ICT in teaching and learning English language

В статье рассматриваются особенности осуществления контроля и обратной связи в обучении иностранному языку в условиях техногенной среды. Образовательный процесс трансформируется под влиянием внедрения и активного применения цифровых технологий. ИКТ-насыщенная среда позволяет реализовывать новые модели взаимодействия между преподавателем, обучающимися и цифровыми инструментами, обогащает фонд заданий и расширяет ряд возможных форм контроля и обратной связи. По мнению авторов, автоматизированный режим оценивания результатов усвоения знаний находит применение как в условиях внеаудиторной работы, так и непосредственно на занятиях в рамках технологии Bring Your Own Device (BYOD). Автоматизированный контроль способствует интенсивности образовательного процесса, позволяет всем его участникам выбрать удобный режим работы, обеспечивая им мгновенную обратную связь, тем самым позволяя осуществлять самооценивание и саморефлексию собственных действий.
Особого внимания при обучении иностранным языкам заслуживает технология чат-ботов. Чат-боты имитируют действия человека и способны выполнять стандартные повторяющиеся задания. Возможность интеграции в социальные сети и мобильные технологии, а также широкий диапазон использования объясняют все большую популярность ботов.
В техногенной образовательной среде технологии могут быть основой взаимодействия, взаимного редактирования и оценивания студентов при организации совместных проектов. В данном случае обучающиеся получают обратную связь не только от преподавателя, но и от других студентов, повышая мотивацию к самостоятельному обучению. Таким образом, автоматизированная проверка, самооценивание и взаимооценивание позволяют не только выявить проблемные области у каждого студента, но и создать индивидуальную траекторию обучения, что повышает эффективность обучения иностранному языку.

Information Communication Technology (ICT) has been revolutionising the Teaching and Learning (T&L) of English as a Second Language (ESL), and moreover it has created an impact on the process of T&L of ESL. The teachers of English Language need to get equipped with the technical knowledge to make use of the advantages provided, to enhance the T&L environment. In order to ensure that the potentials made available by ICT, language teachers have to make the best possible use of what is available. This paper aims to focus the facilities provided by current Information Communication Technology (ICT), and the revolution it has made on English Language T&L and in addition this paper makes an analysis of the teachers' knowledge of content, pedagogy and technology in enhancing the process. The Net puts forward a numerous facilities which can be utilized more effectively for the purpose of T&L of English Language. The process of T&L English Language in the recent times as like other fields relies on the technology too; hence the teachers of ESL require technical knowledge in addition to the content and the pedagogical knowledge. The technical knowledge in this context doesn't mean the in depth knowledge of technology but the knowledge to apply ICT in enhancing the T&L of ESL. Introduction: The Technology Assisted Learning (TAL) and the Technology Based Learning (TAB) are now broadening the possibilities of rich T&L environment. The ICT is now the integral part of T&L as an aiding tool, inside and outside the classroom. The fascinating aiding tools make the learners to participate enthusiastically in the learning process during the course of their study by which the learners realize that learning is a lifelong process. The learning process does not end within the class room; it has to be made to continue outside the classroom. The ICT provides the same as the above, there is too much to learn, and not enough time to learn half of it. The learner who wishes to learn has to initially learn how to do it, and has to build up his or her confidence in their ability to do it. Since the youngsters of the modern world are so techno-savvy, guidelines to use the technology is not at all required.

The present study was an attempt to explore the vocabulary learning strategy preferences among Iranian EFL learners. It also investigated the relationship between their vocabulary learning strategy use and vocabulary size. To this end, 90 Iranian EFL learners were selected as the participants of the study based on convenience sampling at Islamic Azad University, Kerman, Iran. The instrument used in the current study was Strategy Inventory for Language Learning (SILL) consisting of six different categories of vocabulary learning strategies. The other instrument was Nation's vocabulary size test which assessed the learners' lexical knowledge. In order to address the research questions, Freidman Test and Spearman Correlation were conducted. The results revealed that the most frequently used vocabulary learning strategy subgroup was metacognitive and the least frequent one was social strategy. Besides, no significant correlation was found between vocabulary size and vocabulary learning strategies except a small and reverse correlation between the vocabulary size and compensation strategy. The important implication of the study is that if students get aware of vocabulary learning strategies, they may develop their vocabulary size more easily and effectively.