I have just finished a two-week intensive English course with Korean high school students that were to help them prepare for their academic studies at university. It was so nice to teach pre-intermediate to intermediate English learners as most of my students are high level. However, what I have noticed with young adult learners is the over reliance of technology and to have everything automatically translated or generated by Artificial Intelligence.

In this post, I am sharing my thoughts and reflections on getting learners less reliant on technology while also getting more comfortable and confident speaking English.

The Technological Comfort Blanket

Most undergraduate university aged learners have grown up with technology around them. With this in mind, it can be challenging to get students away from their smart devices and connecting with the lesson at hand. Essentially what we need to do is have an open and honest discussion with our students about the most suitable time for when technology should be used during the lesson.

Typically, I get students to share their own ideas or opinions about suitable or unsuitable times for using technology during the lesson. What they tend to suggest include:

  • Using electronic devices to check vocabulary or to translate lexical items
  • Recording audio of the lesson or the speaking activity
  • Taking photos of the whiteboard
  • Scanning QR codes
  • Making notes of language

These ideas are all fine and dandy as I tend to allow students to take photos or use their mobile devices during the lesson, but I tend to politely request that students place their phones at the front of the classroom on a dedicated desk or away in the bags. I usually join them by also putting my phone on the dedicated desk during the first day and students get used to the routine.

Initially, students find themselves frustrated without the technological comfort blanket being unable to use their electronic devices. However, they do discover after a period of time that they are able to negotiate meaning and comprehend meaning. With information being readily available, it is important to stress that learning takes time and that reflection should be emphasised.

Non-Tech Lessons

It may seem common sense but I soon discovered that I was overusing PowerPoint slides to plan and execute my lessons. Technology is great and students respond positively to such activities, yet I really wanted my learners to have authentic and real communication with each other so I turned to technologically reduced lessons.

I would usually print out notepaper as students came to class without any stationery (i.e., pens, notepads, etc.), which was kind of a shock, and I would spend a short time getting students to brainstorm on paper their ideas on the topic, copying down language from the board, or personalising newly taught phrases or language.

One lesson that stood out for me when teaching over the two weeks was about health. At the beginning, I asked students to write down things which were good or bad for you and completing a table. They did this initially and then I paired them up together to share their ideas with one another. Finally, I nominated students to share their ideas with me and I wrote these up on the whiteboard. A lot of language emerged during the lesson and it was mainly through interaction with the students.

With all language noted and shared on the whiteboard, I asked students to complete a survey with each other in their group but the twist was for learners to ask their partner and for them to write down their answers. I double checked this with students to make sure that they were not writing down their own answers. Once students were on task, I wandered around the classroom, monitoring their discussions.

After all students completed the activity, I repaired students and got them to report to their new group about what they had discovered talking to their original students. There were lots of activities during the lesson and after the lesson, I allowed students to take a photo of the whiteboard.

Student Presentations

The last task for students was to prepare a presentation over the final week and deliver this to their class at the end of the course. It was fantastic to see that the students had grown in confidence over the fortnight, but one question that was asked by all learners were whether they could write a script and read it during their presentation. Naturally, I said that the whole reason for a presentation is to improve confidence speaking to the whole class.

Previously, I was involved with an English speaking competition here in South Korea and all but one student read their script word for word. Their head was down, there was no body language, just someone reading to the three judges, and I didn’t want that. I did give students a chance to practise their presentations with each other in the computer room and as with anything creative, I would suggest that presentations are essentially 10% preparation, 90% performance.

Furthermore, such student presentations would give learners the opportunity to get used to presenting to one another – a skill which is invaluable for undergraduate students. For this course, students were not assessed during their presentations and praise was given regardless. One student in particular was incredibly quiet but managed to present to the class confidently and comfortably in English. She beamed as I gave her a thumbs up and congratulated to her in front of the class, while students were clapping.

Technology in the Language Classroom

So where does technology fit in the language classroom now? Well, there is nothing wrong with technology but we do need to switch off and remind ourselves as well as our students not to over-rely upon technology, especially if we are attempting to improve learner confidence with their English.

I would suggest that the lesson be focused more on the learner and less on the technology in the classroom. I would suggest the following:Don’t feel uncomfortable about switching off the projector or asking learners to place their smart devices away to avoid any lingering distractions. Move around the classroom, incorporate surveys, share emergent language, and hand out physical notepaper to students so they are able to write down anything from teh lesson.

  • Switch off the computer and projector
  • Ask students to place their mobile and smart devices away or at the front of the class
  • Move the students around the classroom during different activities to promote negotiated learning
  • Include surveys, role-plays, debates and other speaking activities during lessons
  • Share emergent language on the whiteboard
  • Incorporate a variety of writing tasks in the classroom
  • Allow learners the chance to make mistakes and welcome it
  • Provide honest and continuous feedback on student communication skills

It would be really interesting to hear how you get students to reduce their reliance upon technology and finding their own voice, particularly when they are rather nervous and lack confidence communicating. Thanks for reading.