Introduction chapter I. Technology and language learning

INTRODUCTION…………………………………………………………..……3

CHAPTER I. TECHNOLOGY AND LANGUAGE LEARNING

1. 
   Types of ICTs for Teaching and Learning………………….………….….10
   
2. 
   The effectiveness of organizing of students’ independent study activities via the use of ICTs and tools……………………………………………….24
   

CHAPTER II. THE INTERNET AS A TEACHING TOOL

1. 
   Technology and Foreign Language Education ………………………….34
   
2. 
   The Integration of ICT Tools and Activities to Reach Learning Autonomy……………………………………………………………………43
   

CONCLUSION…………………………………………………………….……55

RESUME ………………………………………………………………………..59

LIST OF THE USED LITERATURE……………………………………...….60

Abstract

This graduation qualification paper presents an action research study within English language students. The students were guided through independent practice, and the development of metacognitive processes to study English using ICT tools. They were also expected to actively engage in developing their awareness, which is considered to be a key to self-regulated learning and the basis for autonomous attitudes and behaviors. Data was gathered through students’ perceptions of the effectiveness of the activities, reflections, and students performances in their English class. The outcomes reveal that integrating the use of metacognitive control strategies and independent activities enhanced by the use of ICT within the context of basic-level language learning has a positive impact on students’ performance. It not only contributes to the development of student’s language proficiency, but also provides them with insights about themselves as learners. This experience can also be transferred to other aspects of students’ academic lives and thus play a role in achieving lifelong learning.

Keywords: autonomy, awareness, ICT tools, linguistic proficiency, L2