Abstract:

A general theory of foreign language acquisition needs to account for language acquisition by learners with a variety of characteristics in a variety of contexts. Understanding the relationship between the learning context or environment and success in foreign language learning is a great challenge. Nevertheless, research in this area is of great importance to both researchers and educators. Within education Information and Communication Technology (ICT) has become a commonplace entity especially after the new reforms the Algerian University has embraced. The current research project has been undertaken to seek how our English foreign Language (EFL) instruction enhanced by ICT contributes to the development of the EFL learners’ proficiency. Knowing more about the development of learner language helps us to assess teaching procedures in the light of what we can reasonably expect to accomplish in the EFL classroom. In this paper, we examine learners’ performance and their ability to use English while being exposed to innovative means. We focus on EFL learners’ developing knowledge and the use of their new language. We evaluate some of the errors that learners make , and discuss what errors can tell us about their ability to use the target language after implementing ICT. Data have been collected following the experimental design where achievements and the scores of two groups interacting with different tasks have been compared and assessed. On the basis of the study’s findings, it has been confirmed that ICT can transform the teaching of English and meet the requirements of the 21st century demands. Although this study has its limitations the results proved interesting in their implications.

Keywords:

ICT, EFL Proficiency, Foreign language acquisition.