Professional Documents
Culture Documents
Vol-01, Issue-01
[April-June, 2013]
Editor-in-Chief
Mustafa Mubarak Pathan
Department of English Language & Translation Studies
The Faculty of Arts, the University of Sebha
Sebha, Libya
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Editorial
Advantages of Using PowerPoint Presentation in EFL Classroom
& the Status of its Use in Sebha Universit y
- Kheira Altaher Musa & Zamzam Emhemmad Mari Al-Dersi ,
Libya
An Invest igat ion of English Language Needs of the First Year PreMedical Students at the Universit y o f Sebha, Libya
- Ergaya Ali Gerair Alsout, Libya
English as a Global Language Pheno menon and the Need of
Cultural Conceptualizat ions Awareness in Indonesian ELT
- Niki Raga Tantri, Indonesia
Gender, Power, Politeness and Wo men in the Arab Society
- Emdelellah Omar Muhammad Farhat, Libya
The Use of Co mputer Techno logy in EFL ClassroomsAdvantages & Implication
- Safia Mujtaba AlSied & Mustafa Mubarak Pathan, Libya
The Use of Short-Stories for Developing Vocabulary of EFL
Learners
- Zamzam Emhemmad Mari Al-Dersi, Libya
Tracing the Journey o f the Use of Co mputer Technology in the
Field of Second and Foreign Language Assessment & Testing
- Omar Mohammad Mahmoud Abukhzam, Libya
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With such advantages and benefits for EFL teachers and learners, it is not surprising that
the demand for using co mputer techno logy to support teaching, learning and testing processes
in EFL classrooms is beco ming more serious. Thus integrating computer techno logy in EFL
classroom can help in bringing changes to the tradit ional teaching and learning environment
in order to create what is termed as more authentic and dynamic learning environment.
4. Implications for EFL teachers and learners
Foreign language learning is considered to be both an intensive and t ime-consuming
activit y. According to Bialystok and Hakuta (1994), anywhere fro m 700 to 1320 hours of
full-t ime instruction are needed to reach a level of high fluency (P.34). In contrast to this
view, most EFL learners spend on average only 150 hours per academic year actively
studying a foreign language. This situation is more problematic for EFL learners, in the EFL
context like Libya, where students begin studying a foreign language in high school and
continue at universit y. In such problemat ic situation, increasing contact with the target
language is believed to be the obvious so lut ion which can be achieved by studying English in
the countries where it is spoken as L1 or first/native language. However, this does not seem
to be the practical so lut ion as it is the most expensive method of acquiring linguist ic
competence in a foreign language like English. Thus, mo st of the EFL learners remain
deprived of this option as only few can opt for it. The result therefore is, in most cases
teaching and learning a foreign language like English beco mes unsuccessful as EFL learners
receive impoverished or insufficient input in the target language (Cummins (1998), P. 19).
Therefore, as Blake (20008) argues, if co mputer techno logy is used wisely and creat ively, it
could play a very significant role in enhancing EFL learners contact with the target
language, particularly in the absence o f the study abroad option. Such views signify the
importance of co mputer techno logy in overcoming many prevailing problems in EFL
situations like Libya and have many implications both for EFL teachers and learners. If EFL
teachers and learners cooperate and use this techno logy wisely, it can play wonders in
achieving the aims and object ives of teaching and learning of foreign language like English in
Libya.
5. Conclusion
The use o f co mputer techno logy for teaching, learning, practicing and assessing foreign
language, like English, has many advantages, particularly in the countries like Libya where
EFL learners get very few opportunit ies for practicing and assessing their language skills. If
EFL teachers and learners wisely capitalize upon these posit ive aspects of the use of
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