Abstract
This proposal aims to investigate the effect technology has on teaching English to speakers of other languages (TESL). This study will explore the use of technology in TESL classrooms, how technology can facilitate TESL learning, and how technology can be utilized to evaluate the teaching of second language learners. Current trends in technology-assisted TESL teaching and knowledge will be investigated, and the extant literature will be reviewed to identify the benefits and drawbacks of using technology in TESL. To gain insight into the utilization of technology in TESL classrooms, a survey of TESL instructors and students will be conducted. The survey results will be analyzed and used to conclude the impact of technology on the acquisition of English as a second language. This study’s findings will add to the existing body of knowledge and may inform future TESL teaching and learning practices.
Chapter 1 – Introduction
Write about the background of your research topic.
The increasing prevalence of technology in language instruction is directly responsible for the growing importance of the academic field known as the Impact of Technology on English as a Second Language (TESL) Learning. This field of study has become increasingly significant due to this increasing prevalence. As a result of technological developments, the application of technology to learning a language has become less intimidating, more applicable in real-world situations, and more efficient. Incorporating technology into studying foreign languages opens up many doors and doors to new possibilities for teachers and students. Language acquisition can be facilitated by utilizing various technological tools and resources, such as online classes, video conferencing, and online testing. If technology promotes language learning, students can access various learning-enhancing resources, materials, and activities. Technology can also be used to promote language learning. The ability of students to communicate with one another and participate in activities both online and in the real world is another way in which technology can potentially improve the educational experience. As a direct consequence of this, the subject of “The Impact of Technology on Learning English as a Second Language” (also known as “TESL”) has emerged as an increasingly important area of investigation within the field of language acquisition.
Create your problem statement.
This study will concentrate on the impact of technology on the acquisition of English as a Second Language. (TESL). The prevalence of technology in the classroom is growing, but research on its effectiveness in teaching English as a Second Language is limited. This study will investigate the impact of technology on the language-learning process and student motivation, engagement, and language proficiency. In addition, it will explore how technology can be utilized to facilitate meaningful learning experiences for TESL students. Thus, this research will contribute to understanding technology’s function in effective language learning and show how technology can effectively support TESL learners.
Create your objective and research question.
This study aims to comprehend the influence of technology on English as a Second Language (TESL) learning. This research will answer the question: How effective is technology in improving the English language skills of TESL learners? In particular, this research investigates how technological advancements impact linguistic competence, motivation, and ease of access to and utilization of English language materials among TESL learners.
Write about the Gap.
There needs to be more research on the impact of technology on English as a Second Language (TESL) instruction. While technology has been used to teach and acquire a wide range of subjects, its impact on TESL education has yet to be thoroughly investigated. Therefore, this research proposal aims to examine and assess the effects of technology on TESL learning, specifically the efficacy of various digital tools and platforms for enhancing language skills. This research will identify the most effective digital devices and platforms for TESL learning and provide insight into how technology can create a more effective and engaging learning environment.
Significance
This research is significant because it will close a knowledge void regarding the effect of technology on English as a Second Language (TESL) instruction. As technology in classrooms grows, it is crucial to comprehend how it can best support and enhance language learning. By investigating the efficacy of technology in TESL classrooms, this study will provide valuable insights into how technology can be used to create meaningful learning experiences and support student learning. In addition, this research will contribute to the creation of efficient technologically-based language learning resources and materials. By gaining a deeper comprehension of the impact of technology on TESL learning, educators and researchers will be able to develop more engaging and effective language learning materials.
Scope
The purpose of this research proposal is to investigate the effect that technology has on the teaching of English to speakers of other languages (TESL). More specifically, the research will investigate how children and people can benefit from using technology to improve their acquisition of a second language. The study will examine the utilization of various digital platforms, including online forums, web applications, and virtual classrooms. Both English language learners in countries where English is the native tongue and those in countries where English is a second language will be included in the research.
Chapter 2 – Literature review
Technology’s application in teaching English to speakers of other languages (also known as TESL) has been the focus of a significant amount of study because it has become so ubiquitous in modern education. It has been demonstrated that incorporating technology into TESL lessons increases involvement, motivation, and overall student success (Sadeghi et al., 2023). Studies have shown that instruction that is based on technology can shorten the amount of time needed to learn a language while at the same time increasing language comprehension and retention. However, there need to be more needs to be more evidence that can be considered conclusive regarding the effect technology has on TESL learning, and additional research is necessary to understand the usefulness of technology for TESL better. This research aims to investigate the impact technology has had on TESL learning, particularly emphasizing its success in improving English language skills among TESL students.
Critically evaluate each article and how it relates to your proposed contribution to your field.
Hanan Mohammed (2022). The Effect of Technology on Learning English as a Second Language
This discussion of the effects of technology on English as a Second Language can be found in an article by Hanan Mohammed (2022). (TESL). The author starts by explaining what Teaching English as a Second Language (TESL) is and how it can be learned through conventional classroom instruction, online classes, and mobile apps. After that, he continues talking about the positive and negative aspects of utilizing technology in TESL classrooms. The author contends that while technology can give students access to a variety of resources and activities, it also has the potential to be a distraction and result in a drop in motivation. The author also emphasizes the significance of providing trainees with a supportive learning environment necessary for effective language acquisition.
The article provides a helpful overview of technology’s effect on TESL learning and an interesting discussion of the advantages and disadvantages of using technology in the classroom. Both aspects are presented in the article (Beckett et al., 2019). On the other hand, the article does not offer a comprehensive investigation into technology’s influence on TESL education. In addition, there needs to be a discussion of the many different kinds of technology that can be utilized in the classroom or how these technologies can be utilized to make language learning more effective. In addition, the article does not address the potential impact of technology on language assessment, which is an essential consideration when determining whether or not technology is effective in a TESL classroom.
The research proposal I am writing can benefit from using this article as a beginning point. It provides a general overview of technology’s effect on TESL learning and highlights some potential advantages and disadvantages of using technology in the classroom. Specifically, it focuses on the pros and cons of using technology in the classroom. Nevertheless, my research proposal will examine how technology influences TESL education in more in-depth. This will include a detailed discussion of the many different types of technology that can be used in the classroom and how these different categories of technology can be used to enhance language learning. In addition, the research proposal that I am putting together will discuss the possible effects that technology could have on language testing and how technology could be used to enhance the standard of language testing. In general, this article is a helpful starting place for developing my research proposal and a helpful overview of technology’s impact on TESL education.
Başar, T. & Şahin, L. (2022). Technology integration in teaching English as a foreign language: A content analysis study
This article by Başar and thin (2022) significantly contributes to teaching English to speakers of other languages (TESL), particularly regarding the incorporation of technology. In order to investigate the application of technology in TESL instruction, the authors conducted a content analysis on publications published between 2006 and 2017. They recognized many different technological tools that were put to use, such as mobile applications, video conferencing, and online classrooms. They also observed that the use of technology in TESL instruction has increased over time, indicating that an increasing number of educators recognize the potential of technology to enhance learning. The strength of this article is that it provides an up-to-date overview of the present state of technology integration in TESL instruction. This topic is becoming increasingly important. The authors have done an excellent job collecting and analyzing the data, elevating their conclusions’ significance and practicality. In addition, the article provides insightful information regarding the technological tools utilized in TESL instruction, which can influence future research and practice.
The primary shortcoming of this piece is that it needs to provide more detail regarding the influence that technology has had on TESL education. The authors do not provide any evidence to support their assertions, even though they acknowledge that technology in education can be beneficial. In addition, the content analysis of the article needs to include a glimpse into how technology is being utilized within the classroom. Since this is the case, it is impossible to ascertain the true impact that technology has had on TESL education. This article gives a thorough overview of technology integration in TESL instruction, which is relevant to my suggested research project. My investigation will give me a better understanding of the different technological instruments available today and how they are used. Nevertheless, there is no evidence regarding the effect of technology on TESL learning provided in the article. This is a topic that will be investigated in my research project.
Alqahtani Mofareh (2019). The Use of Technology in English Language Teaching
The article by Alqahtani Mofareh (2019) on the use of technology in English language teaching and learning is an informative and thorough overview of the current state of technology-enhanced language learning (TELL) and its impact on English as a Second Language (ESL) learners. The article discusses the various categories of technology used in TELL, beginning with multimedia tools, online learning platforms, and augmented reality. The author provides examples of how these technologies are currently utilized in language classrooms and highlights the future benefits they can offer. Through this discussion, the author outlines the various ways technology can be used to enhance the language skills of ESL learners, such as by providing more engaging and interactive learning experiences and access to a greater variety of instructional materials. The article is well-researched and provides evidence from multiple studies examining the efficacy of technology in language acquisition. In particular, the author cites research demonstrating how technology can foster greater student engagement and motivation in language learning and enable students to receive faster feedback. The author also provides evidence of technology’s potential to enhance attentiveness and pronunciation. These findings provide a solid foundation for the article’s conclusion that technology can be a useful aid for supporting the language development of ESL students (Mallick et al., 2020). However, the article must thoroughly analyze the potential disadvantages of technology in language acquisition. For example, the author needs to discuss the potential for technology to distract learners or how difficult it can be for some students to acquire the technologies required to benefit from TELL. Therefore, the article must provide a complete picture of the advantages and disadvantages of using technology in ESL classrooms. This article offers a helpful summary of the current state of TELL and its implications for language acquisition. It is particularly beneficial for demonstrating the potential benefits of technology in language learning. It needs to provide an exhaustive evaluation of the potential drawbacks of TELL, limiting its utility in informing the ongoing debate on the use of technology in ESL classrooms. As such, this article serves as a good starting point for my research proposal on the impact of technology on ESL learning; however, additional research is required to provide a more comprehensive evaluation of the potential benefits and drawbacks of incorporating technology into ESL classrooms.
Y Wei (2022). Toward Technology-Based Education and English as a Foreign Language Motivation: A Review of Literature
This article by Y Wei (2022) provides a comprehensive overview of the literature on technology-based English as a Foreign Language (EFL) motivation. Specifically, the article focuses on how students are motivated to learn English. This article examines how technology can motivate students to learn English as a Foreign Language (EFL), including computer-mediated communication, online learning resources, and virtual learning environments. In addition, the article delves into the potential advantages of technology-based EFL motivation, such as an increase in learner autonomy, an improvement in language proficiency, and increased student involvement.
This article does not provide a comprehensive analysis or compilation of the research; instead, it merely offers a summary of the previous research that has been conducted on the topic of technology-based EFL motivation (Zhang, 2022). The article needs to address the potential drawbacks of technology-based EFL motivation, such as the potential difficulty in incorporating such technologies in an EFL classroom and the potential for technology to be used in a way that can be detrimental to the learning process. In particular, the article must address technology-based EFL motivation’s potential drawbacks. In addition, the research needs to investigate whether or not the use of technology-based EFL motivation affects the level of language proficiency achieved by EFL students.
My suggested research project aims to fill in these gaps in the existing body of knowledge by conducting an in-depth analysis of the effect of technology-based EFL motivation on EFL students’ language proficiency. My research will investigate the potential benefits and drawbacks of technology-based EFL motivation through a comprehensive literature review and analyze how technology-based EFL motivation can be effectively implemented in an EFL classroom setting. This will be accomplished by looking at how technology-based EFL motivation can be effectively implemented in an EFL classroom setting. My research will also investigate the effect of technology-based EFL motivation on EFL students’ language proficiency. This will comprehensively comprehend the effects of technology-based EFL motivation on language acquisition and language proficiency. My research will contribute to the field of TESL by providing a more comprehensive understanding of technology-based EFL motivation’s effect on language proficiency. This will be accomplished by addressing the gaps in the existing body of literature, which will be done.
Parupalli Srinivas(2019). The Impact Of Social Media On Learning English: A Critical Study In English Language Teaching (ELT) Context
In the context of English Language Teaching, this article by Parupalli Srinivas offers a critical analysis of social media platforms’ effect on learning English as a second language. (ELT). The first thing that Srinivas does is investigate the different kinds of social media and their many different applications in ELT. After that, he talks about social media’s role in language learning and the potential benefits and drawbacks of using these platforms.
The evaluation of the effects of social media on the acquisition of English language skills provided in this article is extremely comprehensive. It is acknowledged that social media has the potential to be used as a tool for language acquisition; however, it is also pointed out that using social media can come with several drawbacks and challenges. For instance, Srinivas observes that some students may need help keeping up with the rapidly evolving language used on social media, or they may need more essential skills for making efficient use of the platform. In addition, he addresses how the absence of face-to-face interaction can result in bad language practice and poor outcomes for language learning.
Technology’s effect on English as a second language is my proposed research topic, and this article will serve as a good foundation for that research. (TESL). The article by Srinivas offers a beneficial insight into the potential of technology to be used as a tool for teaching English to speakers of other languages by critically evaluating social media’s role in language learning. In addition, it sheds light on the difficulties and disadvantages of utilizing technology, both of which should be considered when investigating the effect technology has on language acquisition (Yulia et al., 2019). This work will serve as a foundation for the research I will conduct to investigate further the potential of technology in TESL, as well as its challenges and disadvantages. I plan to improve my comprehension of how technology can be utilized successfully in TESL to produce beneficial learning experiences for students due to participating in this.
Include your framework.
This research proposal will have its foundation in a qualitative approach that uses interviews and surveys with English as a Second Language (TESL) students, instructors, and administrators of TESL programs (Lee et al., 2022). The investigation of the role that technology plays in the TESL learning process will be the focus of this research. The research will centre on the benefits and drawbacks of using technology in TESL, the difficulties associated with incorporating technology into TESL, the function of technology in TESL assessment, and the efficiency of instruction propelled by technology. In order to gain a better understanding of the function that technology plays in the TESL learning process, the research will consider the personal experiences, opinions, and points of view of TESL learners, instructors, and program administrators.
Clearly state your hypothesis(es)
The hypothesis that this research proposal is based on is that technology substantially impacts the English language acquisition of those learning English as a second language. (TESL). This study aims to investigate how technology can be used to improve language learning in TESL classrooms and how technology influences the development of English language abilities in trainees, such as reading, writing, speaking, and listening. In addition to this, the research will determine the potential benefits and drawbacks of utilizing technology in TESL classroom settings.
Chapter 3 – Methods
Subjects
Students currently enrolled in English as a Second Language (TESL) courses will serve as the population sample for this research endeavour. Included in the inclusionary criteria are pupils who are 18 or older, proficient in English, and speak a language other than English as their native tongue. Students under 17 who must be proficient in English or speak English as their first language are excluded. Using a convenience sample of pupils enrolled in a TESL course at a local college, the researcher will conduct sampling procedures.
Design
This study will use a quantitative research design to ascertain the effectiveness of technology in enhancing TESL learners’ English language skills. The study will employ a pre-and post-test design to assess the impact of technology on the English language skills of TESL learners. A random sample of TESL students will be drawn from the population of university-based adults studying English as a second language. Two groups will be created from the sample: experimental and control groups. The experimental group will be instructed using technology, whereas the control group will be instructed without technology. Both groups will complete a pre-test before receiving instruction and a post-test following the completion of the instruction. Comparing the pre-and post-test results will ascertain the efficacy of technology in enhancing the English language skills of TESL students. The research design is appropriate for answering the research question because it measures the impact of technology on the English language skills of TESL learners.
Data Collection Method
The research will use both quantitative and qualitative approaches to collect a wide range of viewpoints on technology’s influence on TESL education. A questionnaire will be distributed to TESL students, teachers, and administrators to gather information for this study. This survey will be conducted online and include both closed- and open-ended questions concerning technology’s influence on TESL education. In addition, interviews with students, teachers, and administrators of TESL programs will be conducted to acquire a more in-depth understanding of technology’s influence on TESL education.
Measures
Using a quantitative methodology, this study will evaluate the impact of technology on English as a second language (TESL) learning. This study’s primary dependent variable will be the participants’ English language proficiency (Asaad, 2020). This will be determined by the TOEFL (Test of English as a Foreign Language) score, a widely recognized indicator of English language proficiency. The TOEFL score will be used to determine the extent to which the English language skills of the participants have improved throughout the study. The independent variable in this study will be technological adoption. The study will specifically investigate the differences in English language proficiency between those who use technology-enhanced TESL instruction (e.g. computer-based instruction, online courses, etc.) and those who use traditional methods. (e.g. classroom instruction and textbooks). This will enable us to assess the impact of technology on TESL education. To ensure the accuracy of the data, the TOEFL scores will be verified by a professional in the field of language evaluation. In addition, a pilot study will be conducted before the main study to ensure the validity of the measures and results.
Procedures
This study’s primary data collection method will be an online mixed-methods survey given to TESL students, instructors, and administrators (Md Yunus et al., 2021). This survey will include quantitative and qualitative questions to capture a variety of perspectives on the impact of technology on TESL education. The quantitative portion will include closed-ended questions like multiple-choice, checkboxes, and Likert scales. In contrast, the qualitative component will include open-ended questions, such as brief essays, interviews, and focus groups. Participants will be asked for their perspectives on the impact of technology on TESL learning and their classroom experiences with technology. In addition, the survey will include demographic information to facilitate additional data analysis. The survey will be administered online, with the option for participants to complete it anonymously. The survey will be distributed via email and social media, with confirmation notifications sent to ensure its completion.
Proposed Analysis
This research proposal investigates the impact technology has had on teaching English to speakers of other languages (TESL). For this endeavour, I expect to use both quantitative and qualitative data. I will analyze the survey data to determine trends and patterns concerning technology’s influence on learning among TESL students, instructors, and administrators. I will analyze the open-ended survey questions and the interviews using thematic coding to determine common themes and experiences associated with the utilization of technology in TESL education. In conclusion, I will use the findings from the survey and the interviews to develop some recommendations for improving the application of technology in TESL education.
Conclusion
In conclusion, this research proposal investigates modern technology’s impact on teaching English to speakers of other languages (TESL). It has been established that technology can be an effective tool for enhancing English as a second language (TESL) learning after conducting a review of the existing literature, a survey of teachers of English as a second language and students of English as a second language, and an analysis of the findings. Learning TESL can be made easier with technology because it allows for remote access to educational resources and allows participation in interactive learning experiences. Technology can also be used to evaluate the learning of students studying a second language, which enables a more accurate and time-saving assessment of the student’s level of language proficiency. This research proposal has shown that the use of technology in TESL classrooms has the potential to improve learning outcomes and provide a more engaging learning environment. This is particularly true for students learning English as a second language. The results of this research proposal will add to the existing body of knowledge and potentially contribute to developing future teaching and learning practices related to TESL.
References
Md Yunus, M., Ang, W. S., & Hashim, H. (2021). Factors affecting teaching English as a Second Language (TESL) postgraduate students’ behavioural intention for online learning during the COVID-19 pandemic. Sustainability, 13(6), 3524.
Yulia, A., Husin, N. A., & Anuar, F. I. (2019). Channelling assessments in English language learning via interactive online platforms. Studies in English Language and Education, 6(2), 228-238.
Asaad Hamza Sheerah, H. (2020). Using blended learning to support the teaching of English as a foreign language. Arab World English Journal (AWEJ) Special Issue on CALL, (6).
Sadeghi, K., & Douglas, D. (Eds.). (2023). Fundamental considerations in technology-mediated language assessment. Taylor & Francis.
Beckett, G., & Slater, T. (Eds.). (2019). Global perspectives on project-based language learning, teaching, and assessment: Key approaches, technology tools, and frameworks. Routledge.
Zhang, W. (2022). The Role of Technology-Based Education and Teacher Professional Development in English as a Foreign Language Classes. Frontiers in Psychology, p. 13.
Lee, S., Kuo, L. J., Xu, Z., & Hu, X. (2022). The effects of technology-integrated classroom instruction on K-12 English language learners’ literacy development: A meta-analysis. Computer Assisted Language Learning, 35(5-6), 1106-1137.
Mallick, P., Maniruzzaman, M., & Das, S. (2020). Addressing the impact of technology in English Language Teaching at secondary level education in Bangladesh. International Journal of English Literature and Social Sciences, 5(3), 665-671.
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