First an introduction has been given as to what contribution has technology made in education and especially the teaching of language. Then, teachers’ competencies and barriers to the integration of technology have been discussed. After that, various technological tools and concept are discussed like CALL and ICT, which the teachers can make use of to facilitate their language teaching process. The report is summarized in a concluding paragraph and MLA referencing style has been used properly. Introduction Since the advent of sophisticated technological means, the educators have been trying to modify the instructional process with the help of technology. According to Baker, early 1960’s brought with it “new curricula, instructional models, and approaches to individualization” (3) of instruction but the drawback with these instructional schemes was their poor management. An ideal classroom environment is so dynamic in which each student presents his own understanding and is comfortable with his own set of instructional materials. Thus, the teacher needs to organize instructional schemes in such a way that all students with their unique calibers are equally attended to. Teachers started feeling the necessity of incorporating information and communication technology in teaching language. According to Kaka, “Technology (internet) in another side can be the most effective way to increase the student’s knowledge.” Teacher Perception, Competencies and Barriers Kong and Kwok studied teacher perception of the use of information technology in teaching languages in a school in Hong Kong and examined this perception under four domains that included “teacher perception of their computer training, computer facilities and assistance available, their confidence and comfortability in using computer in daily lessons, and their perception of their roles in using IT in classrooms.” Their survey results supported the idea that teacher perception had a positive effect in the usage if teacher-centered technological approaches in the teaching process. They also found that the teachers and the school administration worked in a collaborative environment for the implementation and usage of IT in classrooms especially in language learning. Another similar research has been conducted by Ismail, Ghaleb and Almekhlafi (37) who studied teacher perception teaching Arabic and English languages in schools in UAE. They also found that teachers’ support and willingness to incorporate technology in their teaching languages is very important to obtain positive outcomes. They discussed the benefits of the usage of IT both for the teachers and the students and found from their qualitative and quantitative research that teacher perception should be considered seriously for better implementation of technological tools in classrooms. Hence, as Woodrow (qtd. in Ismail, Ghaleb and Almakhlefi 37) asserts, “teachers are seen to be active agents in the process of changes and implementation of new ideas as their beliefs and attitudes may support or impede the success of any educational reform such as the utilization of an innovative technology program.” Technological advances have greatly facilitated the language learning. The teachers today can use many technological too
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