Advances in Computer Science and Information Technology (ACSIT) p-ISSN: 2393-9907; e-ISSN: 2393-9915; Volume 4, Issue 1; January-March, 2017, pp. 5-9 © Krishi Sanskriti Publications http://www.krishisanskriti.org/Publication.html Technology Integrated English Language Learning: A Case Study Pooja Gupta 1 and Shalini Vohra 2 1 UPES 2 (SS), UPES E-mail: 1 poojagupta@ddn.upes.ac.in, 2 shalinivohra@ddn.upes.ac.in Abstract—The scenario of teaching and learning has been witnessing continuous changes in last two decades. The phrase “e- Learning” or “Technology in Education” has become the buzz word in every educational environment. Education is now becoming interesting and easy with the advent of new trends in teaching and learning practices. Technology integrated English Language learning provides a support system that could help in transacting the English Curriculum with ease. In the past, no productive, creative and constructive activity was given to the learners to develop the four language skills. These new trends have given way to the productive skills of learners and lead to the all-round development of the students by providing in a communicative situation where teachers and learners are not only involved in an interaction but also primes to better understanding and a sense of wholeness through creative thinking. The present paper is comparative analysis between technologies as a tool of learning English as a subject verses traditional way of learning English among the technical students. A report is prepared to showcase the survey conducted among the technical students in order to get an insight into their learning abilities and subsequently how this survey could pave a path for the teachers to adopt best teaching practices in classrooms and labs. (LSRW=Listening, Speaking, Reading and Writing) Keywords: e-learning, communication, LSRW, technology, English curriculum. 1. INTRODUCTION English is an advance language and universally prominent for its command of expression and varied literature. For a native learner, it is easy to learn their language. However, the students of other languages need many efforts to learn a foreign language. The learners in India also face such problems because English is not their mother-tongue. They have to put lots of constant efforts for learning English as a foreign language. To solve these problems, a systematic approach is to be followed, and teachers should aim to teach the English language as a skill. For creating awareness and appreciating the language activities, Teachers have to work on the creative approach which supports students to boost their confidence in all spheres of life. This new approach will not only increase the standard of learning in the classroom but also discards the image of teacher as merely a subjective distributer of all knowledge. Technology integrated English Language learning provides a support system that could help in transacting the English Curriculum with ease. In the past, no productive, creative and constructive activity was given to the learners to develop the four language skills. These new trends have given way to the productive skills of learners and lead to the all-round development of the students by providing in a communicative situation where teachers and learners are not only involved in an interaction but also primes to better understanding and a sense of wholeness through creative thinking. With the advent of technology and science in the process of teaching and learning, the terms ‘blended learning’, ‘hybrid learning’ and ‘online learning’ has become a buzz of this era. This technology integrated teaching-learning has made the process handier and learning oriented. Though the traditional methods are no less efficient in terms of knowledge platform but the incorporation of technology has made the job of teachers more approachable to the students. The biggest advantage of this online learning is that it is much more flexible, adaptable and learning-oriented. According to the book, ‘Blended Learning in English Language Teaching: Course Design and Implementation’ edited by Brian Tomlinson and Claire Whittaker the term blended learning originated in the business world in connection with corporate training (Sharma and Barrett, 2007), then was employed in higher education (MacDonald, 2006) and lastly it appeared in language teaching and learning. 2. LITERATURE REVIEW: Over the past two decades, the use of technology for learning foreign language has been expanded promptly. It has been reported that the advent of new technology has a positive influence on both learners and teachers (Mansor 2001). Researchers (Friggard 2002; Miner 2004; Timucin 2006) have demonstrated that technology boosts the development of teaching methods as well as students’ knowledge (Mohammad