28 | ELE Reviews: English Language Education Reviews, 2(1), 28-46, May 2022

How does the English4IT Platform Provide English

Materials for Computer Science Learners?
Puspa Fortuna Zulfa
Universitas Bina Sarana Informatika, Indonesia
[email protected]

Article History Abstract: During the COVID-19 pandemic, the learning

Received: 12 May 2022
Reviewed: 27 May 2022
process shifted from face-to-face to online learning.
Accepted: 30 May 2022 English4IT is one of the platforms that can support the success
Published: 31 May 2022 of the online learning process. This study aims to investigate
and describe the use of the English4IT platform to assist the
Keywords: English4IT English learning process for computer science learners. The
platform, English materials,
computer science learners,
platform contains materials suitable for computer science
online learning learners’ needs, including vocabulary, four main English skills,
and practical activities, either synchronous or asynchronous.
This descriptive qualitative study gathered the data from the
contents of the English4IT platform. The data were then
analyzed qualitatively by applying the platform and comparing
the findings with previous studies and existing theories. This
study’s novelty lies in its originality since a deep investigation
of this platform has not been conducted by any previous
researchers. The findings indicated that the use of this platform
could effectively assist the students in learning English and
motivate them to join. Various materials provided adequate
teaching materials and references for computer science
learners. The activities could enhance the students’ progress in
each skill, and the re-do feature made it easier for learners to
correct their mistakes. This study implies that the English4IT
platform is recommended as an alternative way to teach
English to computer science students. Before using this
platform, it is recommended to recognize the strengths and
weaknesses so that the English teachers can use it effectively.

INTRODUCTION
The COVID-19 pandemic has changed all life domains, with no exception in the
learning process or education. Automatically, there was a shift from face-to-face to online
learning to compensate for the lack of physical presence. The government instructed all
schools and colleges to conduct the learning process from home. Of course, the learning
process is running, although the challenges and barriers faced by the educators are a lot and
not easy.
Zulfa, P. F., How does the English4IT Platform Provide English Materials for Computer Science Learners? | 29

This era also urges educators to be creative and innovative to create an attractive
learning process using online learning through the mediation of digital technologies (Bardone
et al., 2022). Then, they have tried to considerably and collaboratively use various platforms,
authentic e-learning medium owned by the school/university or namely learning management
system (LMS), several social media, create videos, conduct the video conferences, etc. They
have tried to help the students understand the materials and achieve competence by offering a
virtual educational environment in preparing lessons, distributing learning materials, and
assessing (Amin & Sundari, 2020).
It also happened in colleges where the lecturers have tried to use various platforms to
support the learning process, including English lessons. It is getting harder when the students
are non-English department students or English for Specific Purposes (ESP) students, such as
students of English for computer science. Saliu & Hajrullai (2016) stated in their study that
ESP itself was developed when the courses did not meet the learners’ needs. As English
develops to dominate as the lingua franca of technology, business, media, education, and
other fields, the demand for ESP is increasing rapidly to accomplish the education curriculum
requirement and achieve promotional or professional development at work.
The college has provided the syllabus containing the materials related to computer
science to be taught to the learners using English to deliver those materials. Specifically, the
syllabus requires specific competencies such as English in Information and Technology (IT)
Literature. Moreover, the learning system in the pandemic era has forced learners to learn
independently more than before. One solution to the challenge is using online platforms that
help students learn IT using a foreign language since they are used to speaking their first
language in other courses.
The introduction of digital platforms leads to wider applications of internet
technologies, such integration of social networks, massive online courses, and others in the
education environment (Vonog et al., 2021). In addition, the development of technologies
also forces educators to use various platforms to make the learning process runs attractively
and innovatively because learners and educators also need to leap to the new coming era
where technologies influence all life domains. They also become the class facilitator to make
learners reflect and develop their ideas and perceptions of what they need to learn. The
demand for technology use suitable for the majors where the learners are enrolled is
recommended by the college. Therefore, the educators seek a list of platforms that might be
able to be used.
30 | ELE Reviews: English Language Education Reviews, 2(1), 28-46, May 2022

One of the platforms that computer science students can use is English4IT. Particularly,
it is used for teaching English to computer science learners. This platform provides such a
course for intensive learning of English used by the class (interaction between educator and
learners). The educators also can adapt the material to be implemented from it. This study
attempts to seek detailed information about this platform and compare the findings with the
previous studies. This study’s novelty lies in its originality since a deep investigation of this
platform has not been conducted by any previous researchers. Moreover, studies about ESP
for computer science learners are still limited in the Indonesian context.

LITERATURE REVIEW
English for Computer Science Learners
English for computer science learners is included in ESP. Johns (2013) explained that
ESP pedagogies have tended to focus on identifying sets of transferable generic language and
literacy skills applicable in most academic and workplace settings, often through needs
analyses. Hence, they come to English learning with the desires, wants, and needs suitable to
the majors they have been enrolled in.
Marra (2013) stated that the increasingly globalized workplace and English as a means
of communication in the workplace made a significant demand for any uses, such as making
negotiation and interaction (spoken or written), building the social constructions. In a
computer science major, English is taught to communicate the materials and words related to
the information and technology (IT) and explain the related stuff, such as hardware, software,
application, operating system, application software, and others. It is known that the terms
related to a computer science major are derived from English. Parkinson (2013) said that as a
language for socialization, English represents the process of acquiring new literacy practices
more simply.
English for computer science learners depends on the syllabus provided by the college.
Each college has a distinctive syllabus to be taught using English without eradicating the
content related to IT. Besides the vocabularies related to IT, the English skills such as reading
and listening sections also contain the topic of IT by providing the passages telling the topics
such as who invented the computer, the explanation about software and peripherals, and
others. Further, Gridasova et al. (2008) stated that online ESP materials for IT learners should
aim to develop the students’ skills, the general command of English, and IT vocabulary and
promote self-study. In addition, the vocabulary lists for a computer science major are found
Zulfa, P. F., How does the English4IT Platform Provide English Materials for Computer Science Learners? | 31

with different meanings from the general meanings. In the reading activities of computer
science texts, the learners also face additional challenges in which they have to link the
transfer of general-usage meanings into a computer science context (Roesler, 2021). He also
gave examples of the vocabularies such as ‘bug’, ‘port’, ‘mouse’, ‘string’, and ‘volume’.
ESP is not general English teaching and learning but specialized (Rahman, 2015). It
means that there are differences in the learners and the purposes for learning English. It
focuses more on the context than the grammar and language structures. The language skills
are most needed by the learners, and the syllabus is designed accordingly. The expanding
focus of ESP shifted the notion of skills transferable among disciplines with the specific
literacy conception acquired in the context of the discipline (Parkinson, 2013). Often ESP
teachers or lecturers find it difficult to provide access to their learners in the community
where they are not the members. In addition, ESP teachers or lecturers must work outside of
their disciplines and explore unfamiliar language varieties, disciplinary cultures, and modes.
Here, the specific purpose is to learn about IT. This learning is expected to meet the
learners’ needs and support their professional development in their work in the future related
to the IT specialization. Marcu (2020) stated that communication using English effectively is
required to be mastered in facing the present job market. She added that the companies will
not invest in fresh graduates except if they meet the requirements to compete and are ready
for working life.
The choice of materials for teaching English in computer science or IT specialists was
limited (Gridasova et al., 2008). The printed materials or online resources were rarely
available. Among the available online learning resources, one of them was English4IT.
Gridasova strengthened that at that time, English4IT was used for teaching English to IT
specialists. The studies about the utilization of English4IT were not much. It appeared the
possibility of this platform has not been so popular.
In 2019, a similar study entitled “The Utilization of English4IT Website in Improving
Computer Major Students’ English Competence” was written by Dewi Christa Kobis and
Michel Farrel Tomatala. They conducted the study at STMIK Multicom Bolaang-
Mongondow, Kotamobagu, North Sulawesi, Indonesia. This study was an experiment
conducted from 1st to 30th of April 2019. In the beginning, the problem was the learners’
motivation to learn English, which influenced their learning performance and achievement.
They found that the use of this platform could improve learners’ English competence, as
shown by the results in which as much as 92% of learners achieved maximal scores between
32 | ELE Reviews: English Language Education Reviews, 2(1), 28-46, May 2022

85-100, and the rest scored 72 and 76, respectively. Kobis & Tomatala (2019) also conducted
the interview and spread the questionnaires. The result showed that using this platform can be
beneficial for the learners in understanding the materials and performing the tasks very well.
In addition, they were satisfied with the English4IT website as the medium to assist them in
learning English effectively and efficiently. It was shown by referring to the Likert Scale,
which was 3.84 and included high (3.50-4.49 = high).
The gap between Kobis and Tomatala’s study with this study lies in the type of study
design. They used experimental study (quantitative & qualitative research), but this study
utilizes descriptive study. The study above surely became the reinforcement that this platform
(they named it a website) could result in the learners’ positive attitudes and improve their
competence, which was indicated by their learning outcomes. Moreover, it means that they
were more motivated and interested in learning English than before, in which the teachers
used conventional methods without an interesting and innovative medium.
In other literature, this platform was also used as speaking learning materials to be
taught to the learners of daytime evening forms of study of the technical specialties (related
to IT), such as computers, systems and networks, automated information processing systems,
artificial intelligence, and programmable mobile systems. The compilers were Olga
Vasilievna Prokopyuk and Lyudmila Nikolaevna Shpudeiko (2016). They borrowed
Engish4IT materials as a handbook for teaching those majors. It was conducted with support
from the Ministry of Education of the Republic of Belarus, Brest State Technical University,
and the Department of Foreign Languages in technical specialties. This handbook was
intended for the first-year students of the specialties mentioned above to teach professional
vocabulary, repetition, and systemization of the grammatical minimum. It reported the
formation of skills and abilities in reading English, in computer programs documentation, and
other original literature on the specialty, improvement of translation skills, and the
development of professional oral speech within worked out topics. They compiled 92 pages.
This handbook became the reinforcement and recommendation for those who would adopt
the material from English4IT to be implemented in computer science learners.
Zulfa, P. F., How does the English4IT Platform Provide English Materials for Computer Science Learners? | 33

Figure 1. Contents of manual book

(https://rep.bstu.by/handle/data/3810)

In this manual book, the compilers combined grammar materials with the materials
from English4IT in each unit. For example, in unit 1, the grammar taught was the plural of
nouns, and the oral topic was ‘What is Computer?’. They provided lexical and grammatical
exercises by giving learners the instructions to read the words and translate the sentences into
Russian as the learners’ first language. Further, the passage related to computer science was
provided in the reading section. There, they wrote the certain words in bold then the passage
would be discussed using an oral one with the learners’ groupmates.

Figure 2. The example of lexical and grammar exercises

(https://rep.bstu.by/handle/data/3810)
34 | ELE Reviews: English Language Education Reviews, 2(1), 28-46, May 2022

Figure 3. The example of passage for the reading section

(https://rep.bstu.by/handle/data/3810)

In the following year, 2017, they also compiled a similar manual book by borrowing
the materials from English4IT. The aim was still the same for the first-year learners of the
specialties mentioned above. It was included in the second part with the continued materials.
For example, in unit 1, the grammar taught was simple tenses (active voice) with the oral
topic of ‘Programming Languages’. It is one of the topics in English4IT platform material for
teaching English to computer science learners.

Figure 4. The example of vocabulary use and reading passage

(https://rep.bstu.by/handle/data/3892)
Zulfa, P. F., How does the English4IT Platform Provide English Materials for Computer Science Learners? | 35

METHODOLOGY
To initiate the methodology used in this study, it needs to know the question of this
study: “How does the English4IT platform provide English materials for teaching computer
science learners?” This study offers a spacious view of the English4IT platform for teaching
English to computer science learners. Thus, qualitative research was conducted, especially by
reviewing literature related to the topic. To collect the data, the writer tried to provide the
previous studies of the research using this platform to be compared and synthesized. There
was just an original research-based paper that used the English4IT platform for improving
computer science learners’ motivation and learning achievement in English class. In addition,
the handbook for teaching English to computer science learners by using this platform was
also explained as being a recommendation when developing materials for teaching similar
specialties. The description of the features, strengths, and weaknesses was obtained from the
writer’s experiences and supported by valid references and sources. A literature review of a
topic addresses to criticize and deliver the potential of reconceptualization to expand and
diversify the knowledge base of the topic that has to be developed (Ramdhani et al., 2014).
As implemented in this writing, the researcher aimed to obtain a new interpretation
from the combination of some studies that have been conducted using the English4IT
platform. Indeed, there have not been many studies using this platform due to the lack of
information about this platform, the limitation of the study using this platform, the less
popularity of this platform among ESP educators, and the different syllabus provided and
implemented in each college. The new interpretation will be the recommendations for those
who teach English in a similar class or the future writers for the deeper and wider
observation, explanation, and even the better implementation.

RESULTS AND DISCUSSION

Features in the English4IT Platform
The use of technology, such as gamification, application, and devices in language
learning, is not new (Amin & Sundari, 2020). The development of technologies in wider
domains tries to force educators to be proficient in technologies to fulfill and enrich their
educational commitments (Yüksel & Kavanoz, 2011). Language educators also incorporate
technology in language classroom environments more (Hussein, 2015). Ahmadi (2018) stated
that with technology being part of our daily lives, it aims to rethink the idea of integrating
technology into the curriculum and embedding it to support the learning process.
36 | ELE Reviews: English Language Education Reviews, 2(1), 28-46, May 2022

Generally, platforms can be defined as a group of technologies used as a base upon

which other processes, applications, or technologies are developed (Bigelow, 2021). The
application software can be run through this platform, so it can be stated that it is the basic
foundation where any application software is supported and/or developed. Platforms can be
social media, online marketplace, websites for education, etc. Various technologies,
especially platforms, assist the learners in the learning process so much. One of them is
English4IT. This platform is one of English4Work parts providing features such as
English4IT, English4Accounting, MedicalEnglish, English4Hotels, and English4Office. They
generally provide the materials to teach ESP classes suitable to the learners’ needs through
the courses, either free or paid. The users can be learners and teachers or lecturers since there
are two choices. For free, they provide a free trial with the limited features and contents,
while for the paid version, there are prices offered, from the lowest to the highest ones
suitable with the levels taken such as basic, advanced, and pro+. Here, the learners are not
charged any payment as long as they enroll in a class where the educators are members and
have paid monthly subscriptions.
English4IT platform offers a wide array of IT topics such as hardware, software,
engineering, programming, networks, databases, technology support, etc. These topics are
packaged in features available in American English and British English. The language
learning activities include reading, writing, speaking, exercises, spelling, and listening
comprehension. Here, by tutoring online, the teachers take a role in guiding, leading,
controlling, and facilitating the online English learning process. We can be inspired by the
research conducted by Kobis & Tomatala (2019), who used this platform as the leader,
controller, and facilitator of online learning classes to monitor learners’ performance and how
to complete the discussion forum.
On their page, they claimed that they regarded it as an ‘interactive textbook’ by
providing a ‘certification program’ that can be used in either 100% online or blended
learning. This statement was supported by the certificate for those who have completed the
course and successfully passed the passing grade to show the potential as evidence for
English job skills. The English4IT certificate offers the students skills suitable for the major
and the work positions they choose. The learners must complete all units with a minimum of
85% or above grade. Then, the certificate will be automatically displayed on this platform
when the criteria are met. Surprisingly, the learners can re-do the activities to achieve the
desired score (Kobis & Tomatala, 2019).
Zulfa, P. F., How does the English4IT Platform Provide English Materials for Computer Science Learners? | 37

Figure 5. The Englih4IT certificate

(https://www.english4it.com/)

Moreover, the statement telling that this platform can be used in either 100% online or
blended learning is suitable for the learning process in this era. As evidence, the course is
delivered through web browsers and works on any desktop, laptop, tablet, or mobile phone
with an internet connection. Everyone can access it anywhere and anytime. It is also the ease
offered by this platform.

Figure 6. The materials in English4IT

(www.english4it.com)
38 | ELE Reviews: English Language Education Reviews, 2(1), 28-46, May 2022

Figure 7. The other services offered

(www.english4it.com)

The contents consist of materials and activities written by the TEFL (Teaching
English as a Foreign Language) experts with ranges of difficulty from ‘pre-intermediate’ to
‘advanced’ level English under CEFR (Council of Europe Language Level) scales. Council
of Europe (2022) added that the CEFR arranges language proficiency in six levels they are
A1, A2, B1, B2, C1, and C2, which are regrouped into three general levels: basic,
independent, and proficient user. Waluyo (2019) stated that CEFR provides clear definitions
of proficiency levels. The framework outlines the range of knowledge, skills, and
competencies that the learners should learn and acquire to use a language for communication
in all forms effectively.
In the materials column, there are core units and features. The units consist of Welcome
to English for IT, Introduction to Software, Operating Systems, Software Applications, IT
Careers, The Internet, People in IT, Measurements, Programming Languages, Computer
Types, Components, Peripherals, Networking, The Keyboard 1 & 2, Memory and Storage,
Input Devices, Removable Storage, IT Slang 1 & 2, English for Electronics, Computer Ethics,
American IT Companies, English for Programmers, Introduction to Cryptocurrency, Quality
Assurance, The Concise Guide of ITIL, and Freelancing. While features consist of IT Slang
1, Coronavirus COVID-19, Epidemic, Viruses, and Pandemics, Making Career in
Accounting, Restaurant Menus and Taking Orders, and Job Interviews. In other words, the
features represent the additional materials. Each material provides vocabularies used
commonly with meanings. The reading section is integrated with the listening section, in
Zulfa, P. F., How does the English4IT Platform Provide English Materials for Computer Science Learners? | 39

which the audio is available to support the activities. Then, there is a quiz according to the
audio. The audio file (MP3) also helps learners to learn the pronunciation, although they do it
at home (without an English teacher) (Kobis & Tomatala, 2019).
Besides, in the last material, there are basic activities (computer-graded) and advanced
activities (teacher-graded) which can be used, such as reading comprehension, multiple-
choice exercises, listening comprehension, writing activity, and speaking activity. The rich
vocabularies offered in this platform make learners find it easy to memorize the vocabulary
related to their major. Eventually, the learners will be familiar with the words they have just
heard once when learning using it. It is what this platform also emphasizes.

The Strengths of English4IT

Every learning medium has strengths and weaknesses. The strengths of this platform
lay in the flexibility in which it can be used anytime and anywhere using desktops, tablets,
and mobile phones. It gives more value to the users with various matters to learn English
from IT literature. Then, the features like vocabulary, reading comprehension, and the
activities also can be the references for supporting the learning process. The educators can
retrieve the vocabulary and other materials from this platform and use them for the
examination. Besides, there is a feature for developing a class community where they can
post important updates, PDFs, MP3s, and images for discussion. In addition, this English4IT
provides a forum for discussion that teachers and learners can use to fulfill the tasks (Kobis &
Tomatala, 2019).
To help improve learners’ English skills, this platform has provided four main English
skills added to the vocabulary. With the educators’ help, the learners are asked to complete
some activities. To learn vocabulary, they have to click the button to recognize and listen to
the meaning of words related to IT. This activity makes students have richer vocabularies
than before. The reading skill is integrated with the listening skill in which there are
recordings of short texts or dialogues supported by subtitles. Therefore, here the learners will
find it easy to study the two of them. Besides, to learn speaking skills, the learners will be
given five sentences, and they have to record and upload them on YouTube or Google Drive
by putting the link in the available box. Then, in writing skills, the learners are asked to
review the reading activity and choose one of the available questions to answer using their
writing. By doing this, the learners will explore their English writing skills without feeling
doubt about making mistakes and errors since they conceal what they think and experience.
40 | ELE Reviews: English Language Education Reviews, 2(1), 28-46, May 2022

The contents inside this platform have been developed year by year. In 2016-2017, as
written in a manual book compiled by Prokopyuk & Shpudeiko (2016), the materials covered
‘What is Computer?’, ‘Introduction to Computers’, ‘Computer Applications’, ‘Types of
Computers’, ‘Parts of Digital Computer System’, ‘Input Devices’, ‘Memory-Storage
Devices’, ‘Output Devices’, ‘Software’, ‘Programming’, ‘Programming Languages’, ‘The
Internet and the World Wide Web’, ‘Careers in the Computer Field’, ‘History of the
Computer’, ‘Computer Generations’ and ‘Virtual Reality’. The possibility of developing the
materials considered the recent phenomena and current IT advancements. It can be seen in
the recent materials in which the creator put the topic of Coronavirus COVID-19, Epidemic,
Viruses, and Pandemics.
Further, based on the interview result in Kobis & Tomatala’s paper (2019), one of the
learners appreciated using this platform since it could help him do other IT course
assignments. On this platform, there was People in the IT unit consisting the materials about
IT experts and scientists. He mentioned that there was a course, namely Introduction to
Information Technology, and he was given the assignment to make a list of people who work
in IT to adopt the answers from this platform.

The Weakness of English4IT

Unfortunately, this platform is not only free. The limited features will be acquired when
the user chooses a free price, although there is a free trial at a certain time. For example, there
are just 4-5 words available if the free trial time runs out in the vocabulary feature. In
addition to the features, free views for reading comprehension are also limited. The user will
be given the caution like “Sorry, but your free views have run out!” and they just allow
access to a limited number of content views per month. It means the more the user pays, the
more they will get.
This weakness implies further consequences for its users. While they find it very
beneficial to assist English learning, they unfortunately only can access a few materials. It
makes the learning incomplete unless the school or the English teachers give financial
support for the subscription. In the Indonesian context, in which the economic status of
Indonesian students is varied from lower to higher levels, it doesn’t support equality for all
computer sciences learners.
Zulfa, P. F., How does the English4IT Platform Provide English Materials for Computer Science Learners? | 41

How to use English4IT?

The users actually do not need to sign up and log in for the free system. They can use it
by choosing the materials which will be learned or used for references. On the other hand, the
user has to sign up and create an account for the paid version. The user can click ‘sign up
free’ for the free trial and complete the form by choosing whether it is for a learner account or
a teacher account. Besides, the name (first and last name), email address, and password are
needed to be completed. After the user signs up successfully, there are five choice buttons:
dashboard, my classrooms, pricing, contact us, and my account.
In the dashboard button, the user will come to the choice of the course. When clicking
the ‘English4IT’, the user will come to the classroom manager (for teachers) with the choices
such as class settings, learners, class wall, grade activities, and certificate. This platform
provides the identity in class settings, such as class name, description, and the class key.
While in class, it contains the instructions to populate the class. The class wall contains a
forum where the teacher can post the material to discuss with the learners. Grade activities
accommodate the learners’ results after completing activities by email. The last one is a
certificate which provides the award of the learners’ achievement and for the teacher who has
facilitated and guided the class.
The user who clicks the pricing button will find the shop on this platform. This
platform provides full access by paying monthly and yearly. For the basic level, the user must
pay $20 per month, $42 per month for the advanced level, and $79 per month for the pro+
level. This platform provides 40 learner seats with two classrooms at the basic level. The
advanced level includes 100 learner seats, five classes, and all basic features, while the pro+
one includes 200 learner seats, ten classrooms, and all basic & advanced features.
This platform is for both educators and learners. It accommodates the simple way to be
used and implemented as the medium for learning English in certain majors. The educators
have to understand and explain how to use this platform in simple words to the learners. This
platform is like other English courses providing the materials and activities to reinforce
learners’ knowledge and improve their learning achievement. Moreover, the materials and
activities inside this platform can be done anytime and anywhere by using some media, such
as laptops, smartphones, tablets, etc.
42 | ELE Reviews: English Language Education Reviews, 2(1), 28-46, May 2022

English Learning Design Using English4IT

In each meeting, there are new materials to be discussed. In each material, there will be
new vocabulary, new skills to be mastered, and also the activities made by the educators. The
vocabularies are equipped with meanings. The learners with basic grades can choose
receptive skills like listening and reading to build their knowledge of either English or IT.
The following are examples of the use of the English4IT platform for teaching English in
computer science classes.

Table 1. The examples of learning design using English4IT for computer science students
No. Material Vocabularies used Activities
Inside a computer (this material
Hard disk drive (a
tells about what is inside a Pronouncing the word ‘hard
storage device using
1. computer, such as units in a disk’ and matching the word
rotating magnetic
computer, arithmetic logic unit, with the meaning in a different
platters to store and
memory unit, control unit, and column.
retrieve data).
input/output unit).

Software and operating system

(this material tells about the Bug (an error or glitch
Giving the text content about
most common software and in a computer program
2. new software related to the
operating system used by our caused by a
current phenomenon.
computers, such as Windows, programmer’s mistake).
Linux, iOS, etc.).

Bash (a command
Providing the words to be
Programming languages (this language written by
matched with the meanings
material tells the programming Brian Fox and used to
3. which contain various
languages used in computers, administer Linux and
programming languages
such as C, C++, Pascal, etc.). other Unix-like
(GO/Golang).
systems).

Introduction to the computer Spelling the words related to

Computer (an
(this material tells about what a the computer, pronouncing the
electronic, digital
4. computer is, who invented the meaning, and selecting the
device that stores and
computer, and the types of the definition of the word or
processes information).
computer). phrase related to the computer.

The materials have been provided on this platform, and the educators adjust them with
the syllabus, either given by the college or self-created. The vocabularies are adopted to
enrich the learners’ vocabularies. The activities depend on the learners’ authority. However,
this platform also has provided many activities, including pronunciation, reading, listening
comprehension, speaking and writing activities, filling the gaps, etc. The educators can
choose suitable for learners’ needs to learn. Teaching English for computer science is
different from other majors or even general English majors. Here, if the college/school has
given the educators the syllabus, it will be easier to determine the materials that will be
Zulfa, P. F., How does the English4IT Platform Provide English Materials for Computer Science Learners? | 43

learned. English4IT provides various materials to support the learners in learning English,
suitable to the syllabus. Here is the illustration.

In today’s lesson, they will learn about “Introduction to Software”. Both educators
and learners use English4IT and log in. The activities have been available here, and
the educators explain how to do them briefly. There are vocabulary activities
(containing 15 words in each of this menu, learners have to learn it and press the
‘Mark Complete’ button to continue); reading activities plus questions (containing the
audio recording and the text, then the learners have to answer the questions
afterward); multiple-choice (containing some words with the meanings and learners
must choose the best meaning); listening comprehension (containing the pronounced
words that have to be spelled); spelling and recognition (containing the terms that
must be corrected); speaking activities (containing five sentences where the learners
must listen and practice); and the last one is writing activities (containing some
questions to be answered as a review from the learners after using this platform in the
written form using their own words).

In the previous studies that have been explained above, English4IT is not only used
online. The educators can also use it by adopting the materials from this platform and
adjusting the syllabus. Further, the educators can choose the vocabularies suitable to the
materials and create the activities suitable to the learners’ needs. Furthermore, as illustrated
above, the writing activity has a role in reinforcing the grammatical structure, enhancing
learners’ vocabularies, and assisting other language skills (Kellogg, 2008). The learners can
learn how to construct the sentences, and the educators take a role in correcting and giving
feedback for the sake of the learners’ improvement.
The reading comprehension skill also ignites the learners to search the information in
the text implicitly and explicitly and trains their critical thinking skills. Here is the
illustration.

The lesson that will be learned is about programming languages. The educators adopt
some vocabularies from this platform, for example, bash. This word can also be added
with the meaning related to IT particular vocabulary list. Then, for the learning
activity, the educators can provide some words to match the meanings in the different
columns. Here, students will search for the matched ones and enhance their IT
particular vocabulary list using English.

Recommendations and Suggestions for Successful English4IT Platform Use

Recommendations are given for successful English4IT platform use in the learning
process. First, as the English4IT platform can help learners do other IT courses assignments
44 | ELE Reviews: English Language Education Reviews, 2(1), 28-46, May 2022

as the interview result on Kobis & Tomatala’s (2019) paper, the educators could combine
English materials with the IT course materials to enrich the learners’ insight. Second, the
institutions and educators could consider facilitating comprehensive learning by paying every
month to get complete features used with the learners. Third, the educators should create
technology-integrated lesson plans and materials using this platform’s assistance. The
educators need to promote learner-centered more than the conventional ones, whether
teacher-centered or one-way instruction (Gilakjani, 2017).
By investigating and describing the English4IT platform in detail, supported by strong
evidence by providing a previous study with a satisfying result, it is suggested that educators
who teach English for computer science use this platform to support the English learning
process. At least, the educators can use it for trial before using the paid one and experience
the difference between the two versions. Moreover, educators can invite the learners to join
the discussion forum to complete and fulfill the tasks together. These learning activities could
improve learners’ competence and motivation to join English classes through new learning
experiences.

CONCLUSIONS
In conclusion, the important issues dealing with using the English4IT platform to
support learners of computer science majors in learning English have been investigated and
described. It indicates that the features (including materials), tasks, and activities provide
references for English educators. English educators can interact with the students as creators,
controllers, facilitators, and feedback givers. The contents and features in this platform assist
the students in learning English in a new way, either guided by the teachers or autonomously.
In addition, the learners can measure their abilities themselves. The previous study reported
high satisfaction with utilizing this platform to improve their skills and learning motivation.
The recommendations for the educators and learners in using this platform are to
integrate both English and IT materials, facilitate subscription, and promote learner-centered
learning without losing the educators’ roles to monitor, correct, give feedback and motivate
the students. Further studies may investigate the effectiveness of this platform with different
research designs.
Zulfa, P. F., How does the English4IT Platform Provide English Materials for Computer Science Learners? | 45

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