Teachers practices and perceptions of integrating computer assisted language learning into englishclasses at thong tay hoi secondary school

MINISTRY OF EDUCATION AND TRAINING
HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY
---------------------------

HOANG TRAM ANH

TEACHERS' PRACTICES AND PERCEPTIONS
OF INTEGRATING COMPUTER-ASSISTED
LANGUAGE LEARNING INTO ENGLISH
CLASSES AT THONG TAY HOI SECONDARY
SCHOOL
Major: English Language
Course code: 8220201

HO CHI MINH CITY, AUGUST/ 2021


MINISTRY OF EDUCATION AND TRAINING
HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY
---------------------------

TEACHERS' PRACTICES AND
PERCEPTIONS OF INTEGRATING
COMPUTER-ASSISTED LANGUAGE
LEARNING INTO ENGLISH CLASSES AT
THONG TAY HOI SECONDARY SCHOOL
Submitted to the
Faculty of English Language
in partial fulfillment of the Master’s degree in English Language
Number of words: 20947

Course code: 8220201

By

HOANG TRAM ANH
Supervised by

LE VAN TUYEN, Ph.D.

HO CHI MINH CITY, AUGUST/ 2021


iii

The thesis entitled TEACHERS' PRACTICES AND PERCEPTIONS OF
INTEGRATING COMPUTER-ASSISTED LANGUAGE LEARNING INTO
ENGLISH CLASSES AT THONG TAY HOI SECONDARY SCHOOL was
successfully defended and approved on …. 8/6/2022…. at Ho Chi Minh City
University of Technology (HUTECH).

Academic supervisor: Le Van Tuyen, Ph.D…………………………...

Examination Committee
1. TS. NGUYỄN THỊ KIỀU THU……………………

Chair

2. TS. NGUYỄN THỊ NHƯ NGỌC………. …………

Reader 1

3. TS. NGUYỄN THỊ THU……………………………

Reader 2

4. TS. PHẠM HUY CƯỜNG…………………………

Member

5. TS. CAO THỊ PHƯƠNG DUNG………………

Secretary Member

On behalf of the Examination Committee
Chair


iv

HCMC UNIVERSITY OF TECHNOLOGY
POSTGRADUATE INSTITUE
HCMC, 4/8/2021

MASTER’S THESIS REPORT
Student name: Hoang Tram Anh........................................Sex: Female.......................
Date of birth: 25/01/1997........................................Place of birth: Ho Chi Minh City
Major: English Language..............................................Student code: 1941900024
I- Thesis title:
TEACHERS' PRACTICES AND PERCEPTIONS OF INTEGRATING
COMPUTER-ASSISTED LANGUAGE LEARNING INTO ENGLISH CLASSES

AT THONG TAY HOI SECONDARY SCHOOL
II- Objectives and contents:
This study is conducted:
a) To find out the practices of CALL that are utilized by English teachers at TTHSS
b) To explore the teachers’ perceptions towards the integration of CALL in the
English classes at TTHSS
……………………………………………………………………………………
III- Starting date: 20/03/2021
IV- Completing date: 04/08/2021..........................................................
V- Academic supervisor: Le Van Tuyen, Ph.D …………………………

ACADEMIC SUPERVISOR
(full name, signature)

FACULTY DEAN
(full name, signature)


v

CERTIFICATE OF ORIGINALITY
I certify my authorship of the Master’s Thesis submitted today entitled:
TEACHERS' PRACTICES AND PERCEPTIONS OF INTEGRATING
COMPUTER-ASSISTED LANGUAGE LEARNING INTO ENGLISH
CLASSES AT THONG TAY HOI SECONDARY SCHOOL
In terms of the statement of requirements for Theses in Master’s programs issued by
the Higher Degree Committee of Faculty of English Language, Ho Chi Minh City
University of Technology.

Ho Chi Minh City, AUGUST 2021

HOANG TRAM ANH


vi

RETENTION AND USE OF THE THESIS
I hereby state that I, HOANG TRAM ANH, being a candidate for the degree of
Master of Arts (English Language) accept the requirements of the University
relating to the retention and use of Master’s Theses deposited in the Library.
In terms of these conditions, I agree that the original of my Master’s Thesis
deposited in the Library should be accessible for purposes of study and research, in
accordance with the normal conditions established by the Librarian for the care,
loan, and reproduction for theses.

Ho Chi Minh City, AUGUST/2021
Signature ……………………………

HOANG TRAM ANH


vii

ACKNOWLEDGEMENTS
First and foremost, I would like to express my profound gratitude towards my
supervisor for his vital support and assistance, Mr. Le Van Tuyen who gave me
magnificent guidance and advice. His encouragement made it possible to achieve
the goal. It is whole-heartedly expressed that your advice for my research proved to
be a landmark effort towards the success of this graduation paper. Generally, it is
my first time to conduct an academic research paper, so it is impossible to avoid

some deficiencies. I gratefully acknowledge his encouraging and sincere comments
on my paper as well as his immensely important guidance during my beginning
until the very end of my thesis.
I would like to show my appreciation to all the lecturers of the Institute for
Postgraduate and the Department of English Language in HUTECH for their
tirelessly devoting time and efforts to enrich, broaden and deepen my knowledge
over the past two years.
I would like to thank all the support and participation of the English teacher at
Thong Tay Hoi Secondary School, those whose assistance proved to be a milestone
in the accomplishment of my end goal.
Finally, I wish to give a special thanks to my family: my mother and my father who
not only assisted me financially during my time conducting the thesis, but also
expressed their support morally and emotionally


viii

ABSTRACT
The assistance of computer technology in the academic field, particularly in the
field of teaching and learning languages, is nothing but remarkable. Investigating
the practices of application of Computer-assisted language learning (CALL) and
perceptions of its practitioners in the context of teaching EFL is of vital importance.
Especially in Thong Tay Hoi Secondary School (TTHSS), a specific study on the
application of CALL in the context of TTHSS has not been done yet. Therefore,
teachers are still not aware of the importance of CALL as well as lack the skills to
use it. That is why the current study has been conducted to identify the common
CALL practices among the English teachers at TTHSS in Ho Chi Minh City, along
with their perceptions towards the use of CALL in their English classes. Twentyfive English teachers at TTHSS participated in this study. Both quantitative and
qualitative data were gathered from questionnaires and semi-structured interview.
The data gathered through questionnaires were analyzed by using descriptive

statistics (mean and standard deviation), and “content analysis” was employed for
qualitative data analysis. The findings revealed that although teachers can apply
CALL applications and have rather positive perceptions towards CALL itself, some
of them were still unfamiliar with its definition, classifications and some barriers
still exist, preventing teachers from integrating CALL into their teaching of English.
The findings of this study led to some recommendations to elevate and expand the
integration of CALL into both teaching and learning of languages. It is expected
that the study will shed light on the existing knowledge relating to the field of study.
Key words: EFL context, CALL, practices, perceptions, English teachers,
Secondary School, Vietnam


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TABLE OF CONTENT
Master’s thesis report ..................................................................................................... iv
Certificate of originality .................................................................................................. v
Retention and use of the thesis ....................................................................................... vi
Acknowledgements ....................................................................................................... vii
Abstract ........................................................................................................................ viii
Table of contents ............................................................................................................ ix
List of tables .................................................................................................................. xii
List of figures ............................................................................................................... xiii
List of abbreviations and sympols ............................................................................... xiv

CHAPTER 1: INTRODUCTION
1.1 Background to the study............................................................................................ 1
1.2 Statement of the problem ......................................................................................... 2
1.3. Aims and objectives of the study ............................................................................. 4
1.4. Research questions .................................................................................................. 5

1.5. Scope of the study ................................................................................................... 5
1.6. Significance of the study ......................................................................................... 5
1.7. Definitions of the terms ............................................................................................ 6
1.8 The organization of the thesis ................................................................................... 7

CHAPTER 2: LITERATURE REVIEW
2.1. Introduction ............................................................................................................. 9
2.2. Technology and Language Teaching .................................................................... 10
2.3. CALL and ESL/EFL Teaching ............................................................................. 12
2.4. Practices of integrating CALL into English classes............................................... 15
2.5. Benefits of Integrating CALL into English Classes............................................... 18
2.5.1. Individualization in a large class ............................................................. 18
2.5.2. Resource diversity .................................................................................... 19
2.5.3. Multimodal practice with feedback .......................................................... 19


x

2.5.4. Promote second language learning ......................................................... 19
2.6. Challenges of integrating CALL into English classes ........................................... 20
2.6.1. Teacher-related challenges ...................................................................... 20
2.6.2. Student-related challenges ....................................................................... 22
2.6.3. Context-related challenges ...................................................................... 24
2.7. Previous studies ..................................................................................................... 25
2.8. Conceptual Framework ......................................................................................... 29
2.9. Summary ................................................................................................................ 31

CHAPTER 3: METHODOLOGY
3.1. Research design ...................................................................................................... 33
3.2. Research site .......................................................................................................... 34

3.3. Sample and sampling procedures .......................................................................... 34
3.4. Research instruments ............................................................................................. 36
3.4.1 Questionnaire ............................................................................................ 36
3.4.2 Semi-structure interviews .......................................................................... 37
3.5. Data collection procedures .................................................................................... 38
3.6. Data analysis procedures ....................................................................................... 38
3.6.1. Data from questionnaires......................................................................... 38
3.6.2. Data from interviews ................................................................................ 39
3.7. Reliability and Validity .......................................................................................... 39

CHAPTER 4: RESULTS AND DISCUSSIONS
4.1. Introduction ............................................................................................................ 42
4.2. Results of the study ................................................................................................ 42
4.2.1. The common practices of CALL among English teacher into their
English classes ................................................................................................... 41
4.2.2. The perceptions of the teachers towards the integration of CALL into
their English classes. .......................................................................................... 53
4.2.2.1. Teachers’ perceptions towards the benefits of CALL integration
into English classes.................................................................................... 53


xi

4.2.2.2. Teachers’ perceptions towards the challenges of CALL
integration into English classes ................................................................. 59
4.3. Discussions ............................................................................................................. 64
4.3.1. Teachers’ practices of integrating CALL ................................................. 64
4.3.2. Teachers’ perceptions of benefits and challenges of CALL integration .. 66
4.3.2.1. Teachers’ perceptions of benefits of CALL integration ............... 66
4.3.2.2. Teachers’ perceptions of challenges of CALL integration .......... 68

CHAPTER 5: CONCLUSION
5.1. Summary of the main findings of the thesis .......................................................... 71
5.2 Pedagogical implications ........................................................................................ 72
5.3 Limitation of the research ....................................................................................... 73
5.4 Recommendations for further research ................................................................... 74

REFERENCES .................................................................................................. 75
APPENDICES ................................................................................................... 86
APPENDIX 1: TEACHER QUESTIONAIRES................................................ 86
APPENDIX 2: EXCERPT OF STUDENT INTERVIEW TRANSCRIPT....... 90
APPENDIX 3: PLAGIARISM REPORT .......................................................... 95
APPENDIX 4: DATA COLLECTION ENDORSEMENT FORM .................. 96


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LIST OF TABLES
Table 3.1. Demographic information of the respondents.............................................. 35
Table 3.2. Cronbach’s Alpha Indexes ........................................................................... 41
Table 4.1. Frequency of teachers using CALL in teaching .......................................... 43
Table 4.2. Descriptive Statistics of Benefits of CALL integration into English
classes ............................................................................................................ 54
Table 4.3. Descriptive Statistics of Barriers of CALL integration into English
classes ............................................................................................................ 60


xiii

LIST OF FIGURES

Figure 2.1. CALL Software Application Typology ...................................................... 15
Figure 2.2. The conceptual framework of teacher’s perceptions and practice ............. 31


xiv

LIST OF ABBREVIATIONS AND SYMBOLS

CALL:

Computer-Assisted Language Learning

EFL:

English as Foreign Language

ESL:

English as Second Language

TELL:

Technology-Enhanced Language Learning

CALI:

Computer-Aided Language Instruction

CAI:

Language-Aided Learning

ICT:

Information & Communication Technologies

IT:

Information Technology

TTHSS:

Thong Tay Hoi Secondary School

SNS:

Social Networking Service


CHAPTER 1
INTRODUCTION
1.1. Background to the study
As the role of computer-based technologies and their subsequent
developments in English classrooms has become prominent, Computer-Assisted
Language Learning (CALL) thus occupies an important position in the education
system. CALL may offer assistance to improve English learning and more
essentially, it is a tool to make strides the whole educating and learning handle. It is
not surprising that the use of computers in education has increased and in many
ways has revolutionized traditional education. In the past ten years, there have been
a lot of big changes in the education industry, such as using computers as a teaching

aid or a preparation tool into a platform for students/teachers to learn or teach
English effectively (Warschauer, 1996). Subsequently, with the entry of the Web,
the computer has been changed from a device for data parade and information
processing to a device for exchange information and communication both within the
society and within the classroom. CALL has become, at an increasingly fast pace,
both an interesting and highly applicable field of study in language learning. In fact,
in an era where technology 4.0 increasingly develops, CALL will promote
information sharing, and reach a worldwide group of onlookers with free learning
strategies which can empower more independence and personalization for learners.
Presently, learners are not considered as the receives of the data passed on by
teachers but as a part of the biological learning system. In regard to the immense
importance of CALL in English pedagogy, many English teachers have become to
perceive the integration of CALL into their instruction as a superb advantage.
CALL provides a much more compelling and modernized learning environment and
therefore has become an effective and well-worthy approach.

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“CALL is both exciting and frustrating as a field of research and practice”
(Pirasteh, 2014). Several studies have been conducted to determine the effectiveness
of CALL integration and the attitudes and awareness of both students and teachers
towards the CALL method in specific contexts. However, most of the studies are
done in foreign countries, while many public schools in Vietnam fail to meet the
growing demand for foreign languages, computers and information technology
(Trines, 2017). Nevertheless, the perceptions of the language instructors towards
CALL have yet to be inspected on a deeper, more professional scale. CALL is
widely considered to be much more innovative, dynamic, and student-centered than
prior language teaching methods, yet oppositely frustrating for such characteristics.
Apart from its marvelous benefits in a language teaching context, CALL does bring

upon a wide range of barriers for instructors, such as lack of computer-related
knowledge, financial capability, and the decline of instructors’ role in classrooms.
As a result, those who fail to grasp the technology will be left behind. The
integration of CALL into English teachers in Vietnam at the moment focuses on
providing aids for instructors in classrooms, rather than replacing the role of those
teachers. Consequently, many Vietnamese language teachers and students are far
from fully exploring the applications of CALL and still underestimate its
remarkable benefits to the acquisition of English. According to Peeraer and Van
Petegem (2010), the research and integration of CALL in Vietnam are indeed to a
rudimentary and restricted extent.

1.2. Statement of the problem
In English, the four skills of listening, speaking, reading and writing are
considered difficult and equally important. In fact, successful language acquisition
through teaching these four skills is a long process and requires a lot of supporting
tools, not a momentary impatience. And CALL is certainly an indispensable support
tool for every English teacher in their teaching process. Nevertheless, the
integration of CALL at TTHSS is very rare in English classes. Teachers integrate
CALL only when the lesson content or situation requires them to. But they don't
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know that without CALL, students often face many difficulties in the process of
language acquisition such as lack of realistic examples, authentic images, videos,
documents, exercises, etc. However, those requirements are all can be met by
CALL.
For teachers, proficiently using CALL to convey lesson content to students is
a long and challenging process. The problems that often occur when using CALL
are closely related to the perception of teachers about CALL in particular and the
computer in general. Many teachers still feel that using CALL is unnecessary, the

traditional teaching method is still the best because it has existed for many
generations. Moreover, it may be because teachers are still reluctant to use
unfamiliar computer operations. A typical characteristic observed is that teachers
find it very time-consuming to operate and feel that teaching in the traditional way
will be faster (Johnson, Jacovina, Russell, & Soto, 2016). Another reason is that in
the high school program, students can only depend on the teacher, not expand their
knowledge like in university or college programs. Therefore, English teachers in
TTHSS are still not aware of the importance of CALL as well as lack the skills to
use it, so they have not fully exploited it to create high-quality teaching
performance.
Although a lot of research has been done around the world on the topic of
CALL and its integration, a specific study on the application of CALL in the
context of TTHSS where I have been teaching has not been done yet. Especially in
the context of TTHSS, the possibility of using CALL in English classes has yet to
be explored by teachers. It is just a supporting tool and no more than a completely
new tool. Teachers are used to face-to-face instruction and seem to not want to be
interfered by any other tools. Therefore, they are not confident enough in using
CALL. In the context of the English class at TTHSS, English teachers who are the
practitioners of CALL, demonstrate their keen fond of utilizing PowerPoint to
deliver their lessons, yet sparingly apply with Web-based lessons, quizzes, and tests
in teaching their field subjects. This fact presents a quite intriguing concern as the
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CALL method offers a wider range of applications than just PowerPoint or Word.
Moreover, not all teachers of the English subject have been integrating CALL into
their language instruction. The computer competency among English teachers here
are quite uneven. Therefore, the merits of CALL integration may appear to be
visible, yet fail to leave a momentous sense to those involved. Ultimately, the full
prospect of CALL majoring in English in both teaching and learning field at TTHSS

is certainly nowhere near being thoroughly explored. The role of the teachers
remains in the classrooms, and CALL is seen only as a tool of support rather than as
a part of education. All things considered, this study tries to fill the void in the
research by investigating the practices and perceptions of English teachers in the
context of TTHSS as well as addressing the advantages and difficulties of
integrating CALL in English classes.

1.3. Aims and objectives of the study
There is no longer any debate about whether CALL is working or not, as CALL
is not only recently emerging. In a study by Park and Son (2009), teachers who have
utilized CALL all said that utilizing CALL within the classroom is basic and
desirable through it to make an appealing environment for students. Therefore,
Egbert (2005) argues that we should not do research to find out if CALL is more
effective than traditional learning methods. Instead, research should focus on
practice and how to most effectively promote language learning. This study
revolves around the integration of computer-based technologies into instructions for
students to further explore the possible implications of CALL applications in the
language teaching context. To be more specific, this study is conducted:
a) To find out the practices of CALL that are utilized by English teachers at
TTHSS
b) To explore the teachers’ perceptions towards the integration of CALL in the
English classes at TTHSS

4


1.4. Research questions
The present study seeks for the answer to following the research questions, as a
mean to achieve the above aims:
1. What are the common practices of CALL among English teachers in their

English classes at TTHSS?
2. What are the perceptions of these teachers towards the integration of CALL

into their English classes at TTHSS?

1.5. Scope of the study
The field of study that the current study will focus on is CALL. However, it
cannot cover every aspect of this field. It will only focus on teachers' perceptions of
CALL and the way they practice. Especially, the study is limited to only 30 teachers.
The reason for not extending the research to other schools is because the researcher
is currently a teacher at TTHSS, so it will be easier for the researcher to do research
within my scope of work.
The second point is that study focuses only on collecting data on practices
and perceptions among teachers. The reason for choosing the main character of the
research as a teacher is because the teacher is always the foundation, a stepping
stone to guide students' development. Focusing on teachers will find out the most
effective CALL practices, thereby promoting the use of CALL in English teaching.

1.6. Significance of the study
The aim of this study is to explore the practices and perceptions of teachers
about CALL integration into English classrooms and its benefits and barriers at both
practical and theoretical levels.
At the theoretical level, this study complements the existing literature on the
integration of CALL in English classrooms, the practices, and teachers' perceptions
of it. As a result, it will contribute to the growing literature on the development of
tools, teaching methods, and academic purposes. It can help complete existing

5

teaching methods and improve teacher training programs in the future. Furthermore,
the perceptions of the practitioners of CALL will become meaningful guidelines to
the amelioration of CALL integration in the future, and might as well foster the
development of blended learning in the language learning context at TTHSS.
Ultimately, the findings from this study will bring some usefull suggestions for
future research. It can help teachers and students understand the problem and realize
the benefits that CALL brings to learning English.
On a practical level, the current study is expected to serve as a reference for
teachers at different levels and not just for secondary schools who wish to integrate
CALL into their teaching to improve learning. The research results hope to be a
useful reference source for teachers to apply. The researcher believes that effective
CALL application into English instructing will result in a more time-efficient and
versatile approach, and at the same time offer language learners an extraordinary
means to acquire the language. Having the sufficient knowledge of CALL and its
related practices, merits, and difficulties, instructors are able to equipped with a
broader range of methods to apply computer-based technologies properly and allaround ways to deal with their own challenges while doing so. It is hoped that the
use of CALL will be more popular in the future at Thong Tay Hoi Secondary
School, where computers are limited and not widely used. It has the potential to
encourage both teachers and students to raise awareness of the importance of
computers for quality lessons.

1.7. Definitions of the terms
For the purpose of this study, many terms must be determined to
provide a particular way of considering the issues presented. The following
terminology will be used regularly in the study in accordance with these
definitions:
· CALL Computer-Assisted Language Learning: the use of a computer in the
teaching or learning of a second or foreign language.

6


· Implementation refers to the act of starting to use a plan or system.
· Practice refers to do work of a particular type for which a lot of training is
necessary.
· Perception refers to an idea, a belief or an image you have as a result of how
you see or understand something.
· Teachers’ practices refer to the ways teacher apply CALL in teaching
· Teachers’ perceptions refer to their belief or opinion about CALL.

1.8 The organization of the thesis.
The current thesis includes 5 chapters as follows:
Chapter 1. Introduction
This chapter give a brief overview of the thesis defining the general context for the
research. The content in this chapter is well developed and clear about the research
background, problem statement, purposes, and objectives of the study, research
questions, research scope, significance of the study, definitions of key terms, and
organization of the thesis.
Chapter 2. Literature Review
This chapter mainly discusses the theoretical basis which is considered the
foundation of the whole thesis. In addition, it allows the researcher to refer to and
reasonably monitor the research. Relevant aspects, previous studies on the
application and perception of teachers, and advantages and disadvantages of
integrating computers into teaching English are all included in order to support the
field being studied.
Chapter 3. Methodology
This chapter describes and reasons the research methods used in this study. In more
detail, this chapter provides information about the setting and participants of this

7


study, and the data collection techniques and procedures. The two main research
tools are questionnaires and interviews which were conducted in a clear and
transparent manner.
Chapter 4. Results and Discussions
This chapter presents and discusses the findings from questionnaires, interviews.
Findings are shown in response to two Research questions in order. Following the
findings are scientific discussions and analysis of the results of the research.
Chapter 5. Conclusion
The final chapter summarizes and concludes the study. The limitations, implications,
and recommendations for future studies are also discussed.

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CHAPTER 2
LITERATURE REVIEW
This chapter reviews the relevant literature to the topic of the current study to
provide the strong foundation and principles for solving the problems of integrating
CALL in English teaching. In this section, aspects related to CALL, teachers'
practices and perceptions about the benefits and challenges of integrating CALL in
English classes are included. The chapter ends with the summary of what have been
presented.

2.1. Introduction
So far various definitions concerning CALL have been provided by
researchers. CALL has a very long history that dates back to 1950. It is succinctly
defined as “the search for and study of applications of the computer in language

teaching and learning” (Levy, 1997, p.1). Egbert (2005) defined CALL as “using
computers to support language teaching and learning in some way” (p.3). Beatty
(2003) perceives CALL as a young branch of applied linguistics, defining it as any
process in which a learner uses a computer and consequently, improves his or her
language. According to Chapelle (2001), this term refers to “the area of technology
and second language teaching and learning” (p.3). Similarly, according to Okonkwo
(2011), CALL has also been known for different names such as TELL means
technology-enhanced language learning, CALI which means computer-aided
language instruction, and CAI means language-aided learning, but they are still the
same field. CALL, however, was mentioned in the effect of computer-assisted
instruction on Saudi University students’ learning of English by Al-Mansour (2012)
as “Except for self-study software, CALL is meant to supplement face-to-face
language instruction, not replace it.” (p.51). In brief, CALL may be an instructing
and learning strategy in which computers and computer-based assets such as the
Web are utilized to show, fortify, and transmit fabric to be learned. In addition,
CALL and computer linguistics have a lot in common but are always separated
9


(Borin, 2002) because of misunderstandings about different disciplines, different
cultures, and different languages. From those definitions, it is clear to see that
CALL is often perceived as a method of language teaching and learning with the
aids of computer-based technologies, whether to present or assess the learning
material. Nonetheless, the capability and possibility of CALL replacing the
traditional teaching method are still questionable.

2.2. Technology and Language Teaching
Using technology in language learning has become an important part of both
inside and outside the classroom. Technology today is seen as a tool to support,
improve language learning and activities in the classroom, thereby improving the

quality of language learning. Additionally, technology continues to evolve and is
playing an important role as a tool that helps teachers simplify language learning for
their students. Ahmadi (2017) pointed out that an important factor for good
language learning results is the method teachers use in the teaching process. In
support of that opinion, Becker (1994) affirmed that teaching innovation is
considered by numerous instructors to be a critical portion of supplying a highquality curriculum. Through the computer, teachers can access the Internet, play
video clips, games, or even have students take the test without paper or pen. Harmer
(2007) emphasized that teachers should encourage learners to use computer
technology frequently in their language learning so that they can find appropriate
activities for themselves to easily absorb the lesson. Especially, technology also
provides an extremely abundant teaching and learning resource. Teachers and
students can find resources from countries around the world, including English
speaking countries to support the teaching and learning of foreign languages.
Technology has gradually become an indispensable part of foreign language
teaching and learning. Technology is constantly evolving in terms of popularity and
availability. Many people use technology so often that, sometimes, they are even
unaware of the fact that they use the technology every day. While technology can be

10


a portion of our regular lives, it is time to rethink the thought of using technology
more within the educational programs. Along with development, the teacher
becomes more of a “coordinator, a resource provider and an advisor than the sole
specialist and decision-maker". Bancheri (2006) also affirmed that teachers in the
new technology era not only provide students with new knowledge but also equip
them with tools to acquire knowledge and recognize the value they read in books
and on the Internet. In the event that instructors do not using technology in their
instruction, they will never keep up with innovation. Therefore, it is important that
teachers have sufficient knowledge and skills to use technology in language

teaching. Besides that, using technology has altogether changed the strategy of
teaching English. It provides many options that make teaching more agreeable and
successful in terms of progression (Patel, 2013). Today, teachers can present
material in more vivid ways than before, which can foster student activeness. This is
usually achieved by showing students videos, photos, lessons, or other content.
Computer technology also helps learners become familiar with grammar structures
and vocabulary. Multimedia applications such as movies and the Internet are very
effective in improving the lexicon of learners. This allows learners to accumulate
data and give them different materials to analyze and clarify both language and
context.
Improving learners’ knowledge and skills related to computer technology
gives break greater equity to the learner's foundation. In spite of the fact that
learners today are born into a technologically wealthy world, they still don't have
the skills to use them fluently (Bennett, Maton & Kervin, 2008). The integration of
computer technology permits both teachers and learners to uncover themselves to
society worldwide, connecting with people from other countries and open their eyes
to different perspectives. Today, the breakthroughs in ICT have changed the role of
teachers and learners in a language classroom. Learners are expected to be more
active contributors in the learning process so that they can control their own
learning in an advanced technology learning environment (Brown, 1991). In such an

11