Development of EFL literacy with technology support at lower proficiency levels

Zuzana Straková, Prešov University, Slovakia, ID LLCE2017-179;      Abstract: The presentation looks at the possibilities that new technologies have brought into the foreign language classrooms and discusses the importance of the development of EFL literacy through systematic reading acts in and outside the classroom. New horizons that technology supported teaching opens in the educational context are important especially in foreign language learning since it allows for a high level of exposure to the target language. When it comes to the lower levels of proficiency the opportunities can be seen even more clearly since in the past teachers at those levels used to cling to the textbooks exclusively. The research outcomes presented in the study are the preliminary findings based on three case studies from three different schools which focused on how technology influences the willingness of learners to be engaged in language learning. The attitude of learners was measured by two means – a questionnaire and an VLE statistics which collected all entries of learners as well as individual attempts to read a book and to pass a reading quiz. Preliminary outcomes demonstrate significantly higher willingness of learners to be engaged in reading when technology was involved.

Key words: EFL literacy, technology support, lower secondary level, reading