s therefore become expedient to note that the effective teaching and learning of English has gone beyond the stereotypical to regimented/tradition of mere classroom teaching because of the emergence of various gadgets in information and communication technology (Viatonu, Kayode 2000:1).
In the 21st century, majority of people, be they students, researchers or teachers, are making use of the computer and internet to search for information, to chat or to play games. Teachers are becoming the greatest beneficiaries of digital media as far as bringing the world into the classroom is concerned and using authentic resource materials.
ICT is being used to provide curriculum tasks and activities that challenge students; this extends to gifted and talented students. It helps them work to a higher level than they otherwise might, for instance, they can access not only the school library books but also academic treatises (Galloway, 2007:26).
Galloway also established that ICT is beneficial to students in several ways. There is the potential to present information in multiple formats, speech and image, with software such as ‘Writing with Symbols’. With ICT, activities can be repeated endlessly and identically as students learn the practical nuances of English pronunciation (Galloway, 2007:26).
ICT in ELT has also achieved its status as far as translation is concerned. Web-based instant translations are available to and from English and at least nine other languages. Because of the multimedia presentational possibilities and the activities now available, the curriculum is becoming deeper and more enriched by new technology, creating engaging and motivating learning experiences for all students regardless of their needs and abilities (Galloway, 2007:26).
There are invaluable pedagogical gains in the use of ICT. This has also contributed to the status of ICT. Teachers are able to develop an effective learning platform. With such a platform, teachers are able to create ...Show more