Description:FORM 2
THE PATENTS ACT, 1970
(39 of 1970)
&
THE PATENT RULES, 2003
Complete Specification
(See section10 and rule13)
1. Title of the Invention: INNOVATIVE STRATEGIES: INTEGRATING TECHNOLOGY INTO ENGLISH LANGUAGE TEACHING
2. Applicants
Name Nationality Address
S. Archana Indian Research Scholar, Department of English, Koneru Lakshmaiah Education Foundation, Vaddeswaram, Guntur-522302, Andhra Pradesh, India.
K. Usha Rani Indian Assistant Professor, Department of English, Koneru Lakshmaiah Education Foundation, Vaddeswaram, Guntur-522302, Andhra Pradesh, India.
3.Preamble to the description:
The following specification particularly describes the invention and the manner in which it is to be performed.

4. DESCRIPTION
FIELD OF THE INVENTION
The present invention aims to show The Innovative Strategies, Integrating Technology into English Language Teaching.
BACKGROUND OF THE INVENTION
As a reflection of the widespread use of English around the world, English is frequently used as either a second or first language in India. Within the nation, it is one of the languages that is held in high regard. The fact that it is currently being used as a primary medium of instruction is evidence of the elevated significance of this medium. Teaching strategies have developed in response to the growing number of students learning English in order to evaluate their effectiveness. Cinema, radio, and television are examples of authentic materials that have been around for a very long period. These materials have successfully established themselves as a replacement for conventional teaching approaches. Within the context of the modern era, educators have a distinct set of challenges and responsibilities. The traditional ways of teaching English have been considerably altered by technological advancements. Technology has made it possible to implement teaching strategies that are both more engaging and more successful. It is absolutely necessary for the advancement of social and linguistic transformation. At the moment, English is the language that is used for social context, politics, socio culture, commerce, education, industries, media, libraries, and communication across international borders. In addition to this, it is a subject that is significant in educational curricula. There is a significant dependence on it currently for both entrance examinations and high-level career prospects in the business sector. Methods of instruction are being refined in order to make them more effective in light of the growing number of English language learners in India. The creation of settings through the use of multimedia is a widespread practice in English language instruction. Through the use of this method, student engagement is increased by personalising lessons to the students' interests. After undergoing thorough testing, this approach to teaching English has gained favour all around the world.
The fact that technology can satisfy both the visual and auditory senses makes it a very useful instrument for contemporary instructional practices. Since it is used by so many people, English has developed over time. There has been a notable rise in the number of speakers as a consequence of this. In the rapidly evolving educational landscape of today, the incorporation of technology into English Language Teaching (ELT) has evolved from being a choice to a necessity. The proliferation of innovative tools and platforms made possible by technological advancements has the potential to revolutionise language learning by making it more interesting, interactive, and fruitful. This integration not only satisfies the requirements of the digital world, but it also takes into account the many learning styles and preferences of today's students. Several strategies and methods for successfully incorporating technology into English Language Teaching (ELT) are investigated in this invention. The purpose of this invention is to evaluate the benefits, limitations, and best practices associated with the incorporation of technology into language learning and instruction procedures. By utilising technology, educators have the ability to enhance the quality of education, boost student engagement, and provide students the opportunity to have more individualised learning experiences.
In the following sections, we will examine key technological tools and resources that can be utilised to enhance the teaching and learning of English as a second language or as a foreign language. Educators have the ability to build dynamic and immersive learning environments through the use of a variety of technologies, including interactive multimedia platforms and adaptive learning software. In addition, this invention methods for effectively utilising technology in English Language Teaching (ELT) classes, taking into consideration aspects such as digital literacy, accessibility, and pedagogical alignment. In conclusion, the use of technology into English Language Teaching (ELT) represents a paradigm shift in the way that language learning is conceptualised and carried out. Instructors have the ability to help students achieve better levels of competency and fluency in English by implementing innovative strategies and making use of the enormous possibilities offered by technology. This equips students with the skills they need to be successful in a world that is becoming increasingly interconnected.
SUMMARY OF THE INVENTION
"Ideally, the purpose of both the tradition and computer assisted cooperative language learning classrooms is to provide a space in which the facilitation of learning, and learning itself, can take place". Through the use of multimedia technology in language instruction, the goal is to boost student interest and motivation, which will ultimately result in increased involvement. The formation of context necessitates the availability of and access to instructional materials. Students should be trained to communicate effectively in English rather than relying largely on their native language in order to make the most of the multimedia technology that is used in English teaching methods. The use of multimedia technology in English education will continue to develop in tandem with the progression of technology. The use of teaching strategies that are centred on the student will become more widespread and will need less time. The improvement of the quality of instruction will be beneficial to the students' communication abilities as well as their practical English skills.
The incorporation of multimedia technology into English education has the potential to improve students' linguistic capabilities as well as their creative potential, resulting in more efficient teaching and learning results. The use of multimedia technology offers problems, but these challenges can be overcome by implementing effective solutions, ensuring that teachers are proficient in using computers, minimising the costs of setting up infrastructure, and avoiding teachers from developing a fear of technology. The incorporation of technology into English Language Teaching (ELT) offers a wide range of novel approaches that enhance the educational experiences of English Language learners. This is an overview of various important approaches, which are as follows:
Creating a dynamic learning environment by combining traditional classroom instruction with resources and activities found on the internet is another benefit of blended learning. Moodle and Canvas are two examples of learning management systems (LMS) that teachers can use to provide students with additional materials, quizzes, and discussion forums of their own choosing. This method involves flipping the conventional approach and delivering educational content online for students to access outside of class. This allows face-to-face sessions to be more application-focused and participative. In order to accomplish this objective, educators may make use of websites like YouTube and Khan Academy, as well as specialised language learning applications. The participation and motivation of students in language learning activities can be increased by including elements of game into the activities. Game-based strategies are utilised in language learning systems such as Duolingo and Quizlet with the purpose of enhancing vocabulary and providing opportunities for grammatical practice.
Encouraging students to create and share digital stories using technologies such as Storybird, Adobe Spark, or even simple video editing software is an effective way to develop students' language production skills and to foster creativity. Students are able to engage with classmates who come from a variety of cultural backgrounds through the use of collaborative online inventions, which in turn encourages language exchange and intercultural conversation. E-Twinning and other global learning network inventions are examples of platforms that make it easier for people to interact with one another. Virtual reality and augmented reality are two examples of immersive technologies that offer fascinating prospects for language learning. In the context of language learning, virtual reality (VR) simulations can offer realistic scenarios, while augmented reality (AR) applications like Google Translate can assist with real-time language comprehension. Personalised learning platforms, such as Rosetta Stone and Babbel, are examples of adaptive learning platforms. These platforms cater to the specific requirements of each student by providing instruction that is targeted and feedback that is generated based on their performance.
Conducting language learning activities on popular social media platforms such as Face book, Twitter, or Instagram encourages casual language use and engagement among students outside of the classroom setting. I-Talki and Tandem are two examples of websites that facilitate language exchanges online. These websites link language learners with native speakers for the purpose of engaging in language exchange sessions through the use of video chat or messaging. This allows for genuine language practice. The use of digital assessment tools, including as online quizzes, self-assessment tools, and digital portfolios, makes the assessment process easier to manage and offers more frequent feedback on the progress of students. Educators have the ability to create dynamic and engaging English language learning experiences by integrating these unique approaches. These experiences can cater to a wide variety of learner requirements and preferences.
BRIEF DESCRIPTION OF THE DRAWINGS
Fig.1: depicts Technology Integration Framework.
Fig.2: depicts A Model for Teaching with Technology.
Fig.3: depicts Effect of Teaching on Acquisition of English language teaching.

BRIEF DESCRIPTION OF THE INVENTION
THE IDENTIFICATION OF OBSTACLES IN THE IMPLEMENTATION OF MULTIMEDIA TECHNOLOGY FOR ENGLISH INSTRUCTION
Although there are advantages to using multimedia technology, there are also disadvantages. It is the goal of multimedia technology to improve educational learning. It is possible that teachers who rely only on multimedia devices may find it difficult to lead English sessions and may even become dependent on them. There is a significant amount of involvement that teachers have with multimedia technology; nevertheless, their skill level is not sufficient to fully utilise it. Students' attention being focused on the screen and their lack of eye contact has resulted in a decrease in teacher-student interaction. Teaching in the classic sense is still very vital, but the advancement of technology has brought it to new heights. Within the realm of Creative Education, contemporary instructional strategies ought to be utilised as a tool, rather than as the primary focus of any given class. They serve as a substitute for efficient learning and instruction.
A wide range of subjects, such as English pronunciation, understanding, and analysis, are among the areas in which teachers are able to effectively convey knowledge. The English thinking habits and speech expression of the students are improved as a result of this. Even though multimedia technology can give students with audio-visual and textual effects that are engaging, it also has the potential to make it more difficult for teachers to communicate with their pupils. Instead of the instructor's voice and analysis, it uses computer sounds and visual displays to convey the information. Verbal communication amongst pupils is also hindered as a result of this. By reducing the amount of connection that exists between teachers and students, as well as by utilising sound and multimedia, it is possible for English classes to become more of a show than an experience that encourages students to participate.
The teaching of language is dependent on a tense and ordered atmosphere that is produced by teacher-student questions and responses, whereas the teaching of scientific subjects requires step-by-step demonstration-based instruction. By asking pupils impromptu questions that develop critical thinking and problem-solving skills, teachers are able to motivate and engage their students. The ability of pupils to think critically is hindered by pre-arranged demonstrations since they do not provide feedback. The use of multimedia technology fails to take into account the critical thinking and problem-solving skills of pupils, which ought to be given more importance than the time spent on exploration, analysis, and thinking.
The perceptual and thinking processes are the two steps that make up the cognitive process. In the course of the learning process, these are present. The development of students' capacity to go from perceptual thinking to logical thinking is the central tenet of our instructional methodology. Educators continue to place a key emphasis on it. The use of multimedia technology makes instruction easier to understand and enhances abstract thinking by elucidating the role of emphasis. It is possible for students to be prevented from reasoning rationally and from engaging in abstract thought when they are shown a picture on a screen. It has been observed that children's reading abilities have decreased as a result of the substitution of handwriting with keyboard input and the substitution of sound and visual with textual terms. The essential function that instructors play in creating a holistic educational experience can be supplemented by multimedia, but it cannot replace the role that teachers play. Instruction is not attempted to be replicated through the use of multimedia. Through the integration of visual and textual demonstrations, it provides support for automatic and continuing teaching by utilising the experience of the instructor. Through this, students are able to improve their abilities in the areas of listening, speaking, reading, and writing.
For the purpose of instruction, merely displaying words on a screen is not an effective technique. When it comes to adding multimedia into training, it is essential to take into consideration the function of the instructor. It has been established via practice that the utilisation of multimedia technology can make a contribution to the advancement of language instruction in the appropriate contexts. Although multimedia-assisted instruction is becoming increasingly popular, instructors continue to play the key role in education and are not replaced by computers. Because computers cannot replace students' listening and speaking talents, the introduction to each course has the potential to improve communication between students and teachers, as well as boost students' listening and speaking abilities.
Taking this technique guarantees that the viewpoint of the instructor regarding the matter will not be overlooked. The use of English in the classroom helps students improve their skills by providing them with the opportunity to put linguistic science into practice. The use of multimedia by educators can be an effective method for improving the quality of their lessons. Utilisation of multimedia technology is determined by the teaching process. Aside from that, teachers might easily become projectionists by simply clicking on the screen on their computers. Some educators have resorted to using computer screens rather than blackboards in order to display activities, questions, and answers, as well as lesson plans. On the blackboard, they display these without providing any other information at all, including titles. Depending on the circumstances, teachers frequently employ simulation as a means of guiding students' communication, particularly in English.
WRITING ON A CHALKBOARD IS CONDENSED AND SIMPLE TO ALTER IN THE TRADITIONAL MANNER
The landscape of language instruction is undergoing a significant transformation as a result of the widespread recognition of English as the world's second language. English language proficiency is becoming increasingly crucial, and teachers are looking for innovative methods. One of the factors that is driving the transformation of pedagogical methods is technology. The purpose of this invention is to discuss various approaches and best practices for introducing technology into the teaching of English as a second language.
THE APPLICATION OF TECHNOLOGY IN THE INSTRUCTION OF THE ENGLISH LANGUAGE
There are chances for innovative and engaging learning experiences that can be created through the incorporation of technology into English language instruction. Blended learning, which blends traditional classroom instruction with online resources, is one approach that might be considered from a practical standpoint. Educators, for instance, might provide students with online reading resources, interactive grammar exercises, and virtual language labs for solo practice, all while maintaining classroom time for collaborative discussions and activities that involve speaking. The process of vocabulary acquisition can be gamified through the use of interactive language learning applications like Duolingo or Memrise. This gives students the opportunity to learn and invention terms in a way that is both captivating and enjoyable. Moreover, the introduction of students to authentic accents and speaking styles through the use of multimedia resources like as TED Talks and YouTube videos can enhance students' ability to comprehend what they are listening to and stimulate classroom arguments.
MAINTAINING CONSISTENCY WITH EDUCATIONAL GOALS
When attempting to successfully integrate technology into English language training, it is essential to ensure that the alignment with learning objectives is achieved. The use of technology should not be done for the purpose of technology itself; rather, it should be applied with caution in order to improve educational outcomes. For the purpose of cultivating language skills and outcomes, educators need to give careful consideration to the ways in which particular technological tools and platforms complement those abilities and results. Technology should be utilised to reinforce and enhance the goals of enhancing skills such as speaking, listening, reading, and writing regardless of the specific skill being improved. It is possible for educators to make the most of the potential of technology as a dynamic and effective instrument that enables students to acquire fluency and competency in the English language. This can be accomplished by ensuring that technology is harmoniously linked with the objective of education. In order to properly incorporate technology into English language training, it is essential to take a student-centered course of action. One of the primary goals of this approach is to tailor the utilisation of technology to the personal needs, interests, and learning styles of each individual student. By utilising the adaptability of technology, educators are able to develop individualised learning paths. These pathways can contain interactive exercises, multimedia resources, and adaptable assessments that are designed to accommodate a wide range of skill levels.
FACTORS TO CONSIDER REGARDING ACCESSIBILITY AND INCLUSIVITY
When incorporating technology into the teaching of English as a second language, it is essential to have a solid understanding of the importance of accessibility and diversity. Because technology-driven learning is gaining popularity, teachers need to make sure that the tools and platforms they employ are not only user-friendly and adaptable to a variety of learning styles, but that they are also affordable for all of their students. This includes addressing concerns such as ensuring compatibility with assistive technology for students who have impairments, providing alternative forms for the consumption of content, and establishing an environment in which language learners of various backgrounds and abilities are able to engage in a meaningful process. The selection of materials that are economical and the provision of options for persons who may have financial constraints are also included in this concept.

, Claims:We Claim:
1. Ways to Incorporate Technology in the Elementary Classroom, Sites like Spelling Training permit students or teachers to upload their own word lists to practice word pronunciation and create interactive games.
2. Parents can also use these sites to exercise fundamental skills beyond the walls of the classroom.
3. In English language teaching and learning, innovation can be seen as a new teaching methodology, pedagogical theory, methodological approach, teaching or assessment technique, learning or instructional tool.
4. Teachers can use technology to teach ESL students as it helps facilitate the development of language skills.
5. Using multimedia like videos and podcasts, video and voice recorders, and online sharing platforms can help ESL students practice their written, oral, and reading skills in English.
6. The results show that some benefits of integrating technology in English language learning are learners can do some coding, improve speed of answering questions, encourage independent.
7. Innovative teaching strategies are instructional approaches that involve the use of technology, hands-on activities, and other materials to help students learn in a meaningful way.
Dated this 14th March 2024

Senthil Kumar B
Agent for the applicant
IN/PA-1549