted in the policy of universities or schools that can carry it out through their specialized units or departments. Lawrence and Veena (n.d.) presented a brief overview of the kinds of possible training strategies that could be there:  Encouraging Teachers to Acquire Necessary Skills: Teachers need to be encouraged to acquire the necessary skills in using technologies in their teaching and to be aware of the importance of using technologies in enhancing learning and teaching in the classroom. There should be policies that aim at providing opportunities for teachers to acquire the necessary skills in using technologies.  Providing Sustained Support for Teacher's Use of Technology: After acquiring the necessary skills, there should be a policy on how to continue supporting teachers to use technologies.  Evaluating Teacher Use of Technologies: The most important criterion for evaluating the teachers' performance should be the extent to which they can use technology tools in teaching effectively. (pp. 5-6) Marwan S. S. Moqbel, Ph. D. Student, English Dept., School of Languages, Literature and Cultural Studies, Yeshwant College, S.R.T.M. University, Nanded, India Dr. L. V. Padmarani Rao, Associate Professor, English Department, Yeshwant College, S.R.T.M. University, Nanded, India References                 Abrami, P. C. (2001). Understanding and promoting complex learning using technology. Educational Research and Evaluation, 7, 113–136. Alabbad, A. M. (2010). Interactive computer/network-based program for teaching English as a foreign language in the elementary levels in Saudi Arabia. doi: 10.1109/ICMCS.2011.5945699 Al-Ghazo, Ali M. (2008). Technology integration in university teacher's education programmes in Jordon: Comparison of competencies, attitudes and perceptions toward integrating technology in the classroom (Doctoral dissertation). Retrieved from ProQuest LLC. (UMI No: 3310999) Alkahtani, S. A. (2011). EFL female faculty members‟ beliefs about CALL use and integration in EFL instruction: The case of Saudi higher education. Journal of King Saud University – Languages and Translation, 23, 87–98. doi:10.1016/j.jksult.2011.04.004 AL-Mekhlafi, A. (2004). The Internet and EFL teaching: The reactions of UAE secondary school English language teachers. Journal of Language and Learning, 2(2), 88-113. Al-Saleem, B. I. (2012). The interactive whiteboard in English as a foreign language (EFL) classroom. European Scientific Journal, 8 (3), 126-134. Retrieved March 2012, from http://www.eujournal.org/esj_feb_2012_n3/8.pdf Blattner, G. & Fiori, M. (2009). Facebook in the language classroom: Promises and possibilities. Instructional Technology and Distance Learning (ITDL), 6 (1), 17−28. Bonham, G., Surin, A., Nakano, M., & Seifert, J. (2003). The transformative potential of IP videoconferencing in graduate professional education: Collaborative learning in Japan, Russia, and the United States. In D. Lassner & C. McNaught (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2003 (pp. 1398–1401). Chesapeake, VA: AACE. Březinová, J. (2009). Interactive whiteboard in teaching English to young learners (Master thesis, Masaryk University in Brno). Retrieved April 2012, from http://is.muni.cz/th/105084/ pedf_m/interactive_whiteboard_in_teaching_english_to_young_learners.pdf Butler, D. & Sellbom, M. (2002). Barriers for adopting technology for teaching and learning. Educause Quarterly, 25(2), 22-28. Chartrand, R. G. (2004). The effectiveness of using computer-assisted instruction in teaching English as a foreign language in a Japanese secondary school (Fukuoka, Japan). AYMAT Individual Thesis/SMAT IPP Collection. Paper 389. Retrieved June 2012, from http://digitalcollections.sit.edu/ipp_collection/389 Chin, P. (2004). Using C & IT to support teaching. London: RoutledgeFalmer. Clyde, W. & Delohery, A. (2005). Using technology in teaching. New Haven and London: Yale University Press. Danielson, C. (2007). Professional practice: A framework for teaching (2 nd ed.). United States of America: ASCD. Dukes, C. (2005). Best practices for integrating technology into English language instruction. English Language Learners and Technology, 7(1), 3-6. Retrieved March 2012, from http://www.seirtec.org/publications/newswire/vol7.1.pdf Eastment, D. (1999). The Internet and ELT. Oxford: Summertown Publishing. ISSN: 2277-6168 February|2013 www.ijsst.com Page | 7                                     International Journal of Social Science Tomorrow Vol. 2 No. 2 Edasawa, Y. & Kabata, K. (2007). An ethnographic study of a key-pal project: Learning a foreign language through bilingual communication. Computer Assisted Language Learning, 20 (3), 189–207. Erben, T., Ban, R., & Castañeda, M. (2008). Teaching English language learners through technology. New York and London: Taylor & Francis e-Library. Farreny, J. A. (n.d.). Webquests and Blogs: Web-based tool for EFL teaching. Retrieved June 2012, from http://www.apac.es/publications/documents/ Webquest_weblog_paper.pdf Fotos, S. & Browne, C. (2004). The development of CALL and current options. In S. Fotos & C. Browne (Eds.), New Perspectives on CALL for second language classrooms (pp. 3-14). Mahwah: New Jersey: Lawrence Erlbaum Associates, Inc., Publishers. Gérard, F. & Widener, J. (1999). A SMARTer way to teach foreign language: The SMART board interactive whiteboard as a language learning tool. Retrieved April 2012, from http://downloads01.smarttech.com/media/research/international_research/usa/sbforeignlanguageclass.pdf Gilroy, M. (1998). Using technology to revitalize the lecture: A model for the future. East Lansing, MI: National Center for Research on Teacher Learning. ERIC Document Reproduction Service No. ED437123. Güttler, F. (2011). The use of blogs in EFL teaching. BELT Journal, 2 (1), 59-68. Hashemi, M. & Najafi, V. (2011). Using blogs in English language writing classes. International Journal of Academic Research. 3(4), 599-604. Haverback, H. (2009). Facebook: Uncharted territory in a reading education classroom. Reading Today, 27 (2), 34. Hew, K. F. & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55(3), 223-252. doi: 10.1007/s11423-0069022-5 Hollenbeck, J. E., & Hollenbeck, D. Z. (2004). Technology to enhance learning in the multi-lingual classroom, East Lansing, MI, Eric document ED490629. Retrieved March, 2012, from http://eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ ERICServlet?accno=ED490629. Jin, L. & Erben, T. (2007). Intercultural learning via instant messenger interaction. CALICO Journal, 24 (2), 291–311. Kabilan, M. K., Ahmed, N., & Zainol Abidin, M. J. (2011). Facebook: An online environment for learning of English in institutions of higher education? doi:10.1016/j.iheduc.2010.07.003 Kitao, K., & Kitao, S. (2001). Using the Internet for teaching English. Retrieved April 2012, from http://www.cis.doshisha.ac.jp/kkitao/online/internet/art-use.htm Külekçi, G. (2009). Pre-service English teachers‟ basic skills on using the computer and the Internet are not enough. Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi, 10 (3), 153-160. Lampert, M., & Ball, D. (1990). Using hypermedia technology to support a new pedagogy of teacher education. Issue Paper 90 -5 East Lansing, MI: National Center for Research on Teacher Education. Michigan State University, East Lansing, Michigan 48824-1034. Lawrence, A.S. & Veena, K. (n.d.). Improving teacher competency through ICT. Retrieved March 2012, from Academia.edu. Levy, M., and C. Kennedy. (2004). A task-cycling pedagogy using stimulated reflection and audio-conferencing in foreign language learning. Language Learning & Technology, 8 (2), 50-68. Ling, X. & Dayou, L. (2007). An empirical study of using online chat to facilitate English teaching. CELEA Journal, 30 (3), 113-118. Lu, W. & Liu, Y. (2011). Reflection and recommendation for the teaching of English as a second language under multimedia networking environment. International Conference on Multimedia Technology - ICMT, 3175 – 3178. doi: 10.1109/ICMT.2011.6001917 Mahfouz, S. M. & Ihmeideh, F. M. (2009). Attitudes of Jordanian university students towards using online chat discourse with native speakers of English for improving their language proficiency. Computer Assisted Language Learning, 22 (3), 207-227. doi: 10.1080/09588220902920151 Mills, N. A. (2009, October). Facebook and the use of social networking tools to enhance language learner motivation and engagement. Paper presented at the Northeast Association for Language Learning Technology (NEALLT) Conference, Yale University, New Haven, CT. Retrieved August 2012, from http://works.bepress.com/nicole_mills/29 Miyazoe, T. & Anderson, T. (2010). Learning outcomes and students‟ perceptions of online writing: Simultaneous implementation of a forum, blog, and wiki in an EFL blended learning setting. System, 38, 185-199. Mubarak, S. (2012). Speaking English outside the classroom. Retrieved April 2012, from http://educationland.wordpress.com/author/educationland/ Mueller, J., Wood, E., Willoughby, T., Ross, C., & Specht, J. (2008). Identifying discriminating variables between teachers who fully integrate computers and teachers with limited integration. Computer and Education, 51, 1523-1537. doi:10.1016/j.compedu.2008.02.003 Noytim, U. (2010). Weblogs enhancing EFL students‟ English language learning. Procedia Social and Behavioral Sciences, 2, 1127– 1132. doi:10.1016/j.sbspro.2010.03.159 O‟Leary, Ros. (2005). Online communication using discussion boards. The Handbook for Economics Lecturers. Retrieved February 2012, from http://www.economicsnetwork.ac.uk/handbook/printable/discussionboards.pdf Pritchard, A. (2007). Effective teaching with Internet technologies: Pedagogy and practice. London: Paul Chapman Publishing. Rivoltella, P. C. (2006). Education and organization: ICT, assets, and values. In A. Cartelli, Teaching in the knowledge Society: New skills and instruments for teachers, (pp. 54-63). Hershey, PA: Idea Group Publishing. Roberts, T. S. (2005). Computer-supported collaborative learning in higher education. In T. S. Roberts (Ed.), Computer-supported collaborative learning in higher education (pp. 1-18). Hershey, PA: Idea Group Pub. Ryait, D. (2010). Implementation of interactive learning capabilities via electronic story book and communicative blogs (Master thesis, San Diego State University). Retrieved August 2012, from http://sdsu-dspace.calstate.edu/bitstream/handle/10211.10/558/ Ryait_Disney.pdf?sequence=1 Salmon, G. (2004). E-moderating: The key to teaching and learning online. Sterling, VA: Stylus Publishing. Selvi, K. (2010). Teachers' competencies. International Journal of Philosophy of Culture and Axiology,7 (1), 167-175. Schulte, A. (2010). The development of an asynchronous computer-mediated course: Observations on how to promote interactivity. College Teaching, 52 (1), 6-10. SMART Technologies Inc. (2006). Interactive whiteboards and learning: Improving student learning outcomes and streamlining lesson planning. Retrieved April 2012, from http://downloads01.smarttech.com/media/research/whitepapers/int_whiteboard_research_whitepaper_update.pdf Sotillo, S. (2006). Using instant messaging for collaborative learning: A case study. Innovate, 2 (3). Retrieved September 2012, from http://www.innovateonline.info/ ISSN: 2277-6168 February|2013 www.ijsst.com Page | 8             International Journal of Social Science Tomorrow Vol. 2 No. 2 Swan, K., Kratcoski, A., Schenker, J., & van„t Hooft, M. (2010). Interactive whiteboards and student achievement. In M. Thomas & E.C. Schmid (Eds.), Interactive whiteboards for education and training: Emerging technologies and applications (pp. 131-143). Hershey, PA: IGI Global. Teacher Technology Competency Committee. (1998). Teacher technology competencies. Retrieved March 2012, from http://www.edb.utexas.edu/education/assets/ files/ltc/about/TTCompetencies.pdf TeacherStream LLC. (2009). Mastering online discussion board facilitation. Retrieved April 2012 from http://www.edutopia.org/pdfs/stw/edutopia-onlinelearning-mastering-online-discussion-board-facilitation.pdf Paksiraj. (2009). Teaching English using multimedia. Retrieved March 2012, from http://paksira.wordpress.com/2009/05/22/teachingenglish-using-multimedia/ Wang, Y. 2004. Supporting synchronous distance language learning with desktop videoconferencing. Language Learning & Technology, 8 (3), 90-121. Warschauer, M. (1995). E-Mail for English teaching. Alexandria, VA: TESOL Publications. Warschauer, M. (1996). Computer-assisted language learning: An introduction. In S. Fotos (Ed.), Multimedia language teaching (pp. 3-20). Tokyo: Logos International. Warschauer, M. & Meskill, C. (2000). Technology and second language teaching and learning. In J. Rosenthal (Ed.), Handbook of Undergraduate Second Language Education. Mahwah, NJ: Lawrence Erlbaum. Wu, P. & Hsu, L. (2011, November). EFL learning on social networking site?: an action research on Facebook. Paper Presented at Teaching & Learning with Vision Conference. Queensland, Australia. Retrieved September 2012, from http://tlvconf.files.wordpress.com/2011/04/tlv-paper-wu.pdf Wu, W.-S. (2005). Using blogs in an EFL writing class. Paper Presented at the 2005 International Conference on TEFL and Applied Linguistics (pp. 426-432). Retrieved March 2012, from www.chu.edu.tw/wswu/publications/papers/ conferences/05.pdf Xiao, M., & Yang, X. (2004). An experimental study of using online chat rooms with voice and webcam in an EFL setting. In C. Crawford, D. Willis, R. Carlsen, I. Gibson, K. McFerrin, J. Price, & R. Weber (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2004 (pp. 3974–3977). Chesapeake, VA: AACE. Zhang, D. (2009). The application of blog in English writing. Journal of Cambridge Studies, 4 (1). 64-72. ISSN: 2277-6168 February|2013 www.ijsst.com Page | 9