ints, assigning translating, paraphrasing tasks and other decontextualized written exercises. Finally, it appears that a technologized traditional classroom.
The research reveals that the process of teaching and learning has remained unchanged within the traditional model in the computerized environment: the teacher is still the primary source of knowledge. The emergence of new technologies in the Chinese EFL classroom starts to impact on instructional practices.
This article is comprehensive analysis of the case in the point. On the whole it should be observed that effective integration of computers into English language teaching will not happen unless conscious efforts have been made.
REFERENCES
Mercer, N. (2010). The analysis of classroom talk: Methods and methodologies. British Journal of Educational Psychology, 80, 1-14. doi: 10. 1348/000709909X479853
Maybin, J. (2009). A broader view of language in school: Research from linguistic ethnography. Children & Society, 23, 70-78. doi:10. 1111/j. 1099-0860. 2008. 00177. x
Schalge, S. L. & Soga, K. (2008). "Then I stop coming to school:" Understanding absenteeism in an adult English as a second language program. Adult Basic Education and Literacy Journal, 2(3), 151-161.
Zhong, Y. X. &Shen, H. Z. (2002). Where is the technology-induced pedagogy? Snapshots from two multimedia EFL classrooms. BritishJournalofEducationalTechnology, 33(1), 39-52.
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