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American Journal Of Philological Sciences   
(ISSN – 2771-2273) 
VOLUME 02 ISSUE 11  Pages: 11-16 

SJIF IMPACT FACTOR  (2022: 5. 445)  
OCLC – 1121105677    METADATA IF – 5.963 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
Publisher: Oscar Publishing Services 

Servi 

 

 

 

 

 

 

 

 

ABSTRACT 

This article outlines to consider the causes of technophobia and suggested ways of overcoming it, to examine specific 

teacher doubts about using technology in the classroom and suggested some solutions, to look at a variety of EFL 

teaching contexts and teachers' access to computers, to discuss the types of computer-based activities you can do 

with your learners and to conclude the basic skills and equipment that teachers need in order to start using technology 

in their teaching. 

 

KEYWORDS 

Call, Internet, websites, TELL, Internet café, digital immigrants, technophobes or technogeek, key pal, blog, 

concordance, web browser; 

  

INTRODUCTION

Technology in language teaching is not new. Indeed, 

technology has been around in language teaching for 

decades – one might argue for centuries, if we classify 

the blackboard as a form of technology. Tape 

  Research Article 

 

TECHNOLOGY IN LANGUAGE TEACHLNG 
 

Submission Date: October 30, 2022, Accepted Date:  November 05, 2022,  

Published Date: November 08, 2022  

Crossref doi: https://doi.org/10.37547/ajps/Volume02Issue11-02 

 

 

Khalilova Olima Akhatovna 
Senior Teacher Of The Karshi Engineering-Economic Institute, Uzbekistan 

  

 

Journal Website: 

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Copyright: Original 

content from this work 

may be used under the 

terms of the creative 

commons attributes 

4.0 licence. 

 

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Volume 02 Issue 11-2022 12 

                 

 
 

   
  
 

American Journal Of Philological Sciences   
(ISSN – 2771-2273) 
VOLUME 02 ISSUE 11  Pages: 11-16 

SJIF IMPACT FACTOR  (2022: 5. 445)  
OCLC – 1121105677    METADATA IF – 5.963 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
Publisher: Oscar Publishing Services 

Servi 

recorders, language laboratories and video have been 

in use since the 1960s and 1970s, and are still used in 

classrooms around the world. 

LITERATURE REVIEW 

Computer-based materials for language teaching, 

often referred to as CALI (Computer Assisted 

Language Learning), appeared in the early 1980s. Early 

CALL programs typically required learners to respond 

to stimuli on the computer screen and to carry out 

tasks such as filling in gapped texts, matching sentence 

halves and doing multiple-choice activities. Probably 

one of the best-known early CALL activities is that of 

text reconstruction, where an entire text is blanked 

out and the learner recreates it by typing in words. For 

all of these activities the computer then offers the 

learner feedback, ranging from simply pointing out 

whether the answer is correct or incorrect to providing 

more sophisticated feedback, such as showing why the 

learner is mistaken and offering remedial activities. The 

CALL approach is one that is still found on many 

published CD-ROMs for language teaching. As access 

to Information and Communications Technology (ICT) 

has become more widespread, so CALL has moved 

beyond the use of computer programs to embrace the 

use of the Internet and web-based tools. The term TELI 

(Technology Enhanced Language Learning) appeared 

in the 1990s, in response to the growing possibilities 

offered by the Internet and communications 

technology. 

Although the use of ICT by language teachers is still not 

widespread, the use of technology in the classroom is 

becoming increasingly important, and it will become a 

normal part of ELT practice in the coming years. There 

are many reasons for this: 

• Internet access - either in private homes or at 

Internet cafes- is becoming increasingly available 

to learners. 

• Younger learners are growing up with technology, 

and it is a natural and integrated part of their lives. 

For these learners the use of technology is a way to 

bring the outside world into the classroom. And 

some of these younger learners will in turn become 

teachers themselves. 

• English, as an international language, is being used 

in technologically mediated contexts. 

• Technology, especially the Internet, presents us 

with new opportunities for authentic tasks and 

materials, as well as access to a wealth of ready-

made ELI materials. 

• The Internet offers excellent opportunities for 

teamwork and communication between learners 

who are geographically dispersed. 

• Technology is offered with published materials 

such as course books and resource books for 

teachers. 

• Learners increasingly expect language schools to 

integrate technology into teaching. 

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Volume 02 Issue 11-2022 13 

                 

 
 

   
  
 

American Journal Of Philological Sciences   
(ISSN – 2771-2273) 
VOLUME 02 ISSUE 11  Pages: 11-16 

SJIF IMPACT FACTOR  (2022: 5. 445)  
OCLC – 1121105677    METADATA IF – 5.963 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
Publisher: Oscar Publishing Services 

Servi 

• Technology offers new ways for practicing 

language and assessing act. 

• Technology is becoming increasingly mobile. It can 

be used not only in the classroom, lecture hall, 

computer room or self-access centre; it can also be 

used at home, on the way to school and in Internet 

cafes. 

• Using a range of ICT tools can give learners 

exposure to and practice in all of the four main 

language skills: speaking, listening, writing and 

reading. 

DISCUSSION AND RESULT 

The contexts in which teachers are working with 

technology can vary widely and the access that 

teachers have to computers - the so-called digital 

divide - will affect what we can do with our classes in 

terms of implementing technology. A general lack of 

ICT training for teachers also means that we still have 

some way to go until the normalisation of technology 

in language teaching, where the use of technology in 

teaching becomes as natural as the use of books or 

pens and paper. 

Attitudes to technology - Many people are afraid of 

new technology and, with the increasing presence of 

the Internet and computers, the term technophobe 

has appeared to refer to those of us who might be wary 

of these new developments. More recently, the term 

digital native has been coined to refer to someone who 

grows up using technology, and who thus feels 

comfortable and confident with it - typically today’s 

children. Their parents, on the other hand, tend to be 

digital immigrants, who have come late to the world of 

technology, if at all. In many cases, teachers are the 

digital immigrants and our younger students are the 

digital natives. 

Think about yourself. Where do you stand? How 

confident do you feel about using the Internet and 

computers? Although there is a tendency to call 

computer users either technophobes or technogeeks 

(a term for a technology enthusiast), the truth is that 

most of us probably fall somewhere between the two 

extremes. 

A large part of the negative attitudes teacher shave 

towards technology is usually the result of a lack of 

confidence, a lack of facilities or a lack of training, 

resulting in an inability to see the benefit of using 

technologies in the classroom. It is also often the case 

that teachers may not be fully in control of their work 

situations. A teacher may want to use more technology 

in their teaching, but the school may not have the 

facilities, or, on the other hand, a teacher may be 

instructed to start using technology for which they feel 

unprepared or untrained. 

Implementing ICT in the classroom - As we know 

teachers have varying levels of access to computers 

and technology, and teach in all sorts of contexts to all 

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Volume 02 Issue 11-2022 14 

                 

 
 

   
  
 

American Journal Of Philological Sciences   
(ISSN – 2771-2273) 
VOLUME 02 ISSUE 11  Pages: 11-16 

SJIF IMPACT FACTOR  (2022: 5. 445)  
OCLC – 1121105677    METADATA IF – 5.963 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
Publisher: Oscar Publishing Services 

Servi 

sorts of learners. Here are some of the questions you 

may be asking yourself about using technology in the 

classroom. 

How can I use ICT with my class if there is only one 

computer in the school? Introducing a rota or booking 

system for the computer with your colleagues will 

ensure equal use for all the teachers in the school. You 

will need to use the Internet mainly as a resource with 

your learners, accessing the Internet to download and 

print out materials to use offline with classes. 

Technology-based activities you can do by printing off 

materials include: 

• Using websites. 

• Internet-based project work - especially web 

quests offline. 

• Email keypal projects using the teacher's email 

account. 

• Using online reference tools such as 

concordancers on paper. 

• Electronically produced materials printed out for 

learners. 

What can I do if my learners have very low Information 

Technology (IT) experience and skills? - You need to 

first find out about your learners' IT skills and degrees 

of experience, for example by means of a 

questionnaire, and then start off by using the simplest 

technologies in the classroom. For learners with zero 

or very low IT skills, or literacy issues, a good place to 

start is with simple word processing tasks. Once 

learners are comfortable with this, basic email or 

searching the Internet can be introduced. Try to pair up 

more technically experienced learners with the 

absolute novices for any ICT-based class work, so that 

the more experienced users help the less experienced 

ones. 

I teach classes of 30 + students. How can I use 

computers with such large groups? - You will need to 

have access to a minimum number of computers, with 

no more than four learners per computer doing small-

group work online. Large classes, with more than 30 

students, can be divided into two groups - while one 

group is doing online computer room work, the other 

group is doing paper-based work. The two groups then 

change over. You will be able to implement most of the 

tools and activities described in this book. 

Skills and equipment for getting started - What does a 

teacher need to know to be able to use technology in 

the classroom? Well, you don't need to have any 

specialist technical knowledge or skills, much as you 

don't need to be a mechanic to know how to drive a 

car! 

The basic skills you do need to have in place before you 

start reading this book are how to use a simple word 

processing program (e.g. Microsoft Word), how to use 

email and how to access and use the Internet. By 

reading this book, and trying out the activities 

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Volume 02 Issue 11-2022 15 

                 

 
 

   
  
 

American Journal Of Philological Sciences   
(ISSN – 2771-2273) 
VOLUME 02 ISSUE 11  Pages: 11-16 

SJIF IMPACT FACTOR  (2022: 5. 445)  
OCLC – 1121105677    METADATA IF – 5.963 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
Publisher: Oscar Publishing Services 

Servi 

suggested with your learners, you should be able to 

greatly increase your ICT skills set, and to feel more 

confident about using technology in the classroom. 

You will also need some essential equipment in order 

to get the most out of this book, and to start to 

implement technology with your learners: 

• At least one computer (preferably one per two 

students). 

• An Internet connection. 

• A Printer. 

• An audio card in the computer, and a headset 

(audio and microphone) for every computer. 

• Basic software (a word processing program, a web 

browser like Internet Explorer, Firefox, Safari or 

Mozilla, and an email program). 

As we saw above, teaching contexts and teachers' 

access to computers and technology can vary widely. 

While reading this book, you'll find plenty of activities 

which can be done if only one computer is available in 

class. However, access to a computer room to which 

you can take your class will provide more opportunities 

for implementing technology, for both you and your 

learners. 

It is worth bearing in mind that the layout of your 

computer room will directly affect the types of 

activities you are able to do with your learners, and 

how they interact with one another and with you. A 

layout which has computers at desks around the walls, 

facing the walls, with a large table in the centre of the 

room, allows the teacher to walk around and easily see 

what the learners are working on and what they're 

looking at on the computer monitors (screens). The 

central area provides an easily accessible space where 

learners can go when they don't need the computers, 

and for when we might want to do more 

communicative group work. If the central space is 

reasonably large, more movement and activity is 

possible in the centre of the room; this will offer up 

more opportunities for kinaesthetic learners, and the 

chance to use games and physical activities with 

younger learners away from the computer monitors. 

CONCLUSION 

Of course, few of us are lucky enough to be able to 

choose how our computer facilities look, but it may be 

possible for you to make some small changes in the 

work environment so that it's more comfortable to 

work in the room, and easier to teaching. It's well 

worth considering how your institution's computer 

room could be made more user-friendly for you and 

your classes. 

REFERENCES 

1. Dudeney Gavin, Hockly Nicky How to teach English 

with technology. Pearson Education Limited 2007, 

pp 7-15. 

2. Thomas S. C. Farrell and George M. Jacobs 

Essentials for Successful English Language 

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Volume 02 Issue 11-2022 16 

                 

 
 

   
  
 

American Journal Of Philological Sciences   
(ISSN – 2771-2273) 
VOLUME 02 ISSUE 11  Pages: 11-16 

SJIF IMPACT FACTOR  (2022: 5. 445)  
OCLC – 1121105677    METADATA IF – 5.963 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
Publisher: Oscar Publishing Services 

Servi 

Teaching. Thomas S. C. Farrell and George M. 

Jacobs 2010, pp 42-57. 

3. Brown, H. D. (2000). Principles of language 

learning and teaching. White Plains, NY: Addison 

Wesley Longman, pp121-131. 

4. Swaffar, J., S. Romano , R Marklev, and K. Arens, 

eds. 1998. Language Learning Online: Theory and 

Practice in the ESL and L2 Computer Classroom. 

5. Sh. U. Ishonkulov Communication as the basis of 

communicative education. International Scientific 

Journal Theoretical & Applied Science. 03 (107), 

1012. 

1. Philadelphia, USA, pp 883-887 

6. Turaeva, D. D. Information and communication 

technologies as a means of teaching a foreign 

language. International Scientific Journal 

Theoretical & Applied Science. 03 (107), 1012. 

Philadelphia, USA, pp 888-891. 

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