Digital ELT Material Development

名前 : Muhammad arghie Shindu gautama

教室 : 6A

Language and technology have been closely linked since the invention of writing around
5,000 years ago. Through the visibility and preservation of language, writing enabled people to
communicate across distance and time. the use of technology become an alternative to learn for
21 century people, it because theenhance intellectial capacity and creativty are more easier to get.
the literature of effectiveness technology in language education is very narrow and there ara
some aspect that stand out the effect of technology uses on language education was very
diminutive the technology plays a supplementary role, which determined and new ways of
learning. at 1950 the first audio tape are use of learning but are bulky and heavy, it became the
universal medium emergence of audio cassette in the 1970 and make a great effect for the
enhancement of language teaching. and at 1980 new form of digital audio are created it called
Audio compact disc or CD it war introduced at early 1980

According to Krashen (1985), a significant amount of understandable input, particularly through

reading and listening, is necessary for language learners to gradually build their understanding of
the language system at the beginnings of language learning.Slides can now be created on
computer media which gives the teacher the advantage of using high-quality

images and organizing the slides in different ways for different groups of students Motion
video and TV were also used widely for a particular time period beginning from 1960s. They are
still used by teachers when necessary in classrooms, but instead of separate devices, computers
include the technology to use all of them at the same time.Since the 1960s, computers have been
used, particularly for visual media, in language instruction (Seferoğlu, 2005). Many educators
were moving away from the cognitive perspective of communicative teaching and toward a more
interaction-based approach that prioritized language use in real-world social situations
(Warschauer and Healey, 1998), it became new phrase known as Computer Assisted Language
Learning (CALL) emerged as a result of the incorporation of computers into language
instruction.

These days, the term "information and communications technology" (ICT) is used to refer to a
number of widely used computer programs as well as CALL on the Internet. Cloud, Twitter,
Facebook, webquests, games, and mobile devices (smartphones and tablets) are among the
newest ICTs that are utilized in language learning and instruction. As a result, a lot of current
technology scholarship runs the risk of having a short shelf life because certain hardware and
software products become obsolete very quickly.

even though it is created and used by computers, computer technology has an equal impact on
the materials in the digital delivery mode. These tools introduce new forms of working tools that
are designed for interaction. These materials are based on the ability for hyperlinking across
content or application, allowing users to create their own pathways through the material and, in
some cases, creating their own material. These materials and tools allow multimedia content to
be embedded within a single area. These materials and tools allow the user to incorporate voice,
video, audio, image, and text within the process or product of interaction. They also allow the
user to incorporate voice, video, audio, image, and text within the process or product of
interaction. Materials and instruments that rely on customized data gathering and application,
such as those that retain past exchanges, and that provide the user control over the kind and
timing of content.

Despite being computer-driven, technology holds an equal sway over materials in digital
delivery modes. These tools usher in novel interactive formats, fostering user engagement. They
facilitate seamless hyperlinking across content and applications, empowering users to forge
personalized pathways and even generate their own content. Such tools seamlessly integrate
multimedia elements—voice, video, audio, images, and text—within interactive processes or
products. Moreover, they afford users control over data gathering and application, including the
retention of past interactions, and offer flexibility in accessing content types and timing.

Reference

Ürün, M. F. (2015). Integration of technology into language teaching: A comparative review

study. Journal of Language Teaching and Research, 7(1), 76.https://doi.org/10.17507/jltr.0701.09

Gregg, K. R., & Krashen, S. D. (1986). The input hypothesis: Issues and implications. TESOL
Quarterly, 20(1), 116. https://doi.org/10.2307/3586393

Seferoglu, G. (2007). The effects of synchronous computer mediated communication (SCMC) on

English language learners’

oral proficiency development. 6th WSEAS International Conference on e-activities, pp. 371-375.

Chun, D., Kern, R., & Smith, B. (2016). Technology in language use, language teaching, and
language learning. The Modern Language Journal, 100(S1), 64-80.
https://doi.org/10.1111/modl.12302

Tomlinson, B. (2013). Developing materials for language teaching. Bloomsbury Publishing.