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Implementing Educational Technology in the Classroom to Teach English Skills: A Systematic Literature Review.

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Title: Implementing Educational Technology in the Classroom to Teach English Skills: A Systematic Literature Review.
Authors: Yanwar, Amanda Pradhani1, Sitthiworachart, Jirarat1, Joy, Mike2
Source: Journal of Higher Education Theory & Practice. 2022, Vol. 22 Issue 14, p148-162. 15p.
Subject Terms: *Educational technology, *Listening comprehension, *Classrooms, *Listening, English language
Abstract: Technology is getting more sophisticated in today's globalized world. Technology also provides educational technology tools, including in English teaching and learning. It aims to support and assist teachers and students to obtain a better English teaching and learning experience. This paper focuses on the implementation of educational technologies in English classrooms. The analysis of the included studies shows that: (1) true experiments, quasi-experiments, and causal-comparative research were the research methods used in the studies; (2) 8 types of educational technologies were found to be implemented in the studies; (3) a variety of relationship between educational technology tools and English skills were identified. This paper also shows that there had been little research regarding English skills (listening, reading, grammar, and pronunciation) in the context of educational technology. Finally, this study provides other significant information on limitations and implications followed by a conclusion. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Higher Education Theory & Practice is the property of North American Business Press Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: <searchLink fieldCode="AR" term="%22Yanwar%2C+Amanda+Pradhani%22">Yanwar, Amanda Pradhani</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Sitthiworachart%2C+Jirarat%22">Sitthiworachart, Jirarat</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Joy%2C+Mike%22">Joy, Mike</searchLink><relatesTo>2</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Higher+Education+Theory+%26+Practice%22">Journal of Higher Education Theory & Practice</searchLink>. 2022, Vol. 22 Issue 14, p148-162. 15p.
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  Data: *<searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink><br />*<searchLink fieldCode="DE" term="%22Listening+comprehension%22">Listening comprehension</searchLink><br />*<searchLink fieldCode="DE" term="%22Classrooms%22">Classrooms</searchLink><br />*<searchLink fieldCode="DE" term="%22Listening%22">Listening</searchLink><br /><searchLink fieldCode="DE" term="%22English+language%22">English language</searchLink>
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  Data: Technology is getting more sophisticated in today's globalized world. Technology also provides educational technology tools, including in English teaching and learning. It aims to support and assist teachers and students to obtain a better English teaching and learning experience. This paper focuses on the implementation of educational technologies in English classrooms. The analysis of the included studies shows that: (1) true experiments, quasi-experiments, and causal-comparative research were the research methods used in the studies; (2) 8 types of educational technologies were found to be implemented in the studies; (3) a variety of relationship between educational technology tools and English skills were identified. This paper also shows that there had been little research regarding English skills (listening, reading, grammar, and pronunciation) in the context of educational technology. Finally, this study provides other significant information on limitations and implications followed by a conclusion. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Higher Education Theory & Practice is the property of North American Business Press Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=160517021
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        Value: 10.33423/jhetp.v22i14.5542
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        Text: English
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        Type: general
      – SubjectFull: Listening comprehension
        Type: general
      – SubjectFull: Classrooms
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      – SubjectFull: Listening
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      – SubjectFull: English language
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              Text: 2022
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