This paper highlights the importance of technology in teaching English language in Sudanese higher secondary schools. Dealing with computers in reading and writing nowadays is considered as a core element of literacy in the age of information. Many countries in the world have recognized the importance and the great value of using digital technologies in language learning. Teaching English language is a debate that thousands of scholars speak about. A lot of papers have discussed this matter because of its importance and because it is known that teaching is considered the first source of learning language. Gilster (1997) puts the assurance more specifically on digital literacy so as to understand information in a wide range of sources. Although many teachers and curricula designers neglect the role that technology can achieve in teaching English language, using technology to equip the teaching process with many choices, can make learning more motivating and make teaching more productive. One of the aims of this study is to investigate the importance of technology in teaching English language in secondary schools for those who deal with English as a second language. The sample of this study consists of 141 English language teachers working at 15different higher secondary schools (government and private). This small sample is a limitation of the researchin Khartoum state. According to the questionnaire sample, the researcher divided English language teachers into two groups. The first group consists of 125 teachers, graduated from educational colleagues and faculties. The other group consists of 16 teacherswho have not graduated from Arts or other departments (those who don`t have educational certificates but can teach English). The sample covers only English teachers working at higher secondary schools. The scale was handed to all the teachers in the sample in their schools and was collected in the same way. This study was limited to analyze and evaluate English language teachers who teach English language in Ministry of Education, secondary schools in Khartoum State, in the2017 – 2018 school year.
{"title":"The Role of Technology in Teaching English Language in Higher Secondary Schools","authors":"Hamza Ahmed","doi":"10.53332/elij.vi1.207","DOIUrl":"https://doi.org/10.53332/elij.vi1.207","url":null,"abstract":"This paper highlights the importance of technology in teaching English language in Sudanese higher secondary schools. Dealing with computers in reading and writing nowadays is considered as a core element of literacy in the age of information. Many countries in the world have recognized the importance and the great value of using digital technologies in language learning. Teaching English language is a debate that thousands of scholars speak about. A lot of papers have discussed this matter because of its importance and because it is known that teaching is considered the first source of learning language. Gilster (1997) puts the assurance more specifically on digital literacy so as to understand information in a wide range of sources. Although many teachers and curricula designers neglect the role that technology can achieve in teaching English language, using technology to equip the teaching process with many choices, can make learning more motivating and make teaching more productive. One of the aims of this study is to investigate the importance of technology in teaching English language in secondary schools for those who deal with English as a second language. The sample of this study consists of 141 English language teachers working at 15different higher secondary schools (government and private). This small sample is a limitation of the researchin Khartoum state. According to the questionnaire sample, the researcher divided English language teachers into two groups. The first group consists of 125 teachers, graduated from educational colleagues and faculties. The other group consists of 16 teacherswho have not graduated from Arts or other departments (those who don`t have educational certificates but can teach English). The sample covers only English teachers working at higher secondary schools. The scale was handed to all the teachers in the sample in their schools and was collected in the same way. This study was limited to analyze and evaluate English language teachers who teach English language in Ministry of Education, secondary schools in Khartoum State, in the2017 – 2018 school year.","PeriodicalId":176295,"journal":{"name":"English Language Institute Journal","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125084365","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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