Using Technology to Teach Reading Skill

Reading is classified as the receptive skill in language mastery. It is similar with listening but the activity of reading lies on written text. The development of technology does not only become the source of knowledge even material for the students but also become the facility to deliver the material from the teacher to the students. Talking about the second opportunity that technology provides for the teacher seems to be simple but it requires the creativity and knowledge about the utilization of technology (software and hardware).

Every day the students almost talk about the games that they play, talk about apps that they use, or talk about social media that they explore to communicate with others. This chance should be understood by the teachers to make sure the teachers can use the media to teach the students about reading skills. There are some activities that centered around the most popular uses of technology by students.

Texting
This is a 5-page reading comprehension activity that will work with any reading novel. This activity will have your students send "text" messages to the author, a character in the story, a friend about a favorite part, and a teacher about what he/she liked about the story. I have found this to be a very enjoyable activity that encourages comprehension of the story.

iPods
This fun activity includes directions on how students can make an iPod Touch based on the guided reading book, novel unit, independent book, or literature circle book that they are reading in class. It also includes a template of an iPod Touch that the students could use to make their own. This is a great way to assess reading comprehension at the end of the novel. 

Twitter
Get your students interested in the books that they are reading by having them tweet to the teacher! This fun activity has your students tell you the main details about a book they are reading through short tweets to the teacher. Included is: a teacher direction sheet with requirements, tweeting abbreviations, and a place to design a logo. Also included is two pages where the student will tweet the requirements to the teacher.

Facebook
This is a two page activity in which your students will use a social networking activity to tell more about the book they are reading. This is a fun and engaging way to get your students interested to talk more about literature. Included is a direction sheet and a blank sheet for the student to complete.

Here is the example of text that can be used to teach the students about reading activity. I use genre based approach. A text with particular generic structure has particular purpose in conveying meaning. For example essay with Cause and Effect Type. It combines the argument and analysis about some cases in our surrounding. At the end of the text, the writer will make a conclusion of their own writing. The use of this text is simple. After reading the text, the students has to create response toward the text. They may agree or disagree toward the argument given in the text. This reading activity actually explores writing skills of the students.

Essay- Cause and Effect Type

Gadget for Children

            In this modern era, the improvement of technology is getting higher. One of the technology product is gadget, such as mobile phone and personal computer. We can find the gadget in school, office, hospital and our house. All of the family members include children have used the gadget. Parents have given the gadget to their children as a useful device in their life. There are some reasons and effect when the parents want to give the gadget to their children.

            First of all, the parents always want their children know the improvement of technology. They want their children to become the modern people who understand how to use the gadget well. Some facts show their gadgets always get the better development in their features. We can know that in 2000, the mobile phone just has some functions to call and send short message to other people. However in 2012, the mobile phone cannot only be used to call and send the message, but also search on the internet and take the picture. If the children don't know how to operate these gadgets well, they will be unconfident in front of their friends. Therefore, having the gadget can help the children to adapt themselves with the improvement of technology.

            The gadgets are produced to make our life easier than before. Programs of the gadgets are set to help our daily activity. For instance, the programs of calculating, reading, watching film, social network, etc. All of them can help the children to do everything in comfort. The children's time is to study and the gadgets can help them to learn how to calculate numbers or read alphabets. The children can also communicate with the other people by using their gadgets, so their socialization will develop well.

            The important thing that we can't forget in allowing children to use the gadgets is the parent's assistance. The parents re the only responsible people for raising their children. The parents must make sure that the gadget's contain is appropriate with the children's development. Monitoring the children is effort to know what their children do and get from their gadgets because the gadget is like the door of information. The parents must have the ability to filter the information from the gadget, so the children will not misunderstand the contain of it. The social network of the gadget may also not influence the children to become introvert people, until they prefer to spend their time lonely than communicate with the other people.

            In conclusion, giving the gadget to our children will be more effective if the parents can assist their children well. When the children become the adult people, they can understand how to use the gadget properly and socialize with the other people. The children's self-ability will be much better if they can combine it with their social respond.    

Source : http://wiseguystpt.blogspot.com/2012/03/teaching-reading-skills-through-current.html

AN ARTICLE ABOUT TEACHING SPEAKING WITH TECHNOLOGY

This article is written based on my reading about “Technology and Teaching of Oral Skills” conducted by “Marshan Chan, Mission College and Sunburst Media”. The personal teaching experience of Marshan Chan has led him to incorporate technology into her classroom activity. There are some aspects of English language that he successfully incorporates with technology, for example English grammar, writing, reading vocabulary, listening, speaking, and oral pronunciation. But this article will concern on explaining the use of technology to teach pronunciation skill. Marshan never neglects that the existence some conventional tools is useful for helping the students’ understanding about speaking technique. For example the students still use a mirror in the class to see how their mouths move to produce a voice. It seems simple but it shows that mirror directly helps the students in learning. Besides that explanation, she also conveys that technology also works to upgrade the students’ ability in pronunciation. Here are the technologies that she means.

Audiotape

The use of audiotape is essential in the oral skills class. For receptive skills development, the tape player is the easiest way for students to listen to a variety of speakers on a variety of topics in a variety of genres – dialogs, interviews, lectures, stories, songs, and poems. For productive skills, the audiotape recorder is currently the most accessible piece of voice recording equipment.

Videotape

Videotape is a step up from audiotape. First of all, playing prerecorded tapes provides the audiovisual information that helps students observe, understand, and imitate oral communication, from language expressions and sentence structure to lip shape, facial expressions, gestures and distance between speakers, not to mention other cultural, behavioral, and sociological aspects of language. Videotape provides speakers with a view of themselves that they don't otherwise have, and it gives them a stronger basis for evaluating their performance and setting goals for future learning.

Language Lab

The language lab does many things that benefit oral skills development better than the regular non-tech classroom. For example, in choral repetition drills, students can concentrate on the model (teacher or tape) with far less interference from the voices of classmates. Another function, pairing and grouping students and assigning speaking tasks, greatly increases students' speaking and listening practice.  A third function of the language lab that is superior to a non-tech classroom is tesing.

Voicemail

Students can record a message, review the message, delete and record the message, and finally save it and exit the system. The benefit to students is they get listening and speaking practice and life skills practice.

Software

There are other exciting changes in the digital realm. We – students and teachers – can play CD-ROMs and sound files on web pages. Repetition of sounds, words and sentences has never been easier. With a click of a button, the student can hear the target language again and again and the "speaker" never gets tired of saying the same thing in the same way.

Voiced mail

This is the digital replacement of the audiotape. It's an improvement over audiotape in several ways. The students and the teacher transfer sound file attachments in email, not tapes. It has the advantages of click to play, click to record, and click to stop. As the teacher, she can insert her comments and corrections in between the students' recording, whereas with audiotape, she has to record either simultaneously or at the end of a student's recording.

Sources :

Technology and the Teaching of Oral Skills

Marsha Chan, Mission College and Sunburst Media

marsha@sunburstmedia.com

My Comment about Some Website Containing "Teaching Listening With Technology"

Here is my comment on some websites containing the teaching language in listening. There are four kinds of websites that Mr. Rudi has given to us:

      Real English

http://www.real-english.com/

Real English is created by Michael Marzio and a group of British ESL teacher at the Marzio School in the south of French. The website contains some facilities to learn listening skills. There are original videos and interactive lessons. All of videos are completely free. If the learners wanted to develop the material, this website opens the donation. The content inside of this website are always updated by the developer to make sure there some new materials for the learners.

There are some facilities provided by the developer of this website to make Real English more effective in learning English. One of them is video with lesson. The facility enables the learners to access the some materials of English. The materials are arranged based on the stage of learning language for example Lesson 1 – Where are you from?, Lesson 2 – Hi!, Lesson 3a – Alphabet, etc. Besides the lesson, the video with lesson have been translated by the volunteer teachers and students into 38 languages.  The next facility provided by this website is the learners can compare their pronunciation with the real / native pronunciation. Java Apps will help the learners to compare theirs with native’s own.

English, Baby!

http://www.englishbaby.com/

English Baby seems to be a social media for learning English because the site is arranged with some forums to do chatting with some friends who join it. There are three main parts of English Baby. The first part is English lesson. The learners will find some TOEFL Tips and Tricks. The learners will also find some parts of English lesson such as Vocabularies and English Grammar. They are constructed with popular things around us for example celebrity or recent events. The next part is Find Friends. This parts makes the site to be different from another sites because it allows the learners to connect with another learners or teachers from around the world. Chat rooms will make the learners to be familiarized to talk and to listen the conversation with the native people. After the learners make a community inside of the site, they can upload some photos of their members. The last part of this site is English, baby!  It is about the big outline of English Baby.

            NPR Podcasts

http://www.npr.org/rss/podcast/podcast_directory.php

NPR Podcasts is a website created under National Public Radio. The main concern of this website is to provide some information in many topics such as politic, law and health. Besides the learner can enjoy the news, they can get visual portrayal in the form of picture. If the learners wanted to improve their listening skills through their website, they can go to NPR podcasts directory. There are some podcasts from many topics. All of them have been arranged based on some arrangement. The first arrangement based on the topic of podcasts and the facility will group the podcasts into Food, Animal, Science, Pop Culture, etc. The next arrangement is based on the title. The podcasts will be presented based on their titles. The last arrangement is based on the provider. This facility will enable the learners to find put some podcasts based on their providers.

This website also facilitates the learners to create their own podcasts. The title of this facility is “Mix Your Podcasts”. There are some steps that the learners can follow to create their own podcasts. This facility also provides some tips and tricks to create a podcasts. The main advantage of this website is not only providing materials for the learners, but also enabling the learners to communicate their products to another people in the world.

Midterm Test of LTT

This week is the time to do an assignment related to Midterm Test. The question is not complicated but I do need to find some references to find the answers. Here are some points about my Midterm Test:

The Importance of Using Technology in Language Teaching

Almost All of language classrooms have used technology to teach and deliver the material. ACTFL (American Council of Teaching Foreign Language) explains that in recent years, technology has been used to both assist and enhance language learning (https://www.actfl.org/news/position-statements/role-technology-language-learning). Assistance in language learning will help the teachers and students to give and receive the material effectively. Enhancement will help both active subject in education to always develop and upgrade the process of teaching and learning. 

There are some advantageous points we can get after applying technology in language learning (http://www.ijissr.org). All of them are divided for the sake of language learners and language educators in the classroom.

To Cultivate Students' Interest in Study
Technology offers many kinds of products that can attract the interest of students to learn language for example video, broadcasting, podcast, etc.

To Promote Students' Communication Capacity

The multimedia technology seeks integration of teaching and learning and provides the students greater incentives, The PPT courseware activate students' thinking; the visual and vivid courseware rand help them to transform English learning capacity cultivation, for example group discussion, debates and some opportunities for communication among students and between teachers and students.

To Widen Students' Knowledge to Gain an Insightful Understanding to Western Culture

Vivid information and authentic material offer students opportunities to be closer and natural with the reality of using language.

To Improve Teaching Effectiveness

Multimedia technology goes beyond time and space, creates more vivid, visual, authentic environment for English learning, stimulates students' initiatives and economizes class information.

To Improve Interaction between Teacher and Student

A major feature of technology is to train and improve students' ability to listen and speak, and to develop their communicative environment. In this process, the teacher's role as a facilitator is particularly prominent. The condition of this classroom provides a language interaction that improves conventional or traditional classroom.

Some Products of Technology  that Support English Language Teaching

Products of technology are actually varied but they can be categorized into 3 classifications(http://www.elmoglobal.com/en/html/ict/01.aspx):

• INPUT SOURCE

The sources is used to receive the information in the process of teaching and learning. The examples of these input sources are : computer, tablet, application software, and personal computer, digital recorder.

• OUTPUT SOURCE

The source is used to present the information in the process of teaching and learning. There are some examples of the source: projector, monitor, television, interactive whiteboard, etc.

• OTHER SOURCE

The source is used to receive and present the information in the process of teaching and learning. The example of the source is interactive website.

Some Computer Hardware used for Teaching and Learning Activities

There are some computer hardware used for teaching and learning activities (http://en.wikipedia.org/wiki/Computer_hardware). Here are the example of them:

• Keyboard

In computing, a keyboard is a typewriter-style device, which uses an arrangement of buttons or keys, to act as mechanical levers or electronic switches. A keyboard typically has characters engraved or printed on the keys and each press of a key typically corresponds to a single written symbol. However, to produce some symbols requires pressing and holding several keys simultaneously or in sequence. While most keyboard keys produce letters, numbers or signs (characters), other keys or simultaneous key presses can produce actions or execute computer commands.

• Speaker Active

Speakers are one of the most common output devices used with computer systems. Some speakers are designed to work specifically with computers, while others can be hooked up to any type of sound system. Regardless of their design, the purpose of speakers is to produce audio output that can be heard by the listener.

• LCD

A liquid-crystal display (LCD) is a flat panel display, electronic visual display, or video display that uses the light modulating properties of liquid crystals. Liquid crystals do not emit light directly. LCDs are available to display arbitrary images (as in a general-purpose computer display) or fixed images which can be displayed or hidden, such as preset words, digits, and 7-segment displays as in a digital clock. They use the same basic technology, except that arbitrary images are made up of a large number of small pixels, while other displays have larger elements.

• Projector

An LCD projector is a type of video projector for displaying video, images or computer data on a screen or other flat surface. It is a modern equivalent of the slide projector or overhead projector. To display images, LCD (liquid-crystal display) projectors typically send light from a metal-halide lamp through a prism or series of dichroic filters that separates light to three poly silicon panels – one each for the red, green and blue components of the video signal.

• CD

Compact disc (CD) is a digital optical disc data storage format. The format was originally developed to store and play back sound recordings only (CD-DA), but was later adapted for storage of data (CD-ROM). Several other formats were further derived from these, including write-once audio and data storage (CD-R), rewritable media (CD-RW), Video Compact Disc (VCD), Super Video Compact Disc (SVCD), Photo CD, Picture CD, CD-i, and Enhanced Music CD.

Software for Teaching English in the Classroom

Teaching process consist of three major part. They are process of delivering information, process of exercising, and process of giving assessment (http://www.usingenglish.com/links/Computers_and_Language/Software/Software_For_Teaching/). Those three process has been provided in the form of software. Here are the software:

• Software for delivering information

There are some software provided for conducting online classes and completed by some materials, for example edmodo.com, interactive publisher (Prezi), and microsoft powerpoint.

• Software for doing exercise

After delivering the material, the teacher may give exercise. The process of giving exercise can be presented by some software for example interactive game (bubble game for exercising vocabulary mastery), English language proficiency test provided by IELTS, TOEFL, and TOEIC. 

• Software for giving assessment

The last process of teaching is giving assessment. There are some software that enables the teacher to create test. For example hot potatoes.

CALL (Computer Assisted Language Learning) & MALL (Mobile Assisted Language Learning)

Computer-assisted language learning (CALL) is an approach to teaching and learning in which the computer and computer-based resources such as the Internet are used to present, reinforce and assess material to be learned(http://elt.wikia.com/wiki/Computer_assisted_language_learning). It usually includes a substantial interactive element. It also includes the search for and the investigation of applications in language teaching and learning. Except for self-study software, CALL is meant to supplement face-to-face language instruction, not replace it. Software used in a CALL environment can be designed specifically for foreign/second language learning or adapted for this purpose. Most language textbook publishers offer educational software of some sort, whether it is meant to support a paper textbook or to stand alone for self-study. Most programs designed for language learning are tutorials. These generally are drill programs that consist of a brief introduction plus a series of questions to which the learner responds and then the computer gives some kind of feedback. With these kinds of programs, the material to be learned may already be programmed in by the publisher, which is more common, or may allow the instructor to program in the material to be learned.

Mobile Assisted Language Learning (MALL) describes an approach to language learning that is assisted or enhanced through the use of a handheld mobile device. MALL is a subset of both Mobile Learning (m-learning) and computer-assisted language learning (CALL). MALL has evolved to support students’ language learning with the increased use of mobile technologies such as mobile phones (cellphones), MP3 and MP4 players, PDAs and devices such as the iPhone or iPad. With MALL, students are able to access language learning materials and to communicate with their teachers and peers at anytime, anywhere. Today, due to the growth of wireless and emerging technologies, MALL is available through numerous devices including mobile phones, iPods, tablet PCs, hand-held computers, PDAs, MP3 players, Smartphones and more. The following are examples of collaborative learning using mobile devices:

•       Collaboration on a mobile phone can be achieved by asynchronous text messaging and instant messaging or a phone conversation. In each instance learning can take place but the phones serve only as the delivery method for that information.
•              A tablet PC or a PDA can allow learners to collaborate on documents while at different locations, find information from multiple sources to build ideas with partners, and make information about learning activities portable and easily accessible.

TEACHING EXPERIENCE USING TECHNOLOGY

This is not the first chance for me to demonstrate teaching using technology, but this is the first time to combine language learning and game of technology. The program that my team use for teaching is Bubble game. It helps the students to actively participate in language learning because they can give response to the material I give. This is, of course, one of the effort to promote student centered in teaching and learning process.

The game is actually a free software from the internet. We just need to download it freely and play the game with offline mode. There are many kinds of game but we prefer to use game containing grammatical competence in a language. What the students should do is just crossing the bubbles containing words based on grammatical structure. There are thirty three steps of game. It begins form the simplest one to the most sophisticated structure of sentence. For example step one asks the students to choose the right construction of sentence based on subject predicate-object. The next step would be about the arrangement of sentence containing subject-to be and complement. Time limit of each section is provided to challenge the capability of students in arranging the sentences. 

http://www.best1000games.com/wp-content/uploads/2013/03/lang3.png

To make sure the students can play game well, the teachers should firstly train the students about some basic grammatical structure in English. It happens because the game for educative purpose should reflect the process of education. First, the teachers should build the knowledge of students through example or modeling. After that, the teacher can lead their students to play. The assessment can happen in the process of playing game or in the end of game. If the teachers want to present a game to the students, they need to consider what the learning objectives will be achieved. The difficulty of game should also be considered. Playing game will lead the students to learn materials and assess their own learning by themselves. 

CALL (COMPUTER ASSISSTED LANGUAGE LEARNING)

Language learning and acquisition are developing time by time. Their existence have got some attention from another field of study. One of the serious attention come from technology field (Computer). CALL or Computer Assisted Language Learning is the search for and study of applications of the computer in language teaching and learning (Levy 1997 :1).

Brief History of CALL

The first attempt to use CALL happened in 1960s. After about ten years, CALL is used for the importance of University. 

Variety of Activities of CALL

Like real education in the class, there are some types of activity:

· Multiple-choice and true false quizzes

· Gap-filling exercise/cloze

· Matching

· Re-ordering/sequencing

· Games

· Simulations

· Concordancing

· Web quests/searching

· Web publishing

· Online communication 

Multimedia CALL

The earliest form of Multimedia CALL was realized through combining a personal computer and a 12-inch videodisc player, which made it possible to combine sound, photographic-quality still images and video recordings in imaginative presentations. The next developed product of multimedia CALL is  interactive videodisc for language learners. In 1980s, the developer has adapted interactive videodisc into multimedia personal computer. Another program is Automatic Speech Recognition (ASR) software to diagnose learner’s errors. 

Types of CALL Programs

There are four kinds of programs that have been developed till now:

· CALL-specific software : this application is designed to develop and facilitate language learning for example CD-ROM and web-based interactive language learning.

· Generic software : this application is designed for general purposes for example word-processors (Word), presentation software (Power Point), and spreadsheet (Excel).

· Web-based learning programs : online dictionaries, online encyclopedias, online concordancers, news-magazine sites, e-texts, web-quests, web-publishing, blog, wiki, etc.

· Computer-mediated communication (CMC) programs: synchronous-online chat, asynchronous-email, discussion forum, and message board.

The phases of CALL

There are three different phases in the development of CALL:

· Behaviourist CALL. This program uses computers as a tutor, presenting drills and non-jugdemental feedback.

· Communicative CALL. It focuses more on using forms rather than on the forms of themselves.

· Integrative CALL. It is based on multimedia computers and the internet.

Particular form of CALL (Speech Technology)

If we want to understand the speech, we should have linguistic competence such as phonology, lexical, semantic, grammatical, and pragmatic conventions that constitute a language. Complex cognitive processes account for the human ability to associate acoustic signals with meanings and intentions. For a computer, on the other hand, speech is essentially a series of digital values. However, despite these differences, the core problem of speech recognition is the same for both humans and machines: namely, of finding the best match between a given speech sound and its corresponding word string. Automatic speech recognition technology attempts to simulate and optimize this process computationally.

The use of Computers in the classroom

1) Teaching with one computer in the class

                - delivery of content (PowerPoint, word-processor, Webpages, etc.)

                - classroom activities/discussions mediated by the computer

                - Interactive whiteboard 

2) Teaching in the computer network room (network-based language teaching)

                - task-based group work /activities

                - computer-mediated communication (CMC): asynchronous/synchronous

                - tandem learning

3) Self-access learning (independent learning)

                - drills and exercises

                - word processing

                - resource searching

4) Distance learning (i.e. individual learners working by themselves, at a place and time of their choice and, to some extent, at a pace and in an order also chosen by themselves.) 

                - delivering online course content

                - CMC activities: email, discussion forum, chat rooms

                - tandem learning

                - community building

Principles of Using and Designing CALL Programs in Language Learning and Teaching    

        - student/learner-centeredness (to promote learner autonomy)

        - meaningful purpose

        - comprehensive input

        - sufficient level of stimulation (cognitively and affectively)

        - multiple modalities (to support various learning styles and strategies)

        - high level of interaction (human-machine and human-human)

References:

http://www2.nkfust.edu.tw/~emchen/CALL/unit1.htm

http://www3.telus.net/linguisticsissues/CALL.html

http://www.stanford.edu/~efs/callcc/callcc-intro.pdf  

http://www.ict4lt.org/en/warschauer.htm 

http://interspeech2012.org/CALLS.html 

https://www.llas.ac.uk/resources/gpg/61 

http://llt.msu.edu/vol2num1/article3/ 

http://www.rong-chang.com/call.htm,

Teaching English with Computers and Mobile Devices

The existence of computer cannot be separated from the process of teaching and learning. Even there is no particular regulation managing the use of computer in language learning, many teachers believe that the computer can help them to provide convenient and effective learning for their students. There are some consideration that teachers should consider before using computer in the class:

1.      Make sure the teacher has a back-up planning to anticipate the web cannot be opened or because of offline condition.

2.      Be ready that everything in the beginning will take longer than usual.

3.     The teacher does needs to inform the pupils that the use of computer is only for learning not for other purpose such as gaming.

4.      At the beginning, the teacher needs to monitor the students’ work.

5.      Make sure that the teacher takes into account the student who dislike the computer.

6.      Always try to lead the students to finish their tasks early.

7.      Make sure there is no student can take advantage from situation using computer for example cheating.

8.      If there is a contribution of the student to support learning process, appreciate their effort and make sure that the teacher still teaches based on the purpose of teaching (objective)

9.      Make a group of online community to share the useful links on the internet.

When technology supports the process of learning happening inside of the classroom, another movement in MENA (Middle East and North Africa) maximize the use of technology to support youngsters in that area. The increase of young unemployment in Egypt should be handled as soon as possible. British Council conducts a symposium that focuses on encouraging young people to utilize their mobile service so they can enhance their personalities and employment opportunities by improving English language skills.

The number of mobile service users in Egypt is increasing. Most of the users are young people. This chance is used by the British Council to develop a pilot SMS English campaign with Vodafone so there will be more job opportunities in Egypt. After 10 days, the number of young job seekers is increasing. The next product of the British Council is LearnEnglish Mobile. This suite has particular features such as game, audio materials and learning tools. These application focus on short, engaging and interactive content for mobile phones.

After seeing how movement of people in utilizing technology, the next point will focus on how the teacher sees the social review of using technology in language learning. The main target of teaching language to all kinds of age and proficiency that they are digital natives. Here the main edtech to be crossed then:

1.      Teachers’ efforts to get to know the dynamics of using handled devices in EFL environment as a tool to enhance the teaching and learning experience.

2.      Picking and choosing from a variety of trustworthy apps available for the different purposes of an EFL class.

3.      Shifting from refraining to negotiating the use of the students’ handled devices as a tool for their learning in the classroom.

4.      Seeing the mobile device as a possible ally for out of classroom study routine.

5.      Finding out how to use apps to enhance the accessibility of content for impaired students

6.      Considering students’ feedback on your app suggestions so that you can stick to what really works.

Many researches have been conducted to know whether the computer is useful for education or not. It is time to find out how the expert views the position of computer in education. The computers can be:

1.      Tutors. They can individualize instruction, provide learning material at a controlled pace, and record student progress.

2.      Tools. They aid in reading, allow students to produce and format texts easily, facilitate revision of texts, and check for spelling errors. They store in a compact and easily accessible form all sorts of information that learners need, from style sheets to encyclopedic data.

3.      Ways to explore language. They make regularities, the beauties, and the difficulties of language something that students can examine and interact with in new ways.

4.      Media. They make possible new modes of communication and “hypertexts”, or “hypermedia”, which allow the intermixing of tables, charts, graphs, pictures, sounds, video, and text.

5.      Environments for communication. They are a new social realm that permits new forms of meaningful communication and reconfigures the relationships among students and teachers.

  

References:
https://www.ideals.illinois.edu/bitstream/handle/2142/17869/ctrstreadtechrepv01990i00522_opt.pdf?sequence=1
http://esl.fis.edu/teachers/support/teach.htm, http://ictenglish.com/?page_id=38, http://tesl-ej.org/ej12/r5.html
http://www.teachingenglish.org.uk/blogs/raquel-gonzaga/mobile-devices-byod-possibilities
http://www.britishcouncil.org/organisation/press/learning-teaching-english-mobile
http://stu.westga.edu/~bthibau1/MEDT%208484-%20Baylen/final%20report/13.pdf
http://www.wise-qatar.org/content/how-can-mobile-devices-enhance-learning-classrooms
http://catlintucker.com/2014/01/5-tips-for-managing-mobile-devices-in-the-classroom/