Analysis of the teaching language methodology and its impact on recent advancements

1.     Introduction

Connectivity between countries has become increasingly essential as the world has shrunk due to globalisation. Conversation nowadays is multi-dimensional and diverse (S. Avrupa Birliine & Tok, H, 2008-2009). Language is the most crucial key to continuous growth and learning in today's society, as we live in the 21st century. Language needs us to do things like read, write, think, solve problems, criticise, and understand. Language is the most fundamental source of social, intellectual, and emotional growth. Language has a crucial role in a variety of functions, including communication, expressing feelings and thoughts, integrating with the outside environment, and cultural affinity and engagement. Language influences attributes such as people's opportunity to develop, overcome challenges, analyze scientifically, have diverse values, and have a broad viewpoint. This example demonstrates that language abilities should be acquired throughout one's life, as well as during school. Several nations value a modest supply of written by hand documents of some form, rather of creative approaches and curricula for each tem, there may be a few texts in the native context or a primitive vocabulary that lists usage standard in bilingual speakers adjacent each other (Murcia, M. C. 1991). Numerous developments and advances occurred in the field of communication interface ideas during the twentieth century. In the history of language education methods and approaches, there has been a trend away from methods that emphasise reading and learning in favour of methods that emphasise listening and speaking (Kamhuber, P, Wein,2010).

Significant improvements in curriculum and teaching methodologies occurred in the new century. The twentieth-century pedagogy differs from the twenty-first-century pedagogy. There are already significant developments in the evolution of regional and world learning since the beginning of the 20th century. Internalization of society and the infiltration of computer media into education are the most visible phenomena. The present generation of schoolchildren is recognised as electronic, culturally electronic (Hietajärvi L, Tuominen-Soini H, Salmela-Aro K,  Lonka K, 2015, Hakkarainen K), and generation digital (Millennials Rising , Howe N, Strauss W, 2009). Education is the transition from acquiring knowledge by reading, from just a teacher's speech to visual cortex, or from a class argument to knowledge.

Our manner of life, communication, thinking, sentiments, channels of influence on others, social skills, and social conduct are all influenced by digital technologies. "The high-tech environment - laptops, mobile phones, games consoles, Web - based resources," Myamesheva says, "reshapes the brain activity" (Myamesheva G, 2015).

Key words: innovative methods of teaching, pedagogy language teaching, advancements

2.     Purpose of the paper:

New scientific advancements, digitization, globalisation, the growth of aerospace engineering, computers, and cognitive computing are all causing substantial changes in the twenty-first century. The "Age of Digital Skills and Science" has been coined for the 21st decade." What is the state of education in the twenty-first century? What is the evolution of learning theory? There is a big controversy these days that the curriculum hasn't evolved much in the last decade, or even two decades. Is it possible for instructors to adapt to new variations? The goal of this study is to review current changes in teaching methodologies for the use of different teaching methods and to investigate instructors' perceptions of those advances. The extension of the discipline of education, an ecological method to teaching, the digitized age and the changes that are occurring, and instructional creativity are all outlined in this study. The goal of this study is to review existing deviations in teaching methodologies for the use of different methods of teaching and to investigate instructors' perceptions of those advances. The extension of the discipline of education, an ecological method to teaching, the digitized age and the changes that are occurring, and instructional creativity are all outlined in this study.

In a symbolic sense, educational method has two levels. Devolution and diversity, globalization of learning, and the integration of computer media happen at the macro-level in the "education-society" interaction. At the group-level, there is an active mix of classic and novel ways in the "teacher-learner" connection, as well as a mixture of an activity approach with a power environmental method, cognitive with social constructivist, and constructivist learning.

3.     Language Teaching Methods: A Quick Overview

In this section of the study, we'll try and capture the evolution of methods of teaching over time and examine which method emerged as a result of the shortcomings of the previous ones. To put it another way, which linguistic viewpoint or perspective does a method rely on? The teacher's methodology can either inhibit or enhance teaching and learning. It goes on to say that a teacher should be familiar with a number of teaching techniques from which to choose during the teaching and learning process.

"Method" is defined by Ezeude (2007) as "an overall approach for the orderly production of language knowledge, none of which opposes the others, and all of which is based on the chosen methodology". He points out that a technique is functional, and there are various techniques inside a single approach. A technique, according to Ezeude, is the levels at which decisions are made regarding which skills to teach and in what order the content will be provided. Methodology is defined by the National Teachers' Institute Book 3 as the methods through which a teacher conveys his contents to students and involves them in the work at hand.

A method, according to Bell (1981), is the deployment of the ideas that make up an approach to the situation of learning language. He points out that a methodology will usually be coupled with an educational grammatical or grammatical rules, as well as concepts that drive the design of such grammatical structures, as well as the choosing of items to be taught and pedagogical approaches.

Language teaching methods, as per Mekiliuwa (2008), refer to educational procedures and practices employed in the teaching of a second language. According to Umaru (2005), a pedagogical methodology is a set of methods or strategies that are used in a structured manner for the objective of advanced training. In this fragment of the study, we'll attempt to capture the evolution of communicative teaching language over time and examine which approach emerged as an outcome of the shortcomings of the previous ones. Also analyze which one adopts or founder the other's methods. We'll look at the methods that led to the various methods once again.

3.1      The Grammar Translation Method (GT)

The GT Method may be directly traced to the customary technique to learning Greek and Latin during the late eighteenth and early nineteenth centuries, albeit it was only nineteenth century that it was adopted for other contemporary languages such as French, German, and English. It began in Europe and quickly expanded across Europe. Several schools had embraced the GT approach by the end of the nineteenth century. According to Arthur (2010), the GT Method's objectives are to learn a language in order to understand its literature. Grammar is taught deductively, with the introduction and study of grammar rules followed by translation problems to practise the rules. The focus in this strategy is on grammatical and interpretation.

It prioritises writing and reading above speaking. Medieval books were also used for reading and writing. It also was started to read aloud. The emphasis in Greek and Latin classes was on precise grammar (grammatical rules, forms, and structure), connector, memory, reciting, delivery of multilingual lexicon lists, and textual interpretation, with minimal time for pronouncing drills. Tasks in interpretation from L1 to L2 were completed. As a result, the importance is placed on formal text before moving on to oral communication.

GT was very descriptive, according to Anasiudu (2002). It was thought to be too regimented. The GT technique implies that a student has achieved linguistic competence after he has mastered the rules. The training sessions and queries in GT are done in the learner's original language. The GT Method instilled mental description in learners by reasonable analysis of language into expressions, parts, and sentences, as well as memorization of the components of speech. This places a premium on the capacity to analyse rather than the ability to communicate effectively in real-life settings. As a result of the GT Method, pupils learn grammatical rules but lack communicative ability. According to Ezeude (2007), the GT Method's main flaw is its disregard for effective communication, with no or little emphasis placed on appropriate speech and tone. The GT Technique is clearly the oldest and most traditional method of language instruction, but it is important to emphasize that, despite its flaws, it is still widely used in Nigeria for language instruction.

Conversion can be effective in the instruction of language, but not when aura-oral abilities (listening and speaking) and language proficiency are disregarded, as language is primarily a communication medium. This circumstance could be compared to what most of us experienced during our four years of undergraduate French elective classes. Although we had a good understanding of the syntax, rules, and linguistic structure, we lacked conversational ability in French language. This is in stark contradiction to the Alliance Francaise experience, where communication is prioritized. The term GT was coined by critics who claimed that this strategy does not generate language-proficient students. It was thought to be overly rigid, with regulations that prevented language shift.

3.2      The Direct Approach (DM)

The DM resulted from a response to GT. This strategy attempts to replicate the exposure that youngsters receive when learning a new language as they grow older. It includes depicting the L1 acquisition's Visual stimuli technique. Everything is supposed in L2 in this method. In other words, teachers employed the L2 would never use the students' native tongue, hence translations were unnecessary. It focuses on spoken language rather than vocabulary lists or grammatical rules explanations. It is anticipated that the learners will choose the standard rules over time. Although most student’s statement is profited from the direct technique in some circumstances, such as in the case of Berlitz language schools, others do not. It focuses on listening, speaking, reading, and writing (at stage of learning). To make teaching and learning extra realistic, teachers employ instructional resources such as charts and illustrations. It necessitates the use of teachers who are fluent in the mother tongue. The students can only be as good as the teacher in this manner. (Source: Ezeude, 2007).

The Direct Method (DM) was established in the 1890s in reaction to the Grammar-Translation Method's apparent inadequacy to educate students how to improve communication. The claim was that the Grammar-Translation Method only taught students about the original language, not how to speak it. Translation does not exist in DM. In reality, mother-tongue interaction is strictly prohibited, with all conversation taking place in the original language. Visual aids and miming are used to demonstrate vocabulary. Although writing and reading are vital, speaking and listening abilities take precedence. Instead of being imposed, grammar is discovered.

3.3      The Audio-Lingual Method (Aural-Oral method)

The approach arose from an effort in the 1940s to enhance on the Direct Method by developing more fundamental resources for teaching pupils as they progressed from basic to difficult tasks. The Army Specialized Teaching Programme used the Audio-Lingual Method, that was created by Fries in the United States, for the first time in the 1940s. In the 1950s, the approach was further refined. Learners are allowed to mimic the instructor's actions. It considers language to be a form of behaviour. It is influenced by the ideas that communication may be acquired via practice because it is a skill. The technique is still used today. Bloomfield Structuralism Linguistics, which is deeply influenced by Behaviourism, has affected this technique. Because the importance of speech over writing drives the kinds of behavior, auditory activities are prioritised above reading and listening. This approach was created and widely used during World War II, and it was used to teach warriors foreign languages, that's why it is also known as the army method. According to Ezeude (2007), the increased focus paid to second language education in the United States aided the creation of this system, which builds on army experience. Brooks (1964) proposed the name Audio-lingual rather than the less inclusive aural-oral technique, which he quotes.

The Aural-Oral Way is another name for this procedure of learning language. According to this strategy, faster growth of listening and speaking abilities is possible. Kids are taught how to apply syntactic grammatical forms using the audio - lingual method. When this approach was created, it was assumed that training, or allowing students react positively to signals through modeling and rewarding, was the great way to know the grammatical forms of the foreign language.

The concepts that underpin the Audio-lingual Method are as follows:

·         Writing and reading skills came after listening and speaking skills.

·         The formation of habits is crucial for the development of language abilities.

·         Students rehearse certain linguistic features through regulated discourse and drill until they can respond automatically.

·         Repeated drills are used to teach structured themes and patterns.

·         The goal is for pupils to create error-free utterances.

·         Active learning styles are supported by this way of language acquisition.

·         The only vocabulary and sentences that are taught are those that are used on a daily basis. Demonstrations, objects, and visuals, used to teach concrete vocabulary. The connection of ideas is used to teach abstract vocabulary.

·         As much as possible, the printed word should be kept away from the second language learner.

3.4      The Army Specialized Training Program (ASTP)

It is a specialized training programme for soldiers (ASTP). As previously stated, the Audio-Lingual Method was crucial to the ASTP. It was put to use for the organisation of rigorous language training for army members. The United States' involvement in Second World War had a profound impact on language instruction. There was a serious lack of service people who could communicate successfully in French, German, Japanese, Chinese,  Malay, and other multiple languages. As a result, the government requested certain prestigious Universities and colleges to build foreign language education for the ASTP in 1942. The program's objective was to develop conversational or communicative skills. It was as if I was immersed in the experience. The students were forced to 'feed the language, breathe the language, play the language, quarrel the language, express the language,' in other words, they were forced to live in the target language for the duration of the programme.

During World War II, a group of American institutions to address emergency needs for military officers and troops with engineering ability. The ASTP was established in September 1942 and went into effect in December, after which a nationwide testing programme was performed among male college students. Applicants who scored over the appropriate standard were referred to the Army Specialized Training Program, which provided intense engineering and scientific training at state grant universities across the country.

3.5      The Cognitive Code Method

The cognitive-code approach of the 1970s highlighted the significance of dynamic cognitive processes in learning language. The cognitive-code approach underlined the importance of meaningful practice and provided the structures inductively, meaning the rules came after exposure to examples. Furthermore, there was very little usage of real-life instances.

The method originated in response to the audio-lingual method, and it is founded on the premise that communication is guided by rules. As a result, learning languages is more about the establishment of rules than it is about the creation of habits. Because foreign language learners cannot sound exactly like native speakers of the language, the method is founded on the notion that writing is as significant as speech. As a result, there is no need to overstress pronunciation. The technique assumes that language has something to do with the mind, hence it concentrates on the learner's cognitive capabilities. It highlights the differences between the target and reference languages. Although a few consider the cognitive code teaching method to be a modified form of the grammar-translation method, according to Umaru (2005), it appears to have its roots in Cognitive science and transformation linguistics. This method was criticised because it appeared to be turning clocks back to the Grammar-Translation Method, which required norm awareness.

3.6      The Eclectic Method

The eclectic approach refers to a teacher's utilisation of processes and technologies from a variety of linguistic teaching methods and approaches in the gradual shift from teachers following one particular framework. Based on the lesson's goals and the students in the group, the teacher provides the technique or method to use. Mostly every current course book incorporates a variety of strategies and strategies.

This strategy is dependent on the teacher's personal characteristics and ability to connect with the students. It does not adhere to a particular method, but rather employs a range of techniques and procedures. It considers approaches to be complementary. It asserts that each approach is insufficient in and of itself. Its prevalence and lack of self-confidence are its flaws. According to De Carrico and Larsen-Freeman (2002), the educational grammars are often more eclectic, relying on insights from formal and functional grammars, as well as corpus linguistics, narrative analysis, and conceptual frameworks research.

3.7      The Communicative Language Teaching Method (CLT)

The CLT, which is perhaps the newest method in language instruction, sprang from discontent with the Audio-Lingual Method's pattern practice. CLT, according to Arthur (2010), incorporates pedagogical principles from a variety of analysis methods and is thus flexible to a variety of learner needs and styles. Lessons and arranged ideas such as 'asking for things,' 'how to interact with others,' 'how to present a speech in a meeting,' 'how to address seniors,' and so on, it focuses on functions rather than forms of language ( Agbedo, 2011). It focuses on the skills required to communicate and comprehend many types of functions such as requesting, explaining, articulating, and able to express likes and dislikes, and so on. It is geared toward efforts to provide more purposeful materials for L2 language instruction (e.g English for Engineers; English for Non-Igbo Youth Corps Members serving in Igbo Land etc.). It employs a conceptual syllabus as well as other communicative activities structured syllabi. This strategy emphasises the use of language and the importance of communication. Theoretical syllabi are intended to take care of communicative information from the start while also taking grammatical and structural variables into account. Role playing, modeling, theatre, storytelling, group activities, dialogue, and discourse are all used in CLT. It is primarily learner-centered, with a focus on the learner's communication needs. By the mid-1970s, both British and American proponents of the CLT had broadened its scope, according to Ezeude (2007), who now regard it as an approach rather than just a tool.

When it comes to the communicative method, it emphasizes the significance of teaching communicative ability rather than linguistic knowledge; as a result, functionalities are prioritised above patterns. Students frequently perform several tasks on conversational exercises with instructional material, where they practise constructing content. (See, for example, Snow (2010).) Ezeude (2007), regretting Nigeria's underdevelopment in communicative language teaching, finds that the cooperative learning to language instruction is still yet to be implemented due to a lack of resources. Language classes has gone through the phases of sentence construction (traditional technique), cognitive approach, and audio-lingual approaches, he regrets that Nigeria still uses text books modeled after the Sentence construction Method ( making use of audio-visual aids, like film projectors, language laboratories, video and monitors etc.)

There are numerous benefits to instructing with a speaking skill:

·         CLT is a comprehensive strategy. It is not solely concerned with the usual structural syllabus. It takes into account the communicative aspect of language.

·         CLT invigorates and motivates students in class.

·         The learner is at the core of CLT. It takes advantage of the learner's needs and desires.

·         CLT can play an integral role in teaching in a world where information communication and knowledge innovation have broken new territory.

4.     Current Issues in Teaching Language Methodologies

According to Davies (2007), that the history of language education is, in fact, the history of techniques, noting that new methods arrive and vanish, and that, at the end of the day, if one looks closely, one will see that a method has recycled itself after a reasonable period of time. He goes on to say that because relying solely on one approach would almost always result in failure, all methods will inevitably be replaced by various or renewed possibilities. Language education systems are interactive rather than fixed. Ezeude summarises this as follows: "Teaching and learning, then, have distinct methodologies and approaches." These would be variable and vary over time, thus you can't deliver today's commodities with trucks from previous ages... These modifications in techniques and methodologies are a result of progress in science and technology, which have resulted in improvements in language education technologies. According to Odo (2007), within the last three decades, newer methods of teaching languages have emerged which he collectively refers to as “Humanistic Approach”. These include Suggestopedia, The Silent Method, Community Language Learning Method, Natural Method, Delayed Oral Practice Method, Total Physical Response Method, Teaching aids and Materials Method. Snow (2010) summarises eight language teaching methods: the Grammar-Translation Method, the Direct Method, the Audio-Lingual Method, the Silent Way, Suggestopedia, Community Language Learning, the Total Physical Response Method, and the Communicative Approach; however, we will focus on the Silent Way, Suggestopedia, Community Language Learning, the Total Physical Response Method, and the Communicative Approach because they are similar to contemporary advancements. According to Snow (2010), Gattegno's Silent Way is based on the premise that teaching must be subjugated to knowledge, and that pupils must establish their own internal accuracy criterion. Reading, writing, speaking, and listening are all studied from its very starting. Learners' mistakes are anticipated as way of learning, and the instructor's silence encourages ego and student motivation. The instructor helps set up situations, but the students do the most of the talking and interaction. (See Snow (2010) for more detail.) Suggestopedia helps the learners overcome psychological obstacles to learning, as according Lozanov's method. Low lights and relaxed atmosphere in the background create a calm and relaxing learning atmosphere. In the culture of the target language, students think of a person with a name and a character. Music is played when the dialogues are delivered. Students just unwind while listening to them read aloud, and then practise the language in a pleasant manner during a "activation" period. (See Snow (2010) for more information.) Teachers see pupils as "complete persons" with cognition, sentiments, impulses, physical sensations, and a willingness to learn, according to Curren's method of community language learning. Teachers are also aware that learning can be a risky proposition. Instructors help kids feel secure and overcome their concerns by recognising and understanding their fears, allowing them to draw energy and enthusiasm. Learners choose whether they actually want to learn in the chosen language, therefore the syllabus is learner-generated. (See, for example, Snow (2010).) According to Asher's methodology, the total physical response method starts with listening comprehension, replicating the initial stages of mother language development, and then moves on to speaking, reading, and writing. Students show their understanding by acting out the teacher's orders; teachers present unique and frequently amusing variants of the instructions. The activities are intended to be enjoyable and encourage students to take an active role in the process. Sports and performances will ultimately be included in the programs. (See, for example, Snow (2010).) The communicative method highlights the importance of teaching language proficiency instead of linguistic knowledge, focusing on functions rather than methods. Students usually work in groups on speaking activities that include instructional assessment, where they gain experience understanding meaning. (For more details, see Snow (2010).) Ezeude (2007), while criticising Nigeria's sluggish language teaching method, claims that constructivist competence in language education has yet to be applied, resulting in a resource scarcity. He bemoans the fact that Nigeria still employs text books based on the Grammar-Translation Method after language acquisition has progressed through the phases of grammar-translation (traditional technique), direct method, and audio-lingual methods ( making use of audio-visual aids, like film projectors, language laboratories, video and monitors etc.)

5.     Learner’s Variation

There is widespread consensus that no two students are alike. They will differ not only based on visible features such as demographic characteristics, but also based on cognitive style preferences. When given the same content in the same session, certain students will find it worthwhile and learn well, while others might find the same duties unappealing and will not gain the advancement they would.

There might be some disagreement about what these varieties of learning approaches are. Language ability study yields the most academically challenging methods to language learning style. The language learning aptitude model proposed by Carroll and Sapon (1957) is still widely used. There are four aspects of potential that have been observed:

·         Short attention span

·         the ability to generate sound-to-sound correlations

·         grammatical awareness

·         Linguistic inference skills are all important

Only two different learning styles were readily established after quantitative tests of learners' scores on tests produced from this type of approach: logical novices and memory-based learners, while a third group who were strong at both emerged (Skehan, 1989). In theory, analytic learners should benefit the most from a grammar - translation method course, whereas memorizers should benefit the most from a communicative language teaching approach.

One of the benefits of aptitude research is that it is linked to diagnostic testing, allowing teachers to identify their students' prospective strengths and limitations and use suitable teaching resources and tactics just before classes begin. There is verifiable research that students who learn in a fashion that is tailored to their style of learning, as determined by this type of research, have a learning edge over others who are not (Wesche, 1981).

The most recent set of documented proficiency tests, Meara et al (2001), are computerized administered and evaluated, present assessments of specific learners' benefits and drawbacks, and offer guidance on the theoretical and practical implications of the learning environments they propose. They're made for people who aren't specialists.

6.     The Research Study's Objectives

The goal of the study is to discover the following:

1) the role of technology to the advancement of the English language education method.

2) a set of methods to help faculty and learners  to remove barriers that presently prevent the use of technological advancements in Language classes.

3) viable replacements and/or substitutions for standard learning in terms of improving instructor productivity and learner ability to learn English.

4) To address the increased demand, suitable IT training for Language teachers is required.

5) the advantages and disadvantages of utilising technology to teach English.

6) technical methods to improve and systems that allow pupils to acquire through an electronically curriculum.

7.        The Motivation of Research

The learner's motivation to learn determines how well a curriculum is implemented. This is because motivation is important in teaching and learning situations. The motivation of pupils determines the success of learning. When learners feel motivated, they are more likely to attain their learning goals. One of the most important factors in English learning is motivation. The goal's motivation is a lower or higher factor. It is crucial to the learning process's success. It is challenging to attain the purpose of learning without motivation. Students will be much more interested in the learning and teaching process if they really are motivated, and they will be encouraged to study English well. For example, a learner who lacks motivation in learning English will be lethargic to do so since there's no external stimulation to motivate him or her to do so. We must consider a number of elements in improving students ’ academic motivation. First, we should prepare the engaging material. Second, we should develop plans for students that are engaging, practical, and attainable. Finally, we must create an engaging setting , if we can implement all of the methods in the learning and teaching process, students will be able to effortlessly achieve their academic goals.

Many approaches have been renewed throughout history. Linguists proposed many approaches, because the goal of language instruction shifted, and it was stated that the prior one was insufficient. It is well known that our country's foreign language proficiency is quite low. If method is one of the most significant factors in accomplishing an educational goal, it really should be outlined what instructors perform in session as well as which language pedagogical skills they employ. In this study, linguists provided language teaching methods, and it was determined which language teaching methods teachers employ, as well as the race, maturity, and sort of graduated institution. This study will demonstrate the accessibility of our curriculum in this aspect.

8.     Research Questions

The linguistic methods used by English language teachers and the extent to which they are used, as well as whether the extent to which they are used differs by gender, seniority, and type of graduate program. The following questions will be addressed in this context:

1. What is the extent to which language teaching approaches are used?

2. Is there a difference in the usage of language teaching methods based on gender, seniority, or graduate school type?

3. How beneficial would be the use of current technologies in the classroom when it comes to teaching English?

4. What are the expected goals or outcomes that have been obtained on the floor as a result of using modern technologies in English language instruction?

9.        LITERATURE REVIEW

Many studies have been conducted on the use of Grammar-Translation and other methods in the teaching of English as a second language. These studies have produced a significant contribution to the growth of the process of linguistic instruction. Several research have attempted to demonstrate that interpretation is amongst the most effective pedagogies for L2 teachers. Shejbalová examined learners' education of a second language at the pre-intermediate level using two approaches: GTM and CLT. According to his methods, participants in the experimental group reveal that CLT plays best in learning languages acquiring. Jin Fang and Qing-Xue studied which approach of teaching English as a foreign language is more effective. According to the findings, each approach has its own strengths, and professionals should apply them in accordance with the learner's contextual background and needs.

Kazi and Iqbal studied the usage of language learning methodologies in Pakistan's government secondary schools. To examine the influences of various techniques on diverse academic credentials, they utilise Multivariate Analysis of Variance (MANOVA). The findings suggest that most educators use meta-cognitive methods, and that students have a poor command of the English language. They don't speak English as well as they should. For collecting data, the closed - ended questionnaire was used. Chang (2011) made an investigation and discovered that the grammar translation approach, rather than CLT, by effective way for teaching second languages in Taiwan. It's a study that's been carried out experimentally. Mondal collected information from teachers using a structured questionnaires and discovered that the Grammar Translation Method is more effective for Bangladeshi pupils. Dagieliene also employed a structured questionnaires to collect information from university graduates in order to determine whether or not the translation process is effective. The communicative approach has been regarded as the most effective technique for learning a new language. The CLT and the GTM have been compared by Walia. The Rajhisthan College faculty used the survey approach and filled out the questions. The results demonstrate that using a combination of CLT and GTM is more beneficial than using only one treatment.

In Bangladesh, Rahman investigated the instructional methods. She completes an internship in a school and employs several GTM approaches. She believes that GTM is the greatest way for Bangladeshi pupils. According to Awan and Yasmin, the first stage utilised by instructors and moms to help children memorise words and sentences is memorising, while the second step is developing creativity in many ways. According to Awan and Yahya, text repeated review is the best strategy for students to memorise the lesson, while commentary on text or verse is the only means for students to be creative. Awan et al. did a textual study of editorials and found that reading newspapers and specific articles boosts creativity.

10.Conclusion

The focus of this thesis is to find out the impact of advanced technologies on English language teaching (ELT) in the present day. First and foremost, this article has discussed the significance of innovation in today's environment. Additionally, the importance of cutting-edge innovation in the context of teaching and learning was emphasised throughout this research. Following that, the employment of current technologies in English language classroom was also highlighted in this research. Later in this section, the attention was primarily on the effects of technological advancements on ELT in the contemporary day. Eventually, this study gives some useful suggestions for English learners and teachers to improve their teaching and learning activities. It is common knowledge that innovation plays a significant part in ELT, and there are numerous technical breakthroughs available in today's world.

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