Main Article Content
The present study is aimed at examining effects of using technology integrated classroom to find academic performance, learning attitudes and involvement of UG learners. In the fast-changing environment of technology, mastering a target language has been turning easy with available sources such as blogs, websites, online discussion forums, media, and other sources of knowledge. In changing perspectives of second language learning (ESL), technology integrated language learning as part of Computer Assisted Language Learning (CALL) gains importance in academics. As part of it, this paper presents a structured attempt on using Technology Integrated models for learning English through a channel such as Local Area Network (LAN), Internet-based teaching of English, etc. for ESL learners under flipped learning methodology (Abraham, 2008). In the context of ESL, the Technology integrated learning model was taken to prove that it would elicit skills of learners in expressing and exhibiting their talent through English language skills effectively against traditional pedagogical approaches. Concerning it, it is observed that the ability of the facilitator to design, develop and offer appropriate material plays a pivotal role in determining effectiveness in organizing a language class technically through a sequential implementation of a structural methodology. Results of experimentation exhibit that the adopted method is more effective than non-flipped classroom learning.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.