Pedagogical Aspects of Using Schoology in Pronunciation Classes

Abstract

Technology has been ubiquitously used in almost all aspects of human beings’ lives, including English Language Teaching (ELT). Numerous studies have elaborated the potential usages and the benefits of technology integration in language classrooms. Nonetheless, educators should not forget that there should be pedagogy underlying the implementation of technology in language teaching and learning process in order to achieve the learning goals effectively. This paper attempted to investigate the pedagogical aspects of Schoology usage, an emerging Learning Management System (LMS), particularly in pronunciation learning. The study took place in English Language Education Program in Satya Wacana Christian University. A delayed observation was conducted to examine activities done in Schoology by teachers and students in four Pronunciation Practice classes during a semester in a blended learning environment. The data obtained were analyzed under the framework of Plato’s pedagogy of integrating technology in education. Plato (360 BC, cited in Roth, 2009) asserted that technology should promote interactive, personalized and holistic learning. The study revealed that Schoology was able to promote interactive learning by providing discussions and link-sharing features. Personalized learning was facilitated by Schoology’s file-uploading and personalized-quiz features. In addition, link-sharing and file-uploading features were found to enable holistic learning to occur.