A Review of the Literature on the Integration of Technology into the Learning and Teaching of English Language Skills <s> Previous Studies on the Benefits of Technology Integration <s> English-speaking college students enrolled in a French course listened to a 2-minute, 20-second historical account in French presented by a computer program. The participants were randomly assigned to one of four listening treatments: the listening text (a) with no annotations available, (b) with only written annotations available, (c) with only pictorial annotations available, and (d) with both written and pictorial annotations available. The students remembered word translations and recalled the passage better when they had selected both written and pictorial annotations while listening rather than one of these types or no annotations. In addition, effect sizes were much larger for pictorial annotations than for written annotations, especially for delayed tests. The results were consistent with Mayer's (1997, 2001) Generative Theory of Multimedia Learning and extend this theory to listening comprehension. <s> BIB001 </s> A Review of the Literature on the Integration of Technology into the Learning and Teaching of English Language Skills <s> Previous Studies on the Benefits of Technology Integration <s> Based on cognitive load theory, this study investigated the effect of simultaneous written presentations on comprehension of spoken English as a foreign language. Learners' language comprehension was compared while they used 3 instructional formats: listening with auditory materials only, listening with a full, written script, and listening with simultaneous subtitled text. Listening with the presence of a script and subtitles led to better understanding of the scripted and subtitled passage but poorer performance on a subsequent auditory passage than listening with the auditory materials only. These findings indicated that where the intention was learning to listen, the use of a full script or subtitles had detrimental effects on the construction and automation of listening comprehension schemas. <s> BIB002 </s> A Review of the Literature on the Integration of Technology into the Learning and Teaching of English Language Skills <s> Previous Studies on the Benefits of Technology Integration <s> This book challenges the orthodox approach to the teaching of second language listening, which is based upon the asking and answering of comprehension questions. The book's central argument is that a preoccupation with the notion of 'comprehension' has led teachers to focus upon the product of listening, in the form of answers to questions, ignoring the listening process itself. The author provides an informed account of the psychological processes which make up the skill of listening, and analyses the characteristics of the speech signal from which listeners have to construct a message. Drawing upon this information, the book proposes a radical alternative to the comprehension approach and provides for intensive small-scale practice in aspects of listening that are perceptually or cognitively demanding for the learner. Listening in the Language Classroom was winner of the Ben Warren International Trust House Prize in 2008. <s> BIB003 </s> A Review of the Literature on the Integration of Technology into the Learning and Teaching of English Language Skills <s> Previous Studies on the Benefits of Technology Integration <s> The purpose of this phenomenological study was to explore the experiences of six children using technologies in their education. Data were collected via in-depth interviews, classroom observations, and home observations. The results showed that students have common perceptions toward their experience with technology integration. Furthermore, the following four themes emerged; the value of technology, authority over learning, misuses and misconceptions, and the border of integration. <s> BIB004 </s> A Review of the Literature on the Integration of Technology into the Learning and Teaching of English Language Skills <s> Previous Studies on the Benefits of Technology Integration <s> Technology, especially e-learning technology, is being increasingly employed in instruction to enhance teaching and learning. This paper is a preliminary discussion of the advantages of and barriers to the use of technology in language instruction. Understanding the benefits and barriers of technology integration is a crucial step in integrating technology into education successfully. Lack of this knowledge may significantly impede stakeholders and educational centers from meeting the challenges of introducing and supporting the extensive use of technology by teachers in the classroom. Findings from empirical research in this area, as well as implications for language practitioners, are included in the discussion. Keywords: Language teaching, Technology, Barriers, Benefits. <s> BIB005 </s> A Review of the Literature on the Integration of Technology into the Learning and Teaching of English Language Skills <s> Previous Studies on the Benefits of Technology Integration <s> This quasi-experimental study aimed to examine the effect of using shared online oral diaries on the EFL Saudi First year university students’ speaking proficiency. It used one male and one female EFL Saudi First year university students classroom sections to represent the experimental group and one male and one female classroom sections to represent the control group. An equivalent speaking proficiency test, developed by the researcher, was applied on the control and the experimental groups before the study started to ensure their equivalence; and was also used as a post-test. The results of the post-test revealed significant differences between the mean scores of the experimental group and the mean scores of the control group in favor of the experimental group. <s> BIB006
The benefits of technology integration in language learning have been reported in numerous studies. These studies involve various aspects of language learning and are discussed in the following section. One of the benefits of integrating technology is the increase of learners' motivation (Dunken 1990; BIB005 . This is an important factor that can bring about a lot of benefits for learners in their language classes  BIB005  . The use of technology can improve learners' academic ability. According to Lee (2001) , the use of Computer Assisted Language Learning (CALL) changed learners' learning attitudes and increased their self-confidence. This has been supported by  , Dunken (1990) , and BIB005 who expressed that the application of technology increases learners' language proficiency and their academic skills. The integration of technology has changed the methods from teacher-centered to learner-centered ones in language learning and teaching. Teachers should be facilitators and support and guide their learners' learning (DEECD, 2010; BIB005 . This change can be very useful for learners to increase their learning. The other advantage of using technology is the increase of cooperation in learning activities.  said that technology helps learners gather information and interact with resources like images and videos.  expressed that technology enables the users to get connected to the world and produce high-quality work. done by  and the results showed that technology lowered learners' learning anxiety and gave them more opportunity to communicate. This finding is in line with  study, indicating that the use of computers in the classes developed learners' learning skills and enhanced their autonomy. In language classes, teachers' role should be changed from "sage on the stage" to "guider on the side," while learners should actively explore responses instead of receiving them. The use of technology helps this changing process for teachers and learners  ). Nowadays the significance of technology integration in educational field is well known. Technology helps the learners and the teachers in studying the course materials easily due to the fast access. The use of technology in the syllabus in schools, colleges, and universities has helped them in understanding the subjects well and getting their basics cleared. Improvements in technology play a significant role in preparing learners to use what they learn in any subject to finding their place in a global labor-force. Technology facilitates learners' learning and serves as the real educational structure permitting learning to happen  . The integration of technology helps teachers choose their own favorite multimedia and software that creates more interactive lessons. The traditional lecture-based lessons do not stimulate learners. By including technology in their classes, teachers will have the opportunity to engage more learners and lead more energetic classes. Multimedia presentation software allows both teachers and learners to organize, present, and use information in new ways. For instance, in the English classes different presentations may be made based on the subjects through using computer and overhead projector. Moreover, multimedia software allows teachers to design audio-visual narrative themes including the learner's actual participation  . Through using technology, teachers can increase literacy and understanding in any subject. Lessons with audio and video components motivate more learners to participate in class and raise their understanding. Students can pass exams through computers. Besides they may check their progress (scores) through internet. The Use of technology in education can be a great benefit for teachers. Teachers now have the ability to work together to create more meaningful instruction for all learners without having to arrange planning time. Teachers can use websites to assign requirements and samples for learners  ). Hennessy (2005) found that ICTs can motivate teachers and learners to work in peer discussion, exploration, analysis and thinking, examining, and assistance. The researcher understood that as learners become more independent, teachers should encourage and support their learners in acting and thinking independently. According to and  , through using technology into the classes, learners can get the opportunity to increase their exposure to language in a meaningful context and make their own individual knowledge. Learners should be also given opportunities for true social interactions to practice real life skills. This can be obtained through learners' cooperation on real activities and projects. One study was done about the effect of Wiki technology on improving learners' writing skills. Learners were asked to join a Wiki page where they would write passages and read and respond to the passages of their fellow classmates. The results of this study indicated that receiving immediate feedback from the instructor was very useful for learners while using this form of technology. Learning vocabulary, spelling, and sentence structure through reading the work of their classmates were the other benefits of using this technology for learners   .   Costely (2014) investigated the impacts of information and communication technologies on learners' math and science attainment. The findings of this research revealed that learners' exposure to Information and communication technology at home and school had a significant effect on their math and science attainment scores. Learners' who used technology more increased their science knowledge. These learners had better performance on their math skills. It was concluded that information and communication technology has a great impact on learners' learning and should be incorporated in language teaching. The other study was carried out by BIB004 towards the impact of using technology on learning. The results showed that the learners' learning was improved by incorporating technology into their classes. Technology made learners' learning interesting, enjoyable, and interactive. The use of technology increased learners' motivation, their social interactions, learning, and engagement.  demonstrated that the use of new technologies has a great effect on listening comprehension.  expressed that the use of visual means permits listeners to make more valid inferences and this will in turn lead to the improvement of listening performance. BIB003 also had the same opinion and stated that our perception of the conversation can be affected by visual cues. Some studies have been done concerning the effect of technology on improving listening comprehension BIB002 BIB001  BIB006 examined the learning of oral skills in an online course for Spanish learners. Learners were asked to utilize audio e-mails to record two speaking activities-one before the beginning of the course and the other at the end. These were compared to get a better picture of the improvement in learners' oral performance. The results of this study showed that learners considerably improved their oral proficiency. Barr, Leaky, and Ranchoux (2005) performed a study to provide French learners with cooperative and individual learning by a digital medium in their face-to-face conversation classes. The results obtained from this research represented that by the end of the study, the control group indicated greater advancement in oral proficiency than the experimental group.  investigated the impact of podcasts on the Spanish speaking skills. After six months, the research indicated that the frequency and variety of designed weekly podcasting assignments helped learners improve their speaking skills.