Integrating ICT in Language Classes: A Review of The Literature

Abstract

The integration of ICT in language classrooms has had substantial growth worldwide. It not only creates an appropriate environment for more effective learning but enhances the involvement of the students in the teaching-learning process. Relying on a critical analysis of twenty empirical and conceptual researches, this review article synthesizes prevailing attitudes and points of view on the role of ICT in fostering and enhancing language education. The outcome of the analysis emphasizes that ICT tools can in fact significantly foster the motivation of learners, promote authentic communication and enhance their self- independence and autonomy. Additionally, the diverse ICT tools, from interactive software to mobile apps, boost teachers’ creativity, help them innovate and have access to diverse teaching approaches. Despite some challenges and barriers such as teachers’ lack of technical skills, insufficient infrastructure and failure of software and digital services that may hinder the full exploitation of ICT tools, researchers still strongly believe that a well-planned, judicious ICT integration is a cornerstone in improving students’ self-confidence and linguistic competence. Indeed, teachers adopting these digital tools report higher classroom productivity, more teamwork and collaboration, enhanced cross-cultural knowledge and exposure to real-life materials. Moreover, ICT is a good means to foster learners’ language accuracy as well as fluency. This review comes out with the conclusion that ICT, when well used and exploited, achieves significant positive “spill-over” effect in language classrooms. The review calls on a common proactive involvement of educators, decision-makers, and social actors so as to overcome the challenges, tackle the problems and maximize the use of these tools for a better language education future.