21st century is the information age, which allows us to learn extensively using new various information and communication technology (ICT) equipments. Along with the flow of time, utilizing ICT has become essential not only in English class, but also ...
21st century is the information age, which allows us to learn extensively using new various information and communication technology (ICT) equipments. Along with the flow of time, utilizing ICT has become essential not only in English class, but also in all other classes. Capability of making it easy to attract learners' interests and developing 4 linguistic skills naturally are advantages of utilizing ICT in class. Thus, English textbooks and activity books as guides of studying should include diverse skill-integration activities using ICT to maximize learning effect.
This study was conducted to analyze how the skill-integration activities using ICT are suggested in the 2nd grade middle school through their English textbooks and activity books based on the revised 7th national curriculum and to find better alternatives to use ICT effectively in learning English.
In this study, 6 English textbooks and activity books for 2nd grade of middle school were selected, which are used in many middle schools in Daejeon, and examined the skill-integration activities using ICT by following 3 criteria:
First, define how many ICT application activities are contained in each textbooks and activity books.
Second, define how many the skill-integration activities using ICT are distributed in each textbooks and activity books.
Third, define what kinds of skill-integration activities are presented in each textbooks and activity books.
The results of this study are summarized as followings:
First, the textbook D has the greatest number of ICT application activities with 111 times, followed by the textbook B with 70 times. As for the activity books, the activity book D-1 has the highest frequency (103 times), followed by the activity book C-1 (95 times). Except the textbook A and the activity book A-1, all other textbooks and activity books had ICT application activities for more than 20%.
Second, as a result of analyzing the skill-integration activities using ICT, there were 2 skills integration activities, 3 skills integration activities and 4 skills integration activities using ICT. Listening-writing tasks took the first place in textbooks and activity books. Listening-speaking-writing tasks were the second highest frequency, followed by listening-speaking tasks.
Third, in listening-writing tasks of 2 skills integration activities, 'listen and fill in the blanks', 'listen and fill the charts', 'dictation', and 'listen and correct the errors' were preferred. In listening-speaking tasks, 'listen and answer', 'listen and talk with a partner', 'listen and share one's own story', and 'discuss and share the project' were mainly presented.
Fourth, Listening-speaking-writing tasks were the representative tasks of 3 skills integration activities. They can be divided into 2 types: 'talk with a partner after listening and fill in the blanks' and 'write about discussion and share the ideas'.
Fifth, 4 skills integration activities are 3.2% of total. Types of 4 skills integration activities are classified based on types of ICT media, which are the activity using internet and the other one using slides or video.
Based on these results, there are some alternatives as followings:
First, since every textbooks and activity books contain some contents about other country's culture, they should provide them not only with content, but with a variety of information searching activities through internet. As providing the information searching activities, it is important to give students the specific information about the websites to help them not to waste too much of time.
Second, the skill-integration activities should not be limited in using one specific equipment, like CD-ROM, but opened up for many other ICT equipments. Teachers should be able to make the best choice from various ICT equipments properly rather than being limited in one specific ICT equipment.
Third, there is a need for a great variety in type of skill-integration activities using ICT in the textbooks and activity books. To improve communicative competence, it is indispensible to include more 4 skills integration activities by providing diverse group works. Group works such as project and role play can make students communicate naturally and have confidence in English.
Fourth, it is necessary to provide suitable tasks which can do both at home and in the classroom. Running a website for the class or using the email will be effective for not only improving communicative competence, but also developing ICT application ability.
Based on these analyses, teacher's attention and effort are required to utilize the skill-integration activities using ICT effectively. Teachers should use ICT equipments not imprudently, but appropriately to help students to develop their 4 linguistic skills effectively.