Module 9: Using Technology in TEFL (5 Hours)

In the digital age, technology has revolutionized the way English is taught and learned. With a plethora of tools, platforms, and virtual environments now available, TEFL teachers can enhance engagement, personalize instruction, and promote learner autonomy more effectively than ever before. However, effective use of technology requires thoughtful integration into pedagogy, a strong understanding of digital resources, and the flexibility to adapt to changing learner needs and contexts. This module offers a comprehensive exploration of technological tools and strategies in TEFL, focusing on digital tools, online teaching platforms, virtual teaching methodologies, and the pedagogical implications of teaching with technology.

9.1 Digital Tools for the TEFL Classroom

Digital tools refer to applications and software designed to support instruction and student learning. In TEFL contexts, they are especially valuable for developing the four language skills, enhancing vocabulary acquisition, encouraging collaboration, and providing multimodal access to content.

Examples of Popular Digital Tools:

"Technology should not drive instruction, but rather support pedagogical goals by enriching and diversifying the learning experience" (Reinders, 2014).

Pedagogical Applications:

• Quizlet for daily vocabulary revision through flashcards and spelling games.
• Grammarly to enhance learners’ awareness of syntax, punctuation, and style in writing assignments.
• Padlet for peer-to-peer feedback in writing classes.

Example in Practice: A teacher assigns a descriptive writing task on environmental issues. Students use Canva to create an infographic about pollution and Padlet to upload and comment on each other’s work. This integrates reading, writing, and speaking in a multimodal digital format.

Benefits of Digital Tools:

• Foster student autonomy and creativity.
• Support differentiated instruction.
• Offer instant feedback and gamification.
• Allow asynchronous and self-paced learning.

Challenges and Considerations:

• Digital divide: Ensure all students have access.
• Cognitive overload: Avoid using too many tools in one session.
• Teacher preparedness: Provide training and support.

9.2 Online Teaching Platforms and Apps

Online platforms are essential for delivering synchronous or asynchronous instruction. Effective use of these platforms requires not only technical proficiency but also pedagogical awareness of how to manage time, tasks, and student engagement in a virtual environment.

Major Platforms for TEFL Instruction:

• Zoom: Breakout rooms, whiteboard, annotation tools.
• Google Meet / Google Classroom: Assignment integration, real-time chat, shared drives.
• Microsoft Teams: Ideal for formal, institutional instruction.
• Moodle: LMS with quiz banks, grading, forums.
• Edmodo: Social-learning styled LMS with discussion threads and assignment posts.

"Teachers need to move beyond just using tools to managing learning in digital spaces that reflect principles of communicative language teaching" (Compton, 2009).

Mobile Apps for Learners:

Case Example: In a speaking-focused course, students are paired on HelloTalk and required to submit a weekly reflection journal in Google Classroom summarizing their conversations, vocabulary learned, and cultural discoveries.

Advantages of Using Platforms and Apps:

• Allow flexibility for students with varying schedules.
• Encourage ongoing learning beyond class hours.
• Enable mixed modalities of content delivery (audio, visual, text).

Integration Strategies:

• Blend synchronous (Zoom) and asynchronous (Google Classroom) lessons.
• Assign grammar practice in Memrise and review key errors in class.
• Use Zoom breakout rooms for pair speaking and Padlet for post-task writing.

9.3 Teaching in Virtual Classrooms

Teaching virtually presents both opportunities and challenges. It requires a rethinking of classroom dynamics, instructional pacing, feedback delivery, and communication styles.

Best Practices for Virtual Instruction:

• Plan Structured Lessons: Include clear objectives, timed tasks, and varied formats.
• Use Interactive Tools: Mentimeter, Wordwall, or Jamboard to stimulate participation.
• Encourage Participation: Rotate who answers questions, use polls or cold-calling.
• Assign Roles in Group Tasks: One student can be a note-taker, another the presenter.
• Provide Asynchronous Options: Record lessons for those who missed live sessions.

"In virtual spaces, teachers must compensate for the loss of physical cues through intentional design and emotional presence" (Hampel & Stickler, 2005).

Engagement Strategies:

• Use breakout rooms with tasks and time limits.
• Integrate polls or quizzes mid-lesson.
• Encourage emoji or GIF reactions in chat.
• Include movement breaks or screen-free tasks.

Example Virtual Lesson Plan:

• Topic: Giving Opinions
• Warm-up: Kahoot quiz on opinion phrases
• Input: Teacher models phrases using images
• Task: Breakout groups discuss topics using target phrases
• Feedback: Whole-class recap, error correction via Padlet

Common Challenges and Their Solutions:

Evaluation in Virtual Settings:

• Use Google Forms for quizzes.
• Create video assignments via Flipgrid.
• Conduct oral interviews through Zoom.

Conclusion

Technology is not a one-size-fits-all solution—it is a flexible toolset that, when used thoughtfully, empowers teachers and learners alike. For TEFL educators, integrating technology means more than just adopting flashy apps; it requires pedagogical clarity, awareness of learner needs, and consistent reflection. Whether enhancing vocabulary practice through gamified platforms, facilitating international conversations through mobile apps, or organizing full-scale virtual lessons, technology enables educators to reimagine English language instruction for the 21st-century learner.

References

• Compton, L. K. L. (2009). Preparing language teachers to teach language online: A look at skills, roles, and responsibilities. Computer Assisted Language Learning, 22(1), 73–99.
• Hampel, R., & Stickler, U. (2005). New skills for new classrooms: Training tutors to teach languages online. Computer Assisted Language Learning, 18(4), 311–326.
• Reinders, H. (2014). Digital tools for the language classroom: Harnessing technology for better teaching and learning. Modern English Teacher, 23(3), 36–40.