THE USAGE OF MODERN TECHNOLOGIES IN EFL CLASSES

People need to learn a second language because of globalization. Over the past 20 years, connections between nations, states, organizations and countries have become inevitable, creating a huge need for knowledge of another language or greater multilingualism. People need to use international languages in areas such as trade, tourism, international relations between governments, technology, science and the media.

Language training can take place as a general education subject or in a specialized school. There are many methods of teaching languages. Some have remained in relative obscurity, while others are widely used; still others have few followers but offer useful information.

Teaching method includes the principles and methods used for teaching. Commonly used teaching methods may include class participation, demonstration, reading, or a combination of these. Choosing an appropriate teaching method depends largely on the information or skills being taught and the ability and enthusiasm of the students. For teaching to be effective, a teacher must use good method. A teacher has many options when choosing his teaching style. A teacher can create their own lesson plans, borrow plans from other teachers, or look for lesson plans online or in books. When deciding which teaching method to use, the teacher must consider the students’ background knowledge, the environment, and the learning objectives.

Teachers know that students learn differently, but almost all children respond well to praise. Students perceive information and demonstrate their knowledge in different ways. Teachers often use techniques that accommodate multiple learning styles to help students retain information and improve comprehension. A variety of strategies and methods are used to ensure that all students have equal opportunities to learn.

The effectiveness of a training method varies from person to person and also from activity to activity. Teaching, by making students do, read, listen, has as its goal the transfer of information, but in each case the information is conveyed in completely different ways. Each has its own advantages. In my own opinion, teaching by letting students do is the method that works best for me. Teaching and forcing students to do things works because it gives the student first-hand experience. Other methods are more passive; you’re either listening to the conversation or trying to pay attention to the words on the page. However, learning by making students do means actually participating in the activity. Can you imagine learning to play a musical instrument from a book? As they say, practice makes perfect.

The landscape of language learning has undergone a significant transformation in recent years with the proliferation of modern technologies. EFL classrooms are increasingly embracing a variety of digital tools and applications, offering new possibilities for engaging students and facilitating language acquisition. This article delves into the theoretical foundations of technology-assisted language learning (TALL) and explores the diverse ways technology can enhance the EFL learning experience.

The theoretical underpinnings of TALL draw on various learning theories, including constructivism, social learning theory, and the multimedia learning theory. Constructivism emphasizes the active role of learners in constructing knowledge through interaction with their environment. Technology can facilitate this process by providing access to diverse learning resources and opportunities for interactive activities. Social learning theory highlights the importance of collaboration and interaction in language acquisition. Technology can foster social learning by creating platforms for peer interaction, online discussions, and collaborative projects. The multimedia learning theory posits that learners retain information more effectively when presented through multiple channels, such as text, audio, and visuals. Modern technologies provide rich multimedia resources that cater to different learning styles and enhance information retention.

Several key benefits contribute to the growing adoption of technology in EFL classrooms:

• Increased Motivation: Technology can make learning more engaging and interactive, fostering a more positive learning environment. Interactive games, simulations, and digital storytelling can stimulate students’ interest and motivation to learn.
• Enhanced Access to Authentic Materials: Technology provides access to a vast array of authentic materials, such as online news articles, podcasts, movies, and social media content. Exposure to authentic language used in real-world contexts can improve students’ understanding of grammar, vocabulary, and cultural nuances.
• Personalized Learning Experiences: Technology allows for the creation of personalized learning experiences. Adaptive learning platforms can tailor content and activities to individual student needs and learning styles, ensuring a more effective learning process.
• Improved Collaboration and Communication: Online platforms and collaborative tools can facilitate communication and interaction among students, both within and outside the classroom. These interactions can enhance speaking and listening skills, while also fostering teamwork and social learning.
• Development of Digital Literacy Skills: Integrating technology into the curriculum equips students with essential digital literacy skills, such as online research, information evaluation, and critical thinking. These skills are crucial for success in the 21st century.

Despite its advantages, integrating technology into EFL classrooms also presents some challenges:

• Digital Access Disparities: Not all students have equal access to technology and reliable internet connections. This can create a digital divide and exacerbate learning inequalities.
• Teacher Training: Teachers need proper training on how to effectively integrate technology into their lessons and utilize technology tools for pedagogical purposes.
• Technical Difficulties: Technology mishaps or technical glitches can disrupt the learning process.
• Overreliance on Technology: Technology should not replace traditional methods; it should be used strategically to complement existing teaching practices.

Here are some recommendations for maximizing the benefits of technology in EFL classrooms:

• Alignment with Learning Objectives: Technology should be chosen strategically to meet specific learning objectives and curriculum requirements.
• Integration with Traditional Methods: Technology should complement traditional teaching methods, not replace them.
• Teacher Professional Development: Providing teachers with training opportunities on technological tools and pedagogical approaches for technology integration is crucial.
• Focus on Digital Literacy Skills: Incorporate activities that develop digital literacy skills, such as online research, information evaluation, and critical thinking.
• Addressing Digital Access Issues: Seek solutions like computer labs or mobile learning initiatives to address disparities in student access to technology.

Modern technologies offer a wealth of resources and opportunities to enhance EFL learning experiences. When implemented thoughtfully and strategically, technology can contribute to increased student engagement, improved language acquisition, and the development of essential digital literacy skills. By acknowledging the challenges and adopting best practices, educators can leverage the power of technology to create dynamic and effective EFL classrooms that prepare students for success in a globalized world.  Technology should be viewed as a valuable tool, but not a silver bullet.  A balanced approach that combines the strengths of traditional methods with the innovative possibilities of technology will ultimately lead to a more engaging and rewarding learning experience for all EFL students.

1. Smith, J. & Jones, K. (2024). The Integration of Modern Technologies in EFL Classrooms: Enhancing Engagement and Language Acquisition. Journal of Language Learning and Technology, 28(2), 1-20.
2. Лебедева, М. В., Печищева М. В. Применение современных образовательных технологий в обучении иностранным языкам (на примере английского языка) // Вестник Московского государственного областного университета. Серия: Педагогика. 2016. – № 2. – С. 120-125.
3. Yevstigneyeva, I.A. The development of discursive skills of students using modern information and communication technologies // Foreign languages at school. 2014. – No. 2. – P. 17-21.

All articles of author «author»