Foreign Language Teaching in the Net Generation – An Analytical Examination of Contemporary Studies and Attitudes
AbstractThe ever-increasing role of Internet tools in everyday life is undeniable in our information society. Their impact has been especially significant in Foreign Language Teaching (FLT). Are virtual environments conducive to the development of foreign language competences among EFL students? The present study has the double aim of raising the awareness of the relevant actors with regards to the potential of IT as a powerful means of enhancing the effectiveness of FLT and of determining the right balance needed for a harmonious integration of IT with more traditional methods and techniques in the teaching process. We attempt to give an answer to such questions as: “Is digital technology needed in FLT? Does the value of using IT depend on the context?” The answers given are grounded on the well-supported pronouncements of the contemporary literature dealing with the subject and on data that have an institutional backing reflecting the experience of some advanced countries. Further on a presentation of the opinions and practice of the high-school teachers of foreign languages in Korca, collected through a questionnaire, will be followed by a critical assessment of the results, together with suggestions on how teachers can avoid some of the pitfalls that attend the application of IT in a foreign language class. A synthesis of the dimensions opened up by the integration of IT in the teaching process will conclude this research, highlighting its importance as a means of relating the language classroom to the modern world.
Apr 30, 2015
How to Cite
PEMA, Olsa. Foreign Language Teaching in the Net Generation – An Analytical Examination of Contemporary Studies and Attitudes. European Journal of Social Science Education and Research, [S.l.], v. 2, n. 1, p. 175-181, apr. 2015. ISSN 2312-8429. Available at: <http://journals.euser.org/index.php/ejser/article/view/1556>. Date accessed: 16 july 2019. doi: http://dx.doi.org/10.26417/ejser.v3i1.p175-181.
CC Attribution 4.0 International (CC BY4.0)