Barriers to Technology Integration in Teaching English as a Second Language among English Educators in Pakistan (original) (raw)
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The abundance of technology in recent years has contributed to development in the societies, industries, and education. It is proven from the current trend of technology such as the emergence and rise of smart phones, tablets, laptops and wireless internet connection that the present and future world will be heralded by technology. The integration of technology into the teaching and learning process is idealistic with the existence of vast information and multimedia on the internet and innovative inventions of devices that serve as great assistance. However, the available technology has not been put to good use in the English language teaching and learning classroom for some reasons, especially in developing countries like Malaysia. Thus, this research is conducted to determine the hindrances faced by the education community in Malaysia. The current qualitative research involved seven individuals who discussed issues relating to the hindrances of technology integration in English language teaching and learning. This paper presents the results of the discussion and provides suggestions on some possible solutions to the identified obstacles faced by the education community in using technology in a more efficient and resourceful manner for the teaching and learning development.
International Journal of Advanced Science and Technology, 2020
This study is based on the ICT utilization in English language teaching and targets classroom activities particularly in the teaching of English as a second language in Pakistan. For this purpose, the literature reviewed is based in the previous twenty years working and implementations of ICTs are widely utilized and considered a pivotal instrument in language teaching around the globe. This paper deals with the development and implementation of the ICTs in classrooms to enhance the impact of teaching and learning among learners and the trainers as elementary school level. This study has been conducted in six elementary schools and their selected twenty-six English teachers and students. A mixed method of qualitative and quantitative has been adopted along interviews and questionnaire techniques for data collection. However, the major focus of this research as on elementary school teachers and their performance with and without ICTs are measured and the figures 1, 2, 3 shows that the teachers are delighted and enjoyed the classroom lessons while using the ICT tools and without the use of these tools they feel not fully satisfied with their teaching and proper delivering of lessons.
Integrating Teaching Technology In Pakistani Language Classrooms
Library Progress International, 2024
The educational sector is facing increasing pressure from technological advancements. Technology has become an essential tool for successful language acquisition in many parts of the world. Although Pakistani education policymakers have highlighted the potential benefits of computers and internet technology, several experts have pointed out that a teacher's attitude plays a significant role in how successfully educational Technology is used. Teachers have the last say on whether or not to use these technologies and how to use them in the teaching process. This study aimed to determine how energized and prepared English language educators in DG Khan, Pakistan, are related to integrating Innovation into their teaching techniques in auxiliary and secondary schools. Twelve current English language educators took part in this paper. Unstructured interviews were utilized to accumulate the information. Three main topics have emerged from the interviews: (a) technology comprehension, (b) variety of Technology, and (c) cultural and traditional approaches to training and education. The participants expressed dissatisfaction with the inadequate budget, limited availability of Technology in educational establishments, and insufficient training to utilize Technology effectively. Nevertheless, all participants were willing to use Technology to teach English as a second language. In its conclusion, the report makes significant recommendations, implications, suggestions for future research, and advice for education officials. Even though the study was carried out in Pakistan, the conclusions and suggestions can be used in various educational settings within various territorial context.
Exploring the Integration of Technology in English Language Teaching: A Research Study
JUPE 2, 2024
Exploring the Integration of Technology in English Language Teaching: A Research Study, investigates the multifaceted relationship between technology and English language instruction. This mixed-methods study delves into English language teachers' attitudes, practices, challenges, and aspirations regarding technology integration. A combination of quantitative surveys and qualitative interviews, the study examines the perceptions and experiences of educators at varying levels of technology integration proficiency. Quantitative analyses reveal mean scores and frequencies across dimensions such as technology's role, integration challenges, perceived benefits, and impact on student engagement and learning outcomes. Qualitative provides depth and context, elucidating individual experiences, strategies, and visions for the future. Convergence and divergence between quantitative data and qualitative narratives offer nuanced understandings of technology integration in language education. The participants are 112 secondary school teachers from Kota Tangerang, Indonesia, selected randomly to ensure a diverse sample representing different levels of technology integration. Findings indicate a generally positive attitude towards technology integration among participants, tempered by challenges such as technical proficiency, resource accessibility, and pedagogical alignment. Despite obstacles, the teachers express a collective vision for technology's transformative potential in language teaching, advocating for innovation, equity, and student-centered learning. The study contributes to the ongoing discourse on technology integration in language education, offering insights for policymakers, practitioners, and researchers striving to harness the benefits of technology for enhanced language learning experiences.
Technology integration in English language teaching and learning: Benefits and challenges
Cogent Education, 2023
The aim of the paper is gathering evidence of the series of benefits of technology integration in English language teaching and learning, if there are so, what obstacles and challenges emerge and how they are overcome. This study investigates series of experiences, benefits of integrating technology in English Language learning in Indonesia. Moreover, this work explains what challenges that need to be overcome in integrating technology in language learning. Data is obtained through interview technique. This study employs qualitative analysis in order to obtain information about what experiences, benefits and challenges in using technology in language learning. This study involves seven participants. The results show that some benefits of integrating technology in English language learning are learners can do some coding, practice online quizzes or tests, improve speed of answering questions, improve scores in English tests, learn another foreign language, do some collaborative learning, encourage independent learning, have opportunities to write, speak, listen, and read in English, do online learning, get online references, use of multiple computer application, obtain the latest information, translate, have opportunities to use multi-media presentation as well as demonstrate new method of teaching. Some challenges in technology integration are type of technology used, the rapid changes of technology development, the number of classes taught, class size, cost, time, age, lecturers' workload, ability to use technology as well as availability the technology to use.
Pakistan Journal of Humanities and Social Sciences
This empirical study aimed to investigate Pakistani ESL teachers' knowledge and their attitudes towards information and communication technology (ICT) integration in language classes. This study was descriptive and exploratory in nature. Mixed method of research was used to guarantee triangulation, including questionnaire and a semi-structured, face-to-face interview. Cronbach’s alpha (?) was implemented to check the reliability of the questionnaire, and a pilot study was conducted to evaluate the validity of the research questions. The teachers who have been teaching Graduate-level courses were included as the population of research. Data analyzed through SPSS indicated that 78.3% teachers were more comfortable with ICT as compared to traditional teaching methods. According to 71.7% of them, ICT works like a catalyst and speeds up the teaching learning process (TLP) and enhance learners’ level of interest. Their knowledge of technology, however, directly correlates with their p...
Teachers’ Perceptions Toward Technology Integration into the Language Teaching Practices
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Students’ experiences in language classes are no longer limited to the textbooks and other materials that are available in their immediate environment. Technology, as a tool, has broadened the scope of language teaching and learning. Therefore, technology integration in the classroom has become an important aspect of successful language teaching. This study investigates the perceptions of language teachers toward technology integration in language teaching and identifies the factors that are either promoting or demoting this process. Questionnaires and semi-structured interviews were employed to collect the data. There were 171 participants from 51 different countries who completed the online questionnaire. 6 of these participants were selected for the semi-structured interviews. Results obtained from both qualitative and quantitative data revealed the teachers’ perception toward technology integration, how it enhances the EFL teaching practices, and the kinds of contribution and be...
Integration of ICT in language teaching: Challenges and barriers
The use of information and communications technology (ICT) in education is a relatively new phenomenon and it has been the educational researchers' focus of attention for more than two decades. Educators and researchers examine the challenges of using ICT and think of new ways to integrate ICT into the curriculum. However, there are some barriers for the teachers that prevent them to use ICT in the classroom and develop supporting materials through ICT. The purpose of this study is to examine the high school English teachers’ perceptions of the factors discouraging teachers to use ICT in the classroom. To this end, 30 high school English teachers were selected from the five main educational districts in the city of Isfahan, Iran, to respond to a validated questionnaire. Stratified random sampling was used to select equal number of respondents from each educational district. The analysis of the data revealed that insufficient technical supports at schools and little access to Internet and ICT prevent teachers to use ICT in the classroom. Moreover, shortage of class time was another important discouraging factor for the teachers to integrate ICT into the curriculum.
PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL, 2023
This study highlighted the level of teachers’ ICT integration in teaching and learning English. This determined the English teachers’ attitude towards ICT integration. The study was anchored on Davis’s Technology Acceptance Model which originated from Ajzen & Fishbein’s Theory of Reasoned Action. Moreover, the descriptive research method was used in this study, involving a purposive random sampling method in obtaining data from respondents. Teachers were profiled, details and results were enumerated. Several findings were made about the English teachers, that there is no significant difference in the ICT integration in teaching and learning when grouped according to their highest educational attainment; there is no significant difference in the ICT integration in teaching and learning when grouped according to teachers’ seminars/trainings in ICT; there is no significant difference in the ICT integration in teaching and learning when grouped according to perceived usefulness of ICT i...
Integrating Technology in English Language Teaching: Global Experiences and Lessons for Indonesia
International Journal of English Linguistics, 2018
The integration of Information and Communication Technology (ICT) in English language educational settings often improves teaching and learning (Tinio, 2016). English language teaching and technology have been seen as interesting new research era. This article reviewed studies on ICT integration in teaching from ten different countries. The aim of this review is to analyze cross cultural findings in order to determine what factors might be best applied to the Indonesia situation to improve English language learning and teaching as well as types of technology might be best adopted for ELT improvement. The articles for the study were found through internet search engine, Google scholar and ERIC in the area of technology integration and technology tools in English language teaching. Thus, the data taken is carefully investigated using inclusion and exclusion criteria. The result of analysis showed that the integration of technology in teaching can improve the experience for students and teachers and improve learning for students.