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And Learning British With The Help Of Computers Education Essay

This study attempts to explore and analyse the role of computer systems along the way of coaching and learning English in an Argentinean private institution of English. The main aim is to research and understand the use of computer systems in the classroom and discover whether they contribute to foster the process of learning English. The different teaching situations are reviewed as well as the activities completed in the class room and the student's and teacher's tasks.

The environments in which students learn and the ways that people work and live are constantly being changed by existing and emerging technologies. Hence, scientific changes seems to effect everyone in contemporary society and challenge the original process of teaching and learning, as well as the way in which education is monitored. The introduction of the air, tv, tape players and videos became important resources for professors to aid their lessons and the same occurred in the seventies and eighties when personal computers reached the markets.

It appears to be useful to perform this research in order to find advantages that technology, especially computer systems, offers to education considering two groups of learners from two different school of British in Olavarra, which is a city in the Province of Buenos Aires, Argentina. Many ideas have been presented by various studies and there continues to be controversy among this issue. Thus, delving into such important aspects is vital to be experimented in order to formulate our own conclusions. This newspaper will be targeted at gathering meaningful conclusions which might help teachers generally to start considering the use of personal computers and the Internet in different classrooms. (change or accommodate)

Warschauer (1996) shows that technology ended up being an important tool in education as it provides students with valuable connections with instructors, other schools and pupils, and a extensive network of experts around the globe. Nowadays, these significant technology are being used in education to be able to boost it and make students take full benefit of them. Nevertheless, fostering the use of computers appears to be complex concern to be put in place in Argentinean's classrooms due to the insufficient resources. Because of this, few schools have the possibility to take benefit of the available technology and educators have a tendency to avoid this new tool.

The reason for this work is showing whether the use of personal computers and the Internet stimulates students to learn a foreign language and help them to develop the various macro skills proficiently. Expectations are directed towards the actions that learners are capable of doing with technology that they would not have the ability to do without it. The conclusions of the research provides valuable foundations to reveal upon the features of introducing computer aided terminology learning (CALL) along the way of coaching and learning a foreign language.

Literature review

The assignments of pcs in the classroom

The integration of computer systems in education has been talked about widely and far attention has been devoted to their role in the classrooms. The first implementation of computer systems in education was throughout the 1960s but their use was not a lot of. From that time onwards, the innovations of computer systems grew and the role it includes in education nowadays is that of an instructional tool for delivering information that can induce coaching and learning.

Computer assisted language learning (CALL) is now another area and might help instructors to inspire students to learn through technology. Bergel and Gonzlez (2009) claims that web-based tools might appeal to real life communicative needs, plus they allow students to be more autonomous also to interact with other learners, educators and society in general. It has also been stated that " certain types of learners may be better suitable for some CALL materials than other students" (Chapelle & Jamieson, 1986, p. 27). The authors promised that students who aren't field indie, for example, show a substantial desire for using CALL.

There are three periods of Computer aided terminology learning identifiable lately. Relating to Warschauer (1996), there is three stages of CALL:

Behaviouristic: is based on behaviourist learning theory, and it focuses on repetitive language drills. Within this level, the computer is viewed as a tutor acting as a medium for sending instructions and materials to students.

Communicative: The second period of CALL surfaced in the !970s and 1980s when the communicative method of the teaching of your foreign language was in vogue. This stage surfaced when educators thought that the drilling way didn't allow enough real communication. The computer is utilized for skill practice, but there no drilling techniques are used. There is more learner choice, control and relationship. Now, the emphasis is on learning as a creative process of breakthrough, expression and development. "In cases like this, the purpose of the CALL activity is not really much to have students discover the right answer, but instead to energize students' dialogue, writing, or critical thinking" (Warschauer, 1996, p. 3).

Integrative: it focuses on a social o socio-cognitive view of learning. The use of language in a far more authentic framework is emphasised, which stimulates students to construct meaning using pcs. This phase is dependant on two important technological developments: multi-media and the Internet. Multi-media technology, brings many advantages and it can only just be found in a computer. "Why is multimedia even more powerful is the fact it also entails hypermedia. Which means that the media resources are all linked together and this learners can understand their own course simply by directing and clicking a mouse" (Warschauer, 1996, p. 4).

The Internet with the Web 2. 0 offers all users the possibility to generate, upload and edit text messages, besides other interactive tools. Learners can create and exchange information openly.

The development from one stage to another does not signify the rejection of the prior stage. All are integrated and complement to one another. At the moment, CALL is in vogue and many researchers have agreed on the advantages it offers to learn a foreign language. It is recognizable that CALL might supply the possibility to learn a language as it can be "a tutor that provides dialect drills or skill practice; a stimulus for conversation and connections; or an instrument for writing and research. With all the advent of the web, it can be a medium of global communication and a way to obtain limitless real materials" (Warschauer, 1996, p. 7).

As said by Garret (1991), computer systems can "serve a variety of uses for terms teaching but the use of the computer will not constitute a method but a medium when a variety of methods, strategies, and pedagogical philosophies may be executed" (p. 75). Professors appear to be the ones who are responsible for introducing new technological solutions to their classes and guide students towards a better learning.

Computers as teaching and learning tools

Reading and vocabulary: using pcs in the class room for reading, which include articles extracted from the web, might support the introduction of reading skills among students. Kasper (2000) areas that these reading materials which can be taken from the web supply a variety of modern, authentic texts if compared to materials sourced from textbooks.

As some research workers have conducted various studies on the use of technology in spanish teaching, there may be one empirical analysis which exhibited that two dissimilar group of students were given the same words activity, but in several modes: in the traditional pen-and-paper format and using computers. After the activity, Bruce & Levin (1997) were able to identify the various degrees of determination towards both duties arguing that computer-assisted version of the activity was found more highly motivating and good for the band of learners which were observed.

The skill of writing, for example, is at present the main topic of a considerable amount of research. Mills (1996) affirms that writing is principally a social act concerned first of all with cognition and always associated to context. Generally, writing seems to be a solitary work in which students generally fulfil an assignment either at home or at university to be handed in to their instructors. "The social areas of writing are diminished when there's a limitation on the social space where viewers and writers get together" (Mills, 1996, p. 2). Thus, using the various tools that the internet offers might help to abridge the distance between authors and viewers.

Communication with native speakers allows learners to practise specific skills such as discussing, requesting clarification, negotiating so this means, persuading others, clarifying different aspects, asking for information, etcetera. Warschauer and Meskill (2000) state that "Computer based discourse which takes place outside the class boosts students' opportunities to converse in another forum, affording both standard dialect practice and practice on paper" (p. 8).

According to Larson (1999), the transactional mother nature of the Internet and the pedagogical relevance of state-of-the-art web-based interactive systems make web-based training a practical vehicle for spanish education. There might more research done in this area to help expand investigate the choice of utilising the web to facilitate foreign language learning and therefore, main results will provide as showing research-based knowledge which will enrich the various investigations that have been done so far.

Bergel and Gonzlez (Ibid. ) argues that word-processors, blogs, wikis and e-mail among others seem to contribute to the learning of a foreign language and increase students' inspiration promoting connection with authentic language. Computers ought to be integrated in the institution environment as it has become an extremely important feature of the learning situation for students in general, as well as a significant component to the teaching of a foreign language and that's the reason why educators should find a way to introduce it in the teaching-learning situation

The invention of the printing press has transformed the intellectual life of the world and has better the learning conditions. By the same token, computer systems have done an identical work nowadays for, with the click of an mouse, we are able to see what's taking place on the planet. Therefore, Larson (Ibid. ) says that it's extremely significant to consider these opportunities that technology offers to the educational system taking account of the students' level that is the the most suitable in each situation.

In today's study, the benefits of using technology for learning a foreign language will be discussed, trying to show such advantages upon several learners. What role does indeed the trainer (teacher) play in this aspect, and how important is the instructor's existence? What's the technology's influence on the learning of the spanish and skills? Do students enjoy the experience and feel enthusiastic? Do students perceive that they improved upon their skill or performance in learning with the aid of technology? The answers to these questions will be analyzed in the present research.

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