Information & Communication Technology (ICTS), ELS English, Attitude towards Learning & Studying English Language, Perception towards the use of Information & Communication Technology for Teaching English. (original) (raw)
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VFAST Transactions on Education and Social Sciences, 2023
In the modern world of innovativeness, ICT has a keen importance in the educational field. The study dealt with the perception of teachers about ICT for teaching the English language at the secondary school level in Faisalabad. The rationale of the study was based on the objectives of understanding the perceptions of teachers about the usage of ICT and how learners perceive the incorporation of ICT in education. ICT is not confined to a set of new technologies used in EFL classrooms; rather, it has innovated new pedagogical approaches to both teaching and learning in EFL settings. The research was conducted to assess the impact of ICT technology in EFL classrooms, how it was helpful for the learning and teaching process and the way it innovated pedagogical approaches. The study dealt with perceptions about the incorporation of ICT due to the current progressive era. This study examined the aspects of the incorporation of ICT and the attitudes of learners and teachers toward ICT. Twenty-five English teachers participated in the research, and a survey questionnaire was completed by using Google Forms. SPSS along with Microsoft Excel was used to analyse the data. The outcomes of the study revealed positive attitudes of teachers towards the usage of ICT.
The purpose of this study is to investigate the role of information and communication technology (ICT) in developing English language teaching (ELT) and to examine teachers' perceptions on how teaching and learning processes can be improved through the use of ICT, and how technology can enhanced teaching practices in the classrooms and ; what are the barriers that hinder their success using of these instructional technology in their teaching process and to assess their level of readiness towards the technology, A descriptive research methodology was applied in this study. A questionnaire and interview techniques were used to collect the data from 100 English language teachers from Saudi universities who were carefully chosen; statistical package for social sciences (SPSS) was used to analyze the questionnaire data, while interviewee data were thematically analyzed to obtain the results. The analysis of the data revealed that ICT plays important roles in teaching process and provides the following benefits: valuable teaching resources, as tools for teaching purposes, reduces teaching anxiety, help in follow-up their student activities, help in classes' management and reduces time and efforts. Moreover, participants expressed their interest and willingness to use ICT in their teaching process and they revealed that they possess sufficient ICT skills to confidently carry out ICT integrated activities in their classes. However, the large number of students in the classroom and lack of ICT related training and workshops were the most important obstacles that hinder teachers from integrating ICT in their teaching practices.
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The pedagogies of English teaching are rapidly changing due to the advancement of information and communication technology (ICT). According to curriculum 2013, ICT is an essential component that should be integrated into each subject including English. It can be expected that it is essential for the teacher to use ICT in the teaching and learning process in order to help students to achieve a high quality of English subjects. To know the ICT role in the classroom so that this study was conducted to investigate senior high school students’ perceptions toward ICT usage in the EFL classroom. There are two students from the public school participated in Surakarta. This research design was a qualitative method with a case study approach to determine students’ perceptions and their experience in using ICT. Semi-structured interviews were used for data collection. The result indicated that the students perceived ICT usage and perceived access to ICT. Although the students use ICT and acces...
Information and Communication Technology (ICT) is effecting changes in everyday activities and in the way teaching and learning is carried out. That is, they are gradually making in-roads into the Nigerian education sector regardless of issues such as availability, accessibility, untrained personnel and cost among others. Students of this age are ‘wired’. They are growing up with technology and many can easily maneuver through the intricacies of technological gadgets. For teachers, who are mostly computer illiterates to keep up with them, they need to develop skills which would enable them teach English language with innovative technological techniques to meet the demand of a changing world. Teachers should therefore be ready to in addition to the traditional teaching strategies adopt and use available technological aids. This paper aimed at how technology might be used to facilitate English language teaching and learning and teachers’ readiness to use them. The paper concludes by recommending among other that there should be adequate provision of ICT facilities, training and re-training of teachers with ICT courses inculcated into teacher training programmes.
International Journal of Advanced Science and Technology, 2020
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Technology has impacted the learning approaches and vice-versa with an aim to improve the standards of language teaching/learning process. The present study focuses on teachers' preferences and use of technology in their language classrooms. A survey was conducted to seek opinion of EFL teachers both male and female at the English language center on technology-related competencies. The survey comprised four domains: planning and preparation, classroom management, instruction, and professional responsibilities (Danielson, 2007).The questionnaire was distributed to 100 English language teachers (50 males and 50 females) at Taif University English Language Centre. The responses revealed that most of the teachers thought aware of the technology and its uses in education don't integrate technology in their teaching at planning and preparation stage. They use the available technological gadget in the classroom to exploit some of the activities. They must use the university LMS for uploading certain activities and assessment otherwise they hesitate to design technology-based activities for English language learners. They and the students need training in integrating technology with teaching and learning process.
Information and communication technology has been considered as potentially powerful enabling devices for educational transfer and reform. Owing to the important role of technology in today's life in general and in education in particular, this case study focused on identifying the factors that facilitate or impede adoption of the use of information and communication technology in class, and English teachers' attitudes and beliefs about the use of technology in the teaching process. To this end, a thirty-item questionnaire was adapted, piloted, validated, and distributed among 42 English teachers at the Foundation Institute of the University of Nizwa in Oman. The questionnaire asked about teachers' general attitudes towards information and communication technology, as well as their individual use of information and communication technology in class. Data analysis reveals that, in general, teachers have positive attitudes toward using information and communication technology, and, according to them, negative attitudes can be mainly caused by technology malfunctioning. No relationship between teachers' experience and their use of information and communication technology is identified, as well as teachers' eagerness to receive more training in information and communication technology.
International Journal of Language Teaching and Education, 2018
This research was done in order to know students‘ perception toward integrating ICT in English Language Learning and also to find out problem that may faced by students during the ICT integration. This research used quantitative method in order to describe students‘ perception toward the use of ICT in ELL. This research involved English students from a state university in Jambi province as the respondents. The data were collected by using questionnaires adapted from Chutopama (2004). The questionnaires consisted of items related to the use of ICT for their learning, their reason(s) of using ICT, as well as the problem(s) encountered through the use of ICT for the learning. After that, the data were analyzed by using SPSS 16 that pointed at a point in which the students agreed that ICT is beneficial for their learning process, especially in terms of accessing information for learning. Nevertheless, employing ICT in learning needs to be supported by sufficient equipment, and needs to ...
The Investigation of Instructors' Views on Using Technology in English Language Teaching
Technology enhanced education, provided many opportunities in language learning. The main purpose of this study is to investigate instructors' views and perspectives on using technology in English Language Teaching. This study was designed within a phenomenological framework. The experiences of four English Language instructors at different universities in Turkey during the using of technology into language classroom practice were studied through a qualitative in-depth interview. These instructors were selected based on maximum variation sampling method. A semi-structured interview schedule was designed by the researcher to determine how instructors perceive using technology and implement it in the classroom. A qualitative content analysis approach was used to analyse the data obtained. The descriptive qualitative analysis resulted in five themes. The main themes were the institution's view of technology, students' and instructors' background knowledge of technology, technological equipment used, information and communication technologies and professional experience. The results showed that widespread use of technology in language teaching is one of the necessities which our constantly developing world presents us.