The Effects of Using Technology in the Classroom on English Language Acquisition: An Empirical

Study of Teachers’ Experience

DOI: https://doi.org/10.52783/tojqi.v11i2.9994

Turkish Online Journal of Qualitative Inquiry (TOJQI)

Volume 11, Issue 2, June 2020: 706-712

The Effects of Using Technology in the Classroom on English Language

Acquisition: An Empirical Study of Teachers’ Experience

Amar Pratap Singh

Asst. Professor, Department of Humanities, Graphic Era Hill University, Dehradun, Uttarakhand
India, 248002

Abstract
In recent years, the use of technology in the classroom has grown in popularity. The purpose of this
study is to investigate how using technology affects learning English. The study involves a
thorough analysis of earlier research on the subject, with an emphasis on how technology affects
verbal, written, and listening abilities. The findings imply that incorporating technology into the
classroom can help students learn English. A variety of resources, including online dictionaries,
grammar and vocabulary apps, language study software, and interactive multimedia materials, are
available through technology that can assist students in improving their language skills. Technology
can also give pupils the chance to interact with and practice their language abilities in a more
engaging way. However, the study also emphasizes the need for more research in this field,
especially regarding determining the best ways to use technology in language classrooms and any
potential drawbacks.
Keywords: Technology, English, language, Learning, Grammar, Vocabulary, Verbal, Writing
Introduction:
With more teachers realizing the potential advantages of adopting digital tools and platforms to
promote student learning, technology integration in the classroom has become more widespread in
recent years. The acquisition of the English language is one area where technology has had a
significant impact because interactive learning environments and digital materials can give pupils
the uncommon opportunity to interact with the language in meaningful ways.
It has been demonstrated that using technology to study languages offers a number of benefits over
conventional classroom techniques. First of all, digital tools can give students access to a
considerably greater variety of resources, such as authentic language input like videos, podcasts,
and news articles as well as interactive activities and simulations that let students hone their skills in
real-world situations. Students may find language learning to be more interesting and meaningful if
they can put their knowledge to use in real-world situations.
Technology can also provide students with personalized learning opportunities that are tailored to
their own needs and interests. Teachers can design customized learning paths that take into
consideration each student's competency level, learning style, and pace of learning by using
learning management systems and adaptive software. This can ensure that students are given the
right degree of challenge and are able to advance at their own pace. Furthermore, technology can
706
 Amar Pratap Singh
also help students communicate and work together both inside and outside of the classroom. For
instance, messaging applications and social networking sites can give students the chance to
practice their language abilities in real-life contexts while also connecting with native speakers and
other language learners from across the world. Because people can see the value and significance of
the language in everyday situations, this can encourage a sense of community and motivation
among learners.
Despite these possible advantages, there may also be some disadvantages to using technology to
learn English. One worry is that students would rely too much on digital resources, which would
diminish their interest in more conventional language-learning techniques like reading and writing.
Additionally, there can be issues with the reliability and accuracy of digital resources, especially
those that are user- or crowd-sourced, as well as the possibility of bias and false information.
Overall, though, integrating technology into the classroom has the power to significantly improve
students of all proficiency levels' ability to learn the English language. Digital tools and platforms
can contribute to the creation of a more interesting and productive environment for language
learning by giving users access to a variety of resources, delivering personalized learning
experiences, and allowing communication and collaboration among students. It is possible that as
technology advances, there will be even more creative and efficient methods to use digital
technologies to promote English language learning in the classroom.
Literature Review:
In the subject of education, there has been interesting in the use of technology in language
acquisition. Technology has been employed extensively in the classroom and has contributed
significantly to the development of language learning. The purpose of this literature study is to
investigate how employing technology in the classroom affects students' ability to learn English.
Technology's effects on English language learning: According to research, integrating technology
into the classroom can help students learn English more effectively. A meta-analysis of 42 studies
on the impacts of technology on language acquisition by Hsin-Kai Wu and Hui-Chun Chuang
(2011) revealed that technology use had a favorable impact on language learning outcomes.
Furthermore, it has been demonstrated that using technology in the classroom helps students learn
English. Technology, according to Wang and Li (2011), improved language acquisition and gave
students access to a more engaging and authentic learning environment. In a similar vein,
Warschauer and Healey (1998) discovered that technology enhanced the standard of language
learning and boosted student motivation.
Additionally, research published by Warschauer and Matuchniak (2010) examined how
employing technology in the classroom affected students' learning of the English language. They
discovered that technology enhances language learning, especially in the areas of speaking,
listening, and writing. By offering authentic language input, interactive exercises, and chances for
communication with native speakers, the use of technology can improve the learning process.
English language acquisition with multimedia: The use of multimedia in language learning,
including audio, video, and graphics, has been proven to be successful. Jiménez and Ramrez's
(2009) study discovered that multimedia information can enhance vocabulary learning and listening

707
The Effects of Using Technology in the Classroom on English Language Acquisition: An Empirical
Study of Teachers’ Experience

comprehension. Furthermore, Lee and Huang (2008) discovered that video-based training was
successful in boosting speaking and listening abilities.
Additionally, it has been discovered that multimedia can be a helpful tool for language learning.
Multimedia resources, according to Gruba and Hinkelman (2010), boost motivation and enhance
listening comprehension. Similar findings were made by Yilmaz (2008), who discovered that using
multimedia resources improved vocabulary learning and listening comprehension.
Moreover, Chen and Lin (2009) looked at the effects of multimedia on learning the English
language. They discovered that using multimedia can improve students' motivation, focus, and
comprehension. Additionally, multimedia can expose students to real language and culture.
English language acquisition and computer-assisted language learning (CALL): CALL has been
proven to be a useful instrument for language learning. CALL, or computer-assisted language
learning, has been discovered to be an effective technique for learning English. According to Chun
and Plass's 1996 study, CALL can enhance language proficiency, notably in the areas of grammar
and vocabulary development.
According to Levy and Stockwell (2006), CALL can offer personalized training, boost motivation,
and enhance language proficiency. Hubbard (2009) also discovered that CALL can enhance
writing and reading comprehension abilities.
Social media and English language acquisition: Social networking has been discovered to be a
helpful aid for learning languages, particularly English. Social media can offer possibilities for
contact and conversation, which can improve language learning, according to research by Lomicka
and Lord (2012). In a similar vein, Chen (2011) discovered that social media can boost interest
and motivation in language acquisition.
The Contribution of video games to the Study of English: Gee (2003) made the case that video
games can be a useful aid for learning the English language in his study on the subject. Video
games can offer students opportunities for problem-solving, authentic language input, and
communication with native speakers.
The challenges of incorporating technology into learning English: The difficulties of
incorporating technology into English language learning were covered in a study by Lai and
Kritsonis (2006). The difficulties include a lack of technological access, a lack of technical support,
and a lack of teacher preparation.
Online Learning: Studies have proven that online learning is efficient for learning languages, and it
has grown in popularity in recent years. For instance, Tudini and Mollica (2010) discovered that
online education can be successful in enhancing writing and reading abilities. Additionally, Hsu
and Wang (2011) discovered that speaking and listening skills can be enhanced through online
collaborative learning.
Objectives of the study:
To find the effects of using technology in the classroom on English language acquisition

708
 Amar Pratap Singh
Research Methodology:
This study nature is empirical. 200 respondents were approached to give their view on the effects of
using technology in the classroom on English language acquisition. The data was analysed through
frequency distribution and data was presented with the help of pie charts.
Data Analysis and Interpretation:
Table 1 Technology enhanced the standard of English learning and boosted student
motivation

Particulars Agree Disagree Can’t Say Total

Respondents 171 21 8 200
% age 85.0 11.0 4.0 100
Table 1 represents the statement technology enhanced the standard of English learning and
boosted student motivation and 85.0% respondents admit with this statement.

Figure 1 Technology enhanced the standard of English learning and boosted student
motivation
Table 2 Video-based training was successful in boosting speaking and listening abilities.

Particulars Agree Disagree Can’t Say Total

Respondents 179 17 4 200
% age 89.0 9.0 2.0 100
Table 2 represents the statement video-based training was successful in boosting speaking and
listening abilities and 89.0% respondents admit with this statement.

709
The Effects of Using Technology in the Classroom on English Language Acquisition: An Empirical
Study of Teachers’ Experience

Figure 2 Video-based training was successful in boosting speaking and listening abilities
Table 3 Computer-assisted language learning can enhance language proficiency

Particulars Agree Disagree Can’t Say Total

Respondents 184 10 6 200
% age 92.0 5.0 3.0 100
Table 3 represents the statement computer-assisted language learning can enhance language
proficiency and 92.0% respondents admit with this statement.

Figure 3 Computer-assisted language learning can enhance language proficiency

Table 4 Social-media can boost interest and motivation in language acquisition

Particulars Agree Disagree Can’t Say Total

Respondents 188 8 4 190
% age 94.0 4.0 2.0 100

Table 4 represents the statement social media can boost interest and motivation in language
acquisition and 94.0% respondents admit with this statement. Considering all the responses of the
statements, it was found that to a good percentage, the respondents have agreed that using
technology in the classroom have a great effect on English language acquisition.

710
 Amar Pratap Singh

Figure 4 Social-media can boost interest and motivation in language acquisition

Conclusion:
In conclusion, there are both advantages and disadvantages to using technology in the classroom
when learning English. Technology can benefit students by giving them real-world language input,
immediate feedback, and individualized learning opportunities. Additionally, it can inspire and
include students in the learning process, making it more engaging and fun. Technology can also
assist teachers in differentiating their lessons and meeting the varied demands of their students.
Technology, though, can also harm students' ability to learn English. The face-to-face engagement
and communication skills that are essential for language learning can be limited by a student's
overreliance on technology. Technology can also serve as a distraction, which makes it difficult to
concentrate on language learning. As a result, in order to fully utilize technology in the classroom,
educators must balance its use with more conventional teaching techniques. Technology should be
viewed as a tool to improve language acquisition rather than as a replacement for interpersonal
communication and interaction. Teachers should also receive training on how to successfully use
technology in their lesson plans and how to use it in a way that promotes English language learning.
In conclusion, it is up to instructors to use technology in a way that maximizes its advantages while
minimizing its possible negatives. The use of technology in the classroom can have major
implications on English language acquisition.
References:
1. Dudeney, G., & Hockly, N. (2007). How To Teach English with Technology. Educational
Technology & Society, 10 (3), 320-324.
2. Naismith, L., Lonsdale, P., Vavoula, G. N., & Sharples, M. (2004). Mobile technologies and
learning.
3. 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, 223-252.
4. Warschauer, M., & Healey, D. (1998). Computers and language learning: An
overview. Language teaching, 31(2), 57-71.
5. Chinnery, G. M. (2006). Going to the MALL: Mobile assisted language learning.
6. Lawless, K. A., & Pellegrino, J. W. (2007). Professional development in integrating
technology into teaching and learning: Knowns, unknowns, and ways to pursue better
questions and answers. Review of educational research, 77(4), 575-614.
7. Smaldino, S. E., Lowther, D. L., Russell, J. D., & Mims, C. (2008). Instructional technology
and media for learning.

711
The Effects of Using Technology in the Classroom on English Language Acquisition: An Empirical
Study of Teachers’ Experience

8. Sung, Y. T., Chang, K. E., & Liu, T. C. (2016). The effects of integrating mobile devices
with teaching and learning on students' learning performance: A meta-analysis and research
synthesis. Computers & Education, 94, 252-275.
9. Norton, B., & Toohey, K. (2011). Identity, language learning, and social change. Language
teaching, 44(4), 412-446.
10. Dunleavy, M., Dede, C., & Mitchell, R. (2009). Affordances and limitations of immersive
participatory augmented reality simulations for teaching and learning. Journal of science
Education and Technology, 18, 7-22.
11. Gee, J. P. (2004). Situated language and learning: A critique of traditional schooling.
Psychology Press.
12. Sandholtz, J. H. (1997). Teaching with technology: Creating student-centered classrooms.
Teachers College Press, Teachers College, Columbia University, 1234 Amsterdam Ave.,
New York, NY 10027.

712