Question 1: Achievement in English Language Learning Process by CALL technology
The use of Call technology in the English language learning process has become very successful in motivating learning. The critical primary intervention is the transition of education to a more interaction learning scheme. Interactive and contributive learning is more successful than the conserved in the achievement of desirable grades. Interactions among students create an ambient environment to exchange ideas if the communication is well guarded CITATION Aie09 \l 1033 (Shdeifat, 2009). The combination of varying minds in discussion groups helps the students to adjust their reasoning. Therefore, in the long run, the students become successful in their performance regarding articulation of concepts.
Teachers are among the principal victims to witness the Call technology as an original material in education. CALL authentic materials help a highly different and adequate exposure to the tutors. In an education program where the teachers are highly capable, it is fulfilling that the students are the primary beneficiaries. Instructors who are well prepared they offer quality content and the ability a student to understand a new language is high. Vast development in technology generates the needs to accommodate the new technology. The efficiency and value of CALL technology in the English learning process depends on the users ability to articulate concepts. If the students and the teachers make appropriate use of authentic CALL materials, they reap out the best of it. Furthermore, their language skills will improve to a competent level of the native speakers.
Question 2: J.D. Brown Alarming Opinion about Native Speakers
Brown (2014) hold that an international English instructor is by far better than a poor native speaker. He finds the international instructor more effective in diverse ways. On his perception authenticity is not the only fulfilling element in training context. Among other variables at stake include the preparedness of the instructor and further the level of education. He adds that it is common that in schools teaching the administration will put more preference to native speakers. However, reflecting on the success they outlay in the students performance CITATION Kel02 \l 1033 (Kelly C, 2002). The reflection of evaluation of success is dependable on how well prepared the teachers are. J. Brown has raised a lot of alarm to many, considering that he is a native speaker.
On my perception, I would support Browns (2014) opinion on a greater capacity. Achieving high-quality grades and positively influencing language learning process is the most significant consideration. With success the core value, it is important that the tutors be a steady one and who guarantees the success of the students. It is, therefore, important to seek instructors who are well educated and prepared are more suitable than a native speaker. Preparedness translates to unique and high interest in delivering of concepts. Students level of motivation has to be regularly boosted so as improve their performance. An instructor with little zeal to promote the interests of the student has limitations on achieving desirable goals. Furthermore, I hold to the belief that the ability to use the technology to improve a language is more dependent on the users.
Question 3: What happens if Authenticity of the Learning Material is Lacking
Use of authentic materials in academic research is highly valuable in English classes. Authentic materials complement studies in many dimensions. It is, for this reason, that the application of authentic materials especially in group works is inevitable. Teachers associate the materials with the capacity to improve comprehension and relation of concepts to the real world. In the context where counterfeit materials are in use, it is prone to have some limitations. Among the challenges include; firstly, the student will suffer a shortage of access to the research materials. If there are not enough copies to offer it translates to poor research. With not all students can access the material and thus the rate of contribution of ideas in the group works is inhibited CITATION Aie09 \l 1033 (Shdeifat, 2009).
Corrupt research and reading materials reduce the students zeal and interest. Readily available and comprehensive papers are desirable in research work. For example, if the sources have too many pages which are not clearly numbered it becomes quite challenging to reference them. Additionally, if some of the content fall out it means that the student will suffer the result of missing enough gists to accumulate for the asked questions. I would recommend that school work should have a strong support of dependable materials so that the problem of devaluing education by students can have a frontier. Furthermore, the teachers should go a step further to keeping a consistent follow up on the progress for students success. The authenticity of learning materials has many dimensions for example; length of the material, relevance in the level and point of study and others. All these elements should be factored in for successful education scheme.
In summation of it all, it is important to appreciate that technology has been a breakthrough in education and other life sectors. In the CALL technology, it has assisted in learning process especially in languages. Most importantly it has promoted authenticity and interactive learning process. Furthermore, the efficiency of technology depends on the users. Especially in influencing academic success use of authentic research materials is highly valuable in boosting performance.
Brown, J. D. (2014). The Future of World Englishes in LanguageTesting. The Journal of Language Assessment Quarterly. Vol. 11.
BIBLIOGRAPHY \l 1033 Kelly, C., Kelly, L., Offner, M., & Vorland, B. (2002). Effective Ways to Use Authentic Materials with ESL/EFL Students. The Internet TESL Journal. Aichi Institute of Technology (Toyota, Japan).
Trokeloshvili, A. D. & Jost, H. N. (1997). The Internet and Foreign Language Instructions: Practice and Discussion. The Internet TESL Journal. Department of Literature, Tokai University, Hiratsuka, Japan.
Shdeifat, A. A.-O. (2009). The Effects of Compute Assisted Language Learning in Teaching English Grammar on the Achievement of Secondary Students in Jordan. The International Arab Journal of Information Technology, 50-98.
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