Imre Fekete: Technology in English teaching • The Hungarian university context
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5. Conclusions
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5.2. Pedagogical Implications

5.2. Pedagogical Implications

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The following ideas contain those implications of the survey of literature and this research project that might directly be helpful in relevant university programmes. Although this study was carried out in the Hungarian English Studies / EFL teacher education context, I sincerely hope that some of the implications might be relevant and transferable to other similar educational contexts.

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1. As part of this study, several chapters contain references to digital technologies that are suitable for language learning, teaching and general studying purposes. These sections with links to the devices were:

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  • 4.3.3.2 Examples of technologies used as part of instruction;
  • 4.3.4 Using ICT for learning purposes;
  • 4.3.5.2 Technology in the learners’ teaching repertoire – what is involved?
  • 4.4.4.2 Instructors’ ICT inclusion in their teaching practices;
  • 4.4.4.3 Focus on EFL skills development.
 

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Moreover, Figure 8 was created to offer a more comprehensive overview of the digital tools mentioned by the participants organised into ten categories.
 

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Figure 8 A Systematic Overview of the Digital Tools Mentioned
 

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2. It would be important to establish learning, hands-on experimenting, and professional development opportunities for instructors about the state of affairs of the applied digital technologies respective of their field of expertise. One of the best solutions for this is initiating learning hubs, or professional development workshops in local contexts.

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3. It could be worth putting special emphasis on following teacher education majors’ ICT inclusion practices throughout and after their teaching practice. This goal might be ensured by requiring learners to explicitly reflect on their ICT inclusion as part of their lesson plans: besides content and language aim(s), students could include ICT aim(s) of the lesson whenever applicable and reflect on their implementation in the post-lesson reflections.

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4. As there appears to be a link between learners’ achievement and digital skills, as well as general literacy, numeracy, and study skills and digital skills, in all stages of education, it would be worthwhile offering study skills classes or study skills instruction as part of classes to learners. It would be very important not to be misinformed by pure statistics of how many devices are available for the learners and how much time they spend online because these are rarely in correlation with their competences to use these devices for learning purposes.

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5. It would be important to adopt the view that in constructivist, 21st century techno-inclusive teaching and learning environments, the students could also be sources of knowledge, and (e.g., digital) skills development could easily be the result of interactions between the learners and the instructors.

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6. Additionally, the excellent Hungarian reference book, The methodology of educational technology in university education (Dringó-Horváth et al., 2020 – https://btk.kre.hu/images/ikt/oktatasinformatika_a_felsooktatasban.pdf) contains the introduction of many more digital tools and websites that could be utilised in university education and features additional good practices. The official English translation of the volume has also been published (Dringó-Horváth et al., 2021 - https://www.researchgate.net/publication/356718662_Educational_Technology_in_Higher_Education_-_Methodological_Considerations) recently. Furthermore, the Hungarian translation of Dan Levy’s richly illustrated manual, Teaching Effectively with Zoom (Levy, 2020 – https://kifu.gov.hu/wp-content/uploads/2022/03/Zoom-tanterem.pdf) is freely accessible through the website of The Governmental Agency for IT Development (KIFÜ).

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7. Apart from the collection of good teaching practices, the collected volumes of several relevant Hungarian ICT-oriented projects are available online that can be excellent sources of ideas for professional development or websites and tools to experiment with. Such volumes are available in Hungarian through the Teaching methodologies centre of ELTE, including a volume on English pedagogical grammar (Albert et al., 2015 – https://docplayer.hu/40186293-English-pedagogical-grammar.html). Similar to these edited volumes, the Hungarian book, Testing and assessment methods in teaching and teacher education (Károly & Homonnay, 2017 – http://www.eltereader.hu/media/2017/07/Diszciplinak_5_READER.pdf) has also dedicated a section to ICT-involved assessment possibilities.
 
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