ICT as a motivational tool in the learning foreign language

4. Prezi is a great tool for interactive classroom sessions or group projects. Studentscan cooperate in real time with up to ten others, in the classroom or at home, to brainstorm and build a presentation on one shared virtual whiteboard.

5. If you already have all your notes in PowerPoint, you don't need to start all overagain. Use the PowerPoint Import feature to transfer your existing content directly into Prezi.

Emaze is the next generation of online content creation technology, enabling beautiful content design within minutes. While initially just presentations, emaze has now expanded its realm to offer a creation tool for beautifully designed social hub websites, blogs, ecards and photo albums in minutes. It enables the addition of media, gifs and live social feeds.

2.Audio recordings

BBC Podcasts is a great site win dozens of podcasts for learning English language. There are plenty of themes that would be interesting for learners.

Podcastsinenglish.com. All podcasts are free for language learners and teachers, and also you can receive the learning English worksheets, vocabulary tasks, webquests and transcripts for using at classes.

Letsmasterenglish.com is another useful site for teachers. It was created by Coach Shane, a teacher with 30 years experience teaching English. He believes that conventional classroom teaching methods don't guarantee students' development in listening and speaking and developed his own unique teaching method, and it is a guaranteed teaching technique to improve students' listening and speaking skills.

Linkengpark.com is a buried treasure for teacher. There are dozens of audio and video materials for all levels starting from elementary ending advanced learners.

3.Video-recordings

Youtube has become an amazing device for teachers because of several reasons. Firstly the content - there are plenty of channels with qualitative videos. Teacher might already have books or classroom lessons, but having a variety of materials is good. Teacher can pause and rewind whenever need to. Lastly many of the videos let students see the speaker's mouths. This way they can better understand how their mouths move and learn pronunciation.

Speechyard.com is a site with collection of films. You can watch them with subtitles and without. Films, cartoons, documentaries, music videos and many other materials are available for free. When you watch the video you can just click on any word or select a phrase to see its translation, listen to it or add it for further learning. There are different trainings that will help students to learn new words, practice spelling, pronunciation and memorize words easily.

Fluentu.com. There teacher can find movie trailers, music videos, new and inspiring talks and real world video content that's entertaining, timely, and ideal for language learners. FluentU offers a huge collection of authentic English videos and tons of great choices there for language lab assignments. On FluentU, all the videos are sorted by skill level.

Practice

A wide range of different exercise types are possible with ICT, incorporating the presentation of stimuli in varying combinations of text, audio and video materials, format. ICT also offers the possibility of analyzing of learners' responses, with appropriate feedback and branching

Listening and pronunciation

If your class is not equipped with computers and special devices, you can always use your mobile phone or laptop in order to improve their pronunciation skills.

6.Authoring

As well as purchasing ready-made materials, teachers may wish to create their own exercise materials using a variety of authoring tools.

Computer Aided Assessment (CAA)

Computer Aided Assessment (CAA) is playing an increasingly important role in FL teaching and learning. Computer Aided Assessment is used to manage or support the assessment process. Well-written computer assisted testing is more likely to be objective testing: testing that can be marked objectively and thus offer high reliability. The benefit is that the tests can be marked quickly and easily, and adapted to meet a wide range of learning outcomes. Tests have the following potential:

• To incorporate a wide range of media

• To link online assessments to feedback

• To incorporate hints into test questions

• To assign other learning activities based on the test result

• To be administrated easily, allowing better test management

Publishing

A number of tools exist to help learners work on their writing / publishing collaboratively, often linked in a local area network. Language learners use ICT to help them publish their work in the following ways:

• Word-processors and Desk Top Publishing (DTP) software

• Audio recording and editing tools to record interviews, discussions, etc.

• Digital cameras and camcorders to record presentations, interviews, role-plays

• PowerPoint as an aid to public presentations.

• Web pages using Web authoring tools, e.g. Front Page, Dreamweaver.

9. Communication

Language learners and teachers can use technology to help them communicate with one another:

• Email allows language learners to communicate with people from all over theworld. There are different social networks for exactly that purpose. Some of them are Web pals, LiveMocha.com, Italki.com, Palabea, Lang 8, VoxSwap, My Happy Planet etc.

• Audioconferencing using the Wimba

• Videoconferencing

Conclusion

This study has examined the role of information and communication technologies in raising motivation. ICT presents a powerful learning environment for learners in the classroom. Many countries make investments in ICT integration as ICT is viewed as an effective tool for renewing educational practice in any field. The use of information technology maintaining contact, that bond between us that let our students know that support was only a click away, and at the same time giving them a sense of freedom to work on the areas of their learning that they considered important. These tools also promote authentic communication in an environment where this input is scarce and at the same time helps prepare them for the technological work place of the future. The teacher needs to see the real effect ICT materials have on the learning process. Furthermore, there should be an appropriate balance between hands-on and other work and the motivational aspects of using ICT will be effective only with appropriate planning and guidance from the teacher. ICT cannot itself resolve educational problems in the developing world. If used prudently, ICTs will enable developing countries to expand access to and raise the quality of education. Today`s technologically competitive world needs integration of ICT in education. If ICT is aptly adapted, then it will be lifelong learning process for the learners. The quality of learning with accountability can be improved to enhance the learners to learn things quickly and successfully. Without a doubt, technology has revolutionized society in many places around the globe, including how language instruction is taught and delivered. In particular, the Internet has become a conduit where people can learn, share, and collaborate in ways not possible years before. However, a great deal of the success comes from preparing students to interact and learn in this online environment.

One can see that ICT really have a very positive and motivating effect on students' learning. Teachers should take advantage of this fact and implement ICT into their teaching of English because ICT are stimulating and appealing for students. Moreover, they affect more senses at a time and thus, they could expand students' memory to remember things in an easier way. ICT can also develop more language skills and raise intercultural awareness in students. Although ICT have a positive effect on the development of L2 language acquisition, they must be carefully chosen to suit a particular teaching situation and to meet specific needs of students because not all kinds of multimedia are relevant for teaching or learning situations. In addition, if teachers want to use some specific websites, they should evaluate them thoroughly in advance. Finally, potential research in this area should further continue in the exploitation of ICT in education with respect to learners' motivation.

• students can develop four basic language skills, grammar, realia and intercultural communication

• students develop their remembering and thinking skills

• students are exposed to real English

• multimedia affect more students' senses

• both students and teachers have an easier access to authentic materials

• multimedia can support different learning styles

• lessons are more interesting for students

• students get more involved into learning; they are more motivated and active

• lessons offer a bigger variety of teaching

• students develop real-life communication

In today's highly informational and technological world, it is extremely important to have good communication skills or presentation skills which are the need of the hour and the basic requirement of any organization. Communication may be defined as, `The process by which we exchange information between individuals or groups of people'. Good language skills are key to success in life, work and relationships. English language teaching has a very prominent role to play in the development and competency of a learner; it can broaden their horizons and make them familiar with the various aspects of learning language skills. A student, efficient and fluent in English can excel anywhere in this competitive world.

In conclusion, we can see that integrating ICT into the curriculum means more than teaching basic computer skills and using software programs. It must support the main key components of learning, that is: active engagement, participation in groups, frequent interaction and feedback, and connection to real-world We also find that social interaction helps students:

• Improvements in the students' motivation

• Students' presentation of work also improves, as a result of using ICT

• Their ability to work independently also increases, as well as their ability to organize their own work

• Their Social skills, self-esteem, self-discipline and confidence in communicating with others outside their school and family circles enhance too

• ICT improve group working and cooperative skills at school

They also increase responsibility for their own learning, changing interactions within the classroom and involving others outside the physical classroom in learning/social activities. In conclusion, we can see that integrating ICT into the curriculum means more than teaching basic computer skills and using software programs. It must support the main key components of learning, that is: active engagement, participation in groups, frequent interaction and feedback, and connection to realworld.

Bibliography

1. Adedoyin, A.T. (2000). Information and Communication Technologies and the Information Professionals in the Information Age:The Nigerian Perspectives. In Compendium of Papers Presented at the Annual National Conference and AGM of the Nigerian Library Association, Owerri June, 2004. 72-82.

2. Adeya, N.C. (2002). ICTs and Poverty: A Literature Review. UNESCO. Available: http://www.idrc.ca/en/ev-24718-201-1-DO_TOPIC.html.

3. Altun, M. (2015). The integration of technology into foreign language teaching. InternationalJournal on New Trends in Edэcation and Their Implications. 6(1). 22-27.

4. B. Frydrychova Klimova, “Exploiting students' digital literacy in writing classes,” Proceedings of the Conference eLearning 2010, UHK: Gaudeamus, pp. 90-95, 2010.

5. Clarck, R. C., & Mayer, R. E. (2008). E-Learning and the Science of Instruction. San Francisco: Pfeiffer.

6. Davis, R. (2006). “Utopia or Chaos? The Impact of Technology on Language Teaching”. The Internet TESL Journal. Retrieved August 10, 2012 from http://iteslj.org/Articles/Davis- ImpactOfTechnology.html.

7. Gonzalez, D., St. Louis, R. (2008). “The use of Web 2.0 tools to promote learner autonomy”. Independence, Vol. 43, pp. 28 - 32. Retrieved August 30, 2012 from http://peoplelearn.homestead.com/MEdHOME2/Technology/WebToos.2.0.auto nomy.pdf.

8. Hismanoglu, M. (2012). “Prospective EFL Teachers' Perceptions of ICT Integration: A Study of Distance Higher Education in Turkey”. Educational Technology & Society, 15 (1), 185-196.

9. Jurich, S. (2001). “ICT and the teaching of foreign languages”. TechKnowLogia, Knowledge Enterprise, Inc. Retrieved July 30, 2012 from http://www.techknowlogia.org/TKL_Articles/PDF/335.pdf.

10. Kisby, N. (2011). “The Role of ICT in EFL Teaching: An action research project with young learners in the Czech Republic”. Retrieved July 20, 2012 from www.geocities.com/fut04ure07stars.

11. Kumar, S., Tammelin, M. (2008). Integrating ICT into Language Learning and Teaching: Guide for Institutions”. Johannes Kepler Universitдt Linz, Altenberger StraЯe 69, 4040 Linz.

12. Rahimi, M., Yadollahi, S. (2011). “ICT Use in EFL Classes: A Focus on EFL Teachers' Characteristics”. World Journal of English Language Vol. 1, No. 2, Published by Sciedu Press 17.

13. 1amirez, L., L. (2012). “Why Use Web 2.0 Tools With ELLs?”. The Best of Corwin: Educational Technology for School Leaders, Corwin.

14. Rozgiene, I, Medvedeva, O., Strakovб, Z. (2008). “Integrating ICT into Language Learning and Teaching: Guide for Tutors”. Johannes Kepler. Universitдt Linz, Altenberger StraЯe 69, 4040 Linz.

15. S. S. C. Young, “Integrating ICT into second language education in a vocational high school,” Journal of Computer Assisted Learning, vol.19, pp. 447-461, 2003.

16. S. C. Yang, “Integrating computer-mediated tools into the language curriculum,” Journal of Computer Assisted Learning, vol. 17, pp. 85- 93, 2001.

17. Z. Dцrnyei, Motivational strategies in the language classroom. Cambridge: CUP, 2001.

Размещено на Allbest.ru