INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) IN

LANGUAGE LEARNING

Aceng Rahmat
State University of Jakarta, Indonesia
aceng57@gmail.com

Abstract

In terms of learning a language, coping with the artificial situation in

class instead of real life condition, losing interest, being easy to forget
previous lessons, and too much relying on teacher are problems for
language learners. A communicative approach is needed to overcome
these problems. The help from Information and Communication
Technology (ICT) is argued can improve language learning. Although the
biggest challenge in applying ICT is investing much time and money, the
advantage from its result is far bigger.

Keywords: ICT, language learning, and communicative approach

1. Introduction
For beginners, learning a new language can be frightening as this grabs him to the
whole new concept which is socially and culturally different from their regular days. Not only
the language they have to learn but also the culture of the target language (Olaniran,2009,75).
Because of this, they rely on the teacher so much that they find it unnecessary to review it by
themselves . Furthermore, when the teaching method is unattractive, they tend to lose interest
and the target language they have learned will be forgotten as soon as the course finished.
Meanwhile, for intermediate learners, studying the language can be boring as they
have repeated and reviewed the same rules of the target language for several times from the
beginning he learned the language. To some extent, the language learners are easy to forget
what they have learned. This may cause from themselves who are too much relying on
teacher. They do not want to review the language outside the class. Even if for those who
have already mastered the language, they tend to use the language not in the social context
needed in the situation. This happens because the situation in class is artificial and not the real
one in life (Warschauer & Haley, 1998,24). In order to encounter the problems in language
learning both for beginner and intermediate language learners, ICT (Information and
Communication Technology) is used. It is argued that the help from ICT can improve
language learning process.
The aim of this paper is to study ICT in improving language learning. It includes
three main parts. The first part explains language learning competence needed in mastering a
language. The second part illustrates ICT in education and how it can answer language
learning problems. In this case, Moodle (Modular Object-Oriented Dynamic Learning
Environment) is used as a concrete example. The third part is the challenge of applying ICT
in studying the language. The fourth part concludes that in spite of much investment needed
in using ICT as well as its challenges, the advantages resulted from ICT is far bigger and
can improve language learning.

2. Language Learning Competence

 The success of language learning does not merely measured by the oral fluency in
speaking the target language. Canale & Swain (1980) in Graham (1997,13-14) argued that
there are three language competences which should be highlighted; grammatical,
sociolinguistic and strategic competence. The grammatical capability refers to knowledge of
lexical items as well as regulation of morphology, phonology, semantics and syntax. The
sociolinguistic proficiency deals with the ability to produce sentences suitable with social
situations. One should understand the convention of politeness applied in a particular
circumstance. The strategic competence concerns with the ability to get the message from the
person spoken to although there are few words one does not know. This can be done by
guessing gestures or facial expressions.
People may wonder about ways for a language learner in mastering all the three
language competences mentioned by Canale and Swain. Being in the country of the target
language can be the best answer. Communicating with native speakers in a real life situation
can help in improving language learning rapidly. The aspects of grammatical, sociolinguistic
and strategic competences can be observed directly which then can be applied in a
conversation. Despite its effectiveness, living in the target language country is highly
consumptive in terms of both money and time. Therefore, in order to have another effective
way of language learning, a real life situation is brought into a class room through information
and communication technology or ICT.

3. ICT in Education
This paper focuses on the use of ICT in improving language learning. By using the
communicative approach, it is argued that ICT can give students an opportunity to use the
language in authentic contexts. ICT, an extended synonym for information technology or IT,
consists of all technical means used to handle information and aid communication, including
computer, network hardware, and communication software (Monteith,2004,5). In this paper,
ICT is limited to ICT in education.
According to Chambers and Davies (2001,10), ICT in education can be broadly
categorized in the three following ways; ICT as a subject, a supporting tool and an
administrative instrument. Computer study is the example for ICT as a subject. In this case,
ICT is treated as the focus of the learning. Meanwhile, education management information
system is a good illustration of using ICT as an administrative instrument. Computer-based
learning is the one which uses ICT as a tool to support subject such as language learning. Its
main aim is to implement ICT Equipments in teaching-Learning process as a media and
methodology not as the focus of the study. At the same time, it is also to familiarise students
with the use and workings of computers so they are updated with modern technology.
Bransford (2000) in Sutherland and Robertson (2009,3) stated that computer-based
technologies can be powerful pedagogical tools. Not only are they rich sources of information
but also extensions of human capabilities for social interactions. In terms of language
learning, ICT is a helping media in bringing a real life situation which is loaded with
grammatical, sociolinguistic and strategic competence into a classroom. In the beginning of
the learning, teacher should introduce the program by explaining to language learners that the
technology is used to help them as a complementary secondary resource. They shall not be
afraid of not knowing how to operate it as the teacher will assist them until they can stand by
their own feet. To illustrate this process clearly, Moodle is used as an example of ICT in
language learning.

3.1 ICT in Language Learning: Moodle

Moodle or Modular Object-Oriented Dynamic Learning Environment is one of
examples of a helping tool to supplement traditional face-to face course in a classroom. It is
an open source course management system available for free on the web (Cole &
Foster,2008,ix). Just like it means, to moodle is to describe the process of wander through
something as a pleasant tinkering which leads to creativity. To begin using it, teacher must
access the course on Moodle website to create a program with the lesson plan he desires and
act as an administrator. In doing this, he needs a computer with internet access and a web
browser such as Internet Explorer or Mozilla Firefox to install and configure Moodle in a
server. Once the program is set up, he can invite his students to make an account in it.
There are many advantages language learners can take from this course management
system. They can upload and share materials related to the target language. They can also
make a discussion forum and chat. Quizzes from the teacher can be done via Moodle as well
which then the assignments are gathered and reviewed. Students can also compare their
answers with their friend’s answers. In the end, teacher will give grades and record them
(ibid,p.2).The learning materials and the assignments are designed based on the real life
situation. All the aspects from grammatical, sociolinguistic and strategic competence are
taken into considerations. There can be a simulation from a video where native speakers
having a conversation which then they involve the students in it by asking them questions.
Their answers can be recorded in the program which then will be compared with the correct
answer spoken by the native speakers after the students answer it. Another example is that, as
Olaniran (2009,16) explained, by chatting online with native speakers from the target
language. It will give learners the opportunity to master the language as well as its culture.
From those kinds of assignments, it can be seen that the help from ICT media is not
simply to make language learning more interesting. Fernandez (2005,1) suggested that the
presence of a virtual environment should be more than just attractive since the main goal is to make it
last beyond the visual impact. The material is designed to be memorable so that the contents and
abilities may remain in the students’ memory. With this technology, the students are able to learn
active learning through all senses. Listening, speaking, reading and writing are mingled in one
communicative and interactive activity. As Cope and Kalantzis (2000) in Skortou and
Kazoullis (2002,140) said that ICT is used to create a unique pedagogy through
multiliteracies. This happens because nowadays the way people communicate has changed
due to new technology.
A PDF by Jack Richards (http://tinyurl.com/cltarticle) gives a good overview of the
status quo of various approaches to communicative language teaching. In the article
"Understanding and Implementing the Clt (Communicative Language Teaching) Paradigm",
George M. Jacobs and Thomas S. C. Farrell, RELC Journal, Vol. 34, No. 1, 5-30 (2003), the
authors highlight some of the key features of CLT. As the following table shows, Moodle
accommodates these features well.

Key features of CLT (based on Jack
Richards, 2006, and Jacobs and Farrell,
2003)
Learner autonomy: Giving learners greater
choice over their own learning, both in terms
of the content of learning and processes they
might employ. The use of small groups is
one example of this, as well as the use of
self-assessment.
The social nature of learning: Learning is
not an individual, private activity, but a
social one that depends upon interaction
with others.
Moodle features which support CLT
Learner autonomy:
 Customization of learners' home pages
if My Moodle is turned on
 Using questionnaires and polls
(Choice module) to allow learners to
influence curriculum
 Use of wikis for learners to determine
processes
 Group and groupings feature for
dividing students
 Interaction is built into Chat, Forum,
and Wiki modules.
 Assignment and Workshop modules
allow collaborative writing.
 Curricular integration: The connection
between different strands of the curriculum
is emphasized, so that English is not seen
as a stand-alone subject but is linked to
other subjects in the curriculum. Text-based
learning reflects this approach, and seeks
to develop fluency in text types that can be
used across the curriculum. Project work
in language teaching also requires students
to explore issues outside of the language
classroom.
Focus on meaning: Meaning is viewed as
the driving force of learning. Content-based
teaching reflects this view, and seeks to make
the exploration of meaning through content
the core of language learning activities.
Diversity: Learners learn in different ways
and have different strengths. Teaching needs
to take these differences into account, rather
than try to force students into a single mold.
In language teaching, this has led to an
emphasis on developing students' use and
awareness of learning strategies.
Thinking skills: Language should serve as a
means of developing higher-order thinking
skills, also known as critical and creative
thinking. In language teaching, this means
that students do not learn language for its
own sake but in order to develop and apply
their thinking skills in situations that go
beyond the language classroom.
Alternative assessment: New forms of
assessment are needed to replace traditional
multiple-choice and other items that test
lower-order skills. Multiple forms of
assessment (for example, observation,
interviews, journals, portfolios) can be used
to build a comprehensive picture of what
students can do in a second language.
Teachers as co-learners: The teacher is
viewed as a facilitator who is constantly
trying out different alternatives; that
is, learning through doing. In language
teaching, this has led to an interest in action
research and other forms of classroom
investigation.
HTML pages with hyperlinks and webquests
are good examples of how Moodle can be
linked to the outside world.
It's easy to incorporate authentic spoken
and written texts into Moodle and activities
based on them.
 Learners can go at different speeds.
 Learners can be grouped accordingto
interests, level, and needs.
 Teachers can help learnersuse the
glossary to build theirown records.
 The Journal module allowslearners
and teachers to reflecton learning
processes and makechanges as a
result.
 Wide range of tasks is possible.
Chapter 6, Reading Activities shows
how Bloom's taxonomy can be used to
foster higher-orderthinking tasks.
 The Webquest module is a good place
to develop critical evaluation skills.
Moodle offers traditional tests as well as
journals and add-on portfolios.
 The Workshop and Questionnaire
modules make it easy to get learner
feedback.
 Teachers can also monitor the
popularity of different activities by
tracking student use.

It should be noted that the goal is to learn the target language in the most productive
way. Therefore, the process of teaching and learning should only be done in the target
language. Avoidance of the explanation in the local language is suggested. The students,
moreover, should not rely on the teacher alone. They must have a responsibility for their own
learning. The student who comes to class but rarely uses his target language outside it or who never
reviews outside it, will only make little progress (Riddel,2003,8). Through ICT, he can access
learning materials from outside class and make the process of reviewing easier. ICT as a didactic tool
has contributed to facilitate learners be less dependent to their teacher.S

3.2 Challenges for Language Learning with ICT

Despite its advantages, language learning with ICT has some challenges. Barr
(2004,3) said some programs do not consider the role of human teacher and traditional
teaching methods. Since the students are dependant, there is a possibility that they ignore the
teacher. In fact, ICT in language learning still need the role of the teacher to guide and to
assist them. Speaking of guidance, the teacher even needs training so that he will not mislead
the students. In this case, it is not only money but also time investment should be applied
here. In the first few lessons in the class, the learners may need some time to adjust with the
programs. However, as long as the teacher is capable to assist and at the same time motivate
the students, once the students understand how the program works, there will not be
significant problems.
Another challenge may occur is the cost in providing the computers and internet
connection.
One thing should be noted that the gain resulted from language learning with ICT is far bigger than the
money invested. It can accelerate people to become multilingual. Aside from its main, that is to reach
the curriculum target, being a multilingual is needed not only in economic sphere but also in political
and cultural areas. Chambers and Davis (2001,5) illustrates how governments in developing countries
nowadays realize the importance of language learning with ICT. They have invested huge amount of
money in a number of collaborative projects of language learning and teaching with the integration of
tools and resources. It is hoped that the multilingual students are able to have bargaining power in
economic, political and cultural spheres.

4. Conclusion
As mentioned earlier that there are loads of problems encountered by language
learners. Easily to get bored with the lesson, too much relying on the teacher, and stuck in the
artificial situation in class which mislead them to make mistakes in choosing the words are the
examples of problems either for beginner, intermediate or advanced level students. It is
argued that by using helping tools of ICT, language learners can cope these problems and at
the same time improve their ability to study the target language.
By using communicative approach, a real life situation is brought into a class room
through information and communication technology in order the students be able to have
opportunities in using the language in authentic contexts. This happens because success in
language learning is not merely measured by the fluency of the speaker but also should
consider all the aspects from grammatical, sociolinguistic and strategic competence. To see
the mechanism of ICT in helping language learning, Moodle (Modular Object-Oriented
Dynamic Learning Environment) is used as an example. Students can get their own autonomy
in learning the language. They therefore will not rely too much on the teacher. An active
learning is persuaded in this case.
Even though there are many advantages ICT may bring, challenges in applying ICT in
language learning are ready to block. The biggest challenge deals with money and time
investment. One should remember that the gain resulted from language learning with ICT is far
bigger than the money invested. It is therefore worth to try to apply ICT in language learning in order
to have an improved result.
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