Raju Yonjan Date: 26 December 2020
B. Ed 4th year
Tribhuwan University
Siddhajyoti Education Campus
Use of Information and Communication Technology in teaching English
Abstract
Information and
Communication Technology is a daily using material across the globe nowadays.
It has been felt that it should be included in Education field. So, Across the
globe, governments of different countries have recognized the importance and
value of digital technologies in language learning. This article is based on
the use of Information and Communication Technology (ICT) by Secondary Level
English Teacher in teaching English. The purpose of this study is to: a) identify
the perception of the Secondary level English on the use of ICTs, b) find out
the practice of the use of ICT tools in ELT classroom, and c) recognize the
types of using ICTs in the ELT classroom. It is a quantitative research that
follows a quantitative research design which implied survey method and a
questionnaire as a Data collection tool. In fact, this paper has identified the
actual plight of English Teachers on use of ICT tools in 2 municipalities and 7
rural municipalities of Sindhuli districts; very less English Teacher are
seemed to have been used ICT tools in teaching English and maximum are not
compatible with the instruments which are vividly attested in the table and
figure down in chapter four, which has found the fact that English teachers
have lacked Technological Knowledge (TK) and Technological Pedagogical Content
Knowledge (TPACK). This paper will assist at School Management Committee and
can draw an attention of headmasters of schools. Similarly, aid teachers to
provoke themselves to update on new devices and integrated it into their
pedagogy. Particularly, it evokes Local Level Government to amplify Digital
Literacy in the teachers of their area to uplift the quality and systematic
education.
Keywords:
ICT tools, TK and TPACK, Multimedia, Digital Literacy
INTRODUCTION
1.1.
Information
and communication Technology (ICT) has grown up as a new issue in Nepal. It is
an extensional term for information technology that stresses the role of
unified communications and the integration of telecommunications (telephone
lines and wireless signals) and computer, as well as necessary enterprise
software, middleware, storage and audiovisual system that enable users to
access, store, transmit and manipulate information. In addition to, information
is a message about something such as events, any accidents and current affairs.
Similarly, communication is a process of exchanging views, ideas, opinion and
emotion among the people around the world. Webster (2010) states that communication is a process by
which information is exchanged between individuals through a common system of
symbols, signs, or behavior. In the same way, technology is the sum of
techniques, skills, intellect and method.
Today, development in ICT has become
an integral part of our personal and social lives and it influences our
professional career as well. With this reference, Gholami et al.(2010) found that investigation in
ICT, education, economic and economic literacy can play a significant role in
equalizing opportunities for marginalized groups and communities.
Technology-Enhanced Language Learning (TELL) as the name suggests, is the use
of technologies in service of learning. The implementation of technological
resources is straightly related to the way teachers perceive their use and
functionality (Yunus, 2007)
English
language learning and teaching methodologies undergone many changes over the
last four decades: moving from a traditional grammar-translation method to more
student centered methods such as Total Physical Response, Communicative
Language Teaching (CLT) and Task-Based Learning (TBL) which are more popular
among language teachers (Richards &Rodgers, 2001). As the recent
innovations, Mobile Assisted Language Learning (MAAL), Computer Assisted
Language Learning (CALL), Technology Enhanced Language Learning (TELL) and
E-learning have been increasingly used in English language classroom (Holmes
& Gardner, 2016).
Technology
has created opportunities and challenges to the teachers and learners to a
great extent. A recent surge in the use of information and communication
technology (ICT) is having an impact on how English and other languages are
taught and learned (Warschauer & Ware, 2008; White, 2003). The value of ICTs for
language learning is widely accepted, albeit in some cases with caution
(Warschauer& Ware, 2008). In the context of developing countries, ICTs are
often seen as an empowering tool which provides people with access to
opportunities and choices that were hitherto not available, however e-devices
for English language teaching and learning are still an emerging field in
developing countries (Duff, 2015).
Teachers
in the 21st century must have to integrate technologies to
teach languages effectively in the classroom. In technology integrated
instruction, teachers and students make use of e-devices. E-devices are those
devices which accomplish their purpose electronically. ICT can be
seen as empowering tools which provide people with access to opportunities and
choices for grammar exercises and activities. Technology is a way in which
people use the ideas of science to make their task easier, faster and available
(James, 2015, p.36). Nowadays, some modern electronic devices such as computer,
television, overhead projector, mobile phone, multimedia and web based
applications have vital roles in language teaching because they help to teach
language more effectively and appropriately. It is claimed that most of the
teachers in urban areas have been using various technologies in the
classroom(Ulbricht, 2016).We can see the growing tendency of using ICT in
language teaching and learning with the help of e-devices. It can be taken as a
positive signal towards e-learning. However, there exist many problems in doing
so. The problems are related to our attitude in the use, challenges we have to
face while going through them in the classes and the strategies to be chosen
for their effective uses (Walsh, Shrestha &Hodges, 2011).
Different
types of technologies and electronic devices are applied in the field of ELT
that help language teachers to make their professional life easy. Karries
(2008, p.32), states that the major impact of the recent developments in the
teaching of foreign languages can be seen in terms of a learner centered,
motivation-based and activity oriented approach to language teaching supported
by television, radio, and audio-visual aids. Technology in the classroom is a
double-edged sword. Engaging modern students into the so-called ‘digital
natives’, for whom smart phones and social media are the way of life is a dire
need of the day. So, the educators feel that they must integrate digital
teaching strategies. At the same time, many of the modern electronic devices
and software are introduced into the classroom to learn language more
effectively. In this regard, Dash and Dash (2007, pp.32-33) view, “the
electronic media can now bring real English to all our schools, however remote,
if we provide them with the channels of distribution, students will learn real
English in school with much greater ease and eagerness through radio,
television and other electronic devices”.
1.2.
Statement of the Problem
I
saw computer for the first time when I was reading in class 8. It was new
material for me. I operated knowingly and unknowingly. Later, when I reached
class 10, I dreamt to do something different in computer area. I passed SLC.
Unfortunately, I could not go for it. Later, I completed I. Ed with Major
English in Education Faculty. Then, I started teaching English at Lower
Secondary School in Samaya Pathshala. I felt that they felt boring with the
traditional teaching methods that I used. I later started using ICT tools such
as Wi-Fi, mobile as per need with my lessons to teach them. I found that more excitement
in them and smooth learning and also, effective in teaching English. Moreover,
it assisted me to show something immediately with the help of internet. and
then I thought that it might be the best way of teaching for the students. It helps in profusion when you want to impart
knowledge to the students. Then, why do not you use it. This is why I sought to
research in use of ICTs and perception of Secondary Level English Teacher in
Sindhuli district.
1.3.
Research Questions
The following research questions guided this study:
a. How
do the English Teachers perceive the use of ICT in teaching English?
b. How
do the English Teachers practice the use ICT tools in ELT classroom?
c. What
types of ICT devices are used by the secondary level English Teachers?
1.4.
Objectives of the Study
The objectives of the study were followings:
a. To
identify the perception of the Secondary level English on the use of ICTs.
b. To
find out the practice of the use of ICT tools in ELT classroom.
c. To
recognize the types of using ICTs in the ELT classroom
1.5.
Significance of the Study
Research is a process of finding and
searching something again and again until the possible answer that is found.
Every research carries its own significance in its own way. It is significance
to the students who are going to find out research gap, the teachers to expose
some general ideas to their students and some private organizations after
looking this report. As the study provides information about using of ICT in
the ELT classroom, it encourages the English Teacher to adopt training on
Information and communication technology for setting up the ELT classroom
effective and efficient, and also.
1.6.
Delimitation of the Study
The
study limited in the following ways:
a.
The study
will be delimited to selected English teacher of Secondary Level of community
schools.
b.
The
findings will be based on the statistical analysis of collected data.
c.
It will
attempt to determine English Teachers' skills, knowledge and perception on the
use of ICTs in teaching English and its practices in ELT classroom.
d.
The
reliability of the facts will be depended on the honesty of respondents.
e.
The data
pertaining to the study will be collected through the questionnaire:
closed-ended questionnaire.
f. The study will be limited within Sindhuli district.
REVIEW OF RELATED LITERATURE
2.1.
Review
of Theoretical Literature
Literature
review is a process of reading and reviewing the previously searched researches
in reference to the topic that current researcher wants to conduct. It is significant
part of the research. As many as we review the literature, that many we get
idea to make our research genuine.
Historical
phase of ICT
The phrase "Information and
Communication Technology" has been used by researchers since the 1980s.
the abbreviation 'ICT' became popular after it was used in a report to the UK
government by Dennis Stevenson in the 1997 AD, and then in the revised National
Curriculum for England, Wales and Northern Ireland in 2000 AD. Computer
Technology was developed in 1820s. However, ICT is a new concept at present in
the universe. Of course, it is a new idea for Nepal as well. Technologies have
been innovated day to day, specifically to ease human lives in the world. The
effect of such technologies can be in a straight line seen and realize in the
advanced countries namely; USA, UK, Australia etc. They are invariably ahead of
unveiling and testing of recently discovered electronic devices. Once England
had examined the ICT in Education including it in the National Curriculum of
England. ICT was up to the date time concept. They included it in National
Curriculum of theirs, without making a proper policies and strategies, had not
given anticipated result, nonetheless negative connotations were seen in
profusion. Invading the word, ICT, the Ministry of Education of England was
more likely to use the word computing, which reflects the addition of Computer
programming into the curriculum. ICT is used in OECD as well for the purpose of
business among the countries in the earth. The United Nation Educational,
Scientific and Cultural Organization (UNESCO), a division of the United Nation,
has made integrating ICT into education part of its efforts to ensure equity
and access to education. The following taken directly from a UNESCO publication
on educational ICT, explains the organization's position on the initiative.
"Information and Communication
Technology can contribute to universal areas access to education, equity in
education, the delivery of quality learning and teaching, teachers'
professional development and more efficient education management, governance
and administration." Ifueko Omoiguiokauru (2011) states that ICT is the
digital processing and utilization of information by the use of electronic
computers. It comprises the storage, retrieval, conversion and transmission of
information.
ICT Is an umbrella term that
includes any communication device or application, encompassing, radio,
television, cell phones, computer and network hardware and software, satellite
systems and so on, as well as the various services and applications associated
with them, such as videoconferencing and distance learning. ICTs are often spoken
of in a particular context, such as ICTs in education, health care, or
libraries.
In addition to, ICT in short refers
the exchange of information through communication via electronic computers. ICT
in education is the mode of education that use information and communications
technology to support, enhance and optimize the delivery of information. ICTs
are making dynamic change in society. They are influencing all the aspects of
human life. The influences are felt more and more at school. Because ICTs provide
both students and teacher with more opportunities in adopting learning and
teaching to individual needs, society is, forcing schools aptly respond to this
technical innovation (Ratheeuwari,
2018).
Furthermore, ICTs is an original
concept and a weird also rather abstruse to implement in the first. But taking
the training of it, both teacher and students find interesting on it. Talking
to ICTs, it includes audio-visual instruments that is to say, students can
easily understand and set of their concept cleared via visual. From different
angles, ICT is seemed to be beneficial to the both teachers and students.
Importance
of ICT in Education
ICT plays a catalytic role in
enhancing learning in classroom. Similarly, it enhances scope of education by facilitating
mobile learning and inclusive education. It facilitates research and scholarly
communication. Impact of ICT and its potential for the education field is
manifold.
a. It
offers the wide variety of services.
b. It
is reliable and provides interactive learning experiences.
c. It
is flexible and provides comfortable learning
d. It
motivates student to learn.
e. It
facilitates communication and promotes creativity.
f.
It also provides access to the digital
library where information can be retrieved and stored beyond textbooks.
The use of ICT in education adds
value to teaching and learning, enhancing the effectiveness of learning. It
added a dimension to learning that was not previously available. After the
inception of ICT in schools, students found learning in a Technology-Enhanced
environment more stimulating and engaging than in a traditional classroom
environment. ICT can be used in various ways where it helps both teachers and
students to learn about their respective subject matters. With the reference to
it, Bhattacharjee and Deb(2005) states, "Teachers
are at the core of any living society. Technologies play an important role in
training programme of teachers. Students, " accesses knowledge and
information through Television, digital media, cable network, internet and
social media i.e. Facebook, Twitter, WhatsApp, Linked inn, Igo, Line, WeChat
etc. ICT is very important for preservice teacher education programme in the 21st
century. Without proper knowledge of ICT, teacher cannot perform in his/her
classroom and it could not be said to be a complete one"
On the other hand, students will
benefit from ICT integration where they are not bounded to the limited
curriculum and resources, instead hands-on activities in a technology-based
course is designed to help them to stimulate their understating about the
subject. It also helps teachers to design their lesson plans in an effective,
creative and interesting approach that would result in students' active
learning. Previous researches proved that use of ICT in teaching will enhance
the learning process and maximizes the student's abilities in active learning
Technology-based teaching and
learning can make many changes in school that requires proper planning and
policy making. Researchers and policy makers must both have the same insight
about the future plan. In this regard, Dudeney,
(2010) noted, "the national ICT polices can serve several crucial
functions. They provide a rationale, a set of goals and a vision of how
education systems run if ICT is integrated into teaching and learning process,
and they are beneficial to students, teacher and a general population of a
given country." Ministry of education in Malaysia has formulated three
main policies for ICT in Education. The first policy insists on all students
are given opportunity to use ICT. This is aimed to reduce the digital gap
amongst the schools. The second policy focuses on the role and function played
by ICT in Education. Besides that, another policy stressed on the use of ICT
for accessing, information, communication and as productivity tool (Chan, 2002).
Information
and Technology (ICTs) in Nepal
The concept of ICT in Education is
very recently discovered issues not only Nepal but around the globe. Being a
developing country, it is rather complicated agenda for Nepalese but it is
obligatory to get in. Implementing ICT in ELT classroom is one of the major
challenges for developing countries like Nepal. For, infrastructures are the
most important matter for the development of ICT. Nepal has three geographical
regions that carry different characteristics. Some of the areas in the regions
seem very impossible for it. (Sahay & Walsham, 2006) mentions the importance of the introduction of ICT
into education systems as it is linked to the pressure on societies and
economies to respond dynamically to globalization. ICTs are recognized to have
the potential to reduce barriers to education for many as they can provide the
underserved and geographically and culturally disadvantaged with access to
educational resources.
However, the interim Constitution of
Nepal (2007) considers education as a fundamental right of the people. Current
national plans on education also emphasize the importance of ICT. For example,
the School Sector Reform Plan (SSRP) (2009-2015) has identified some of the
strategies to ensure equitable access to education. The Ministry of Education
(MoE) has introduced various interventions in order to achieve the national
goal of compulsory education in Nepal. The MoE has considered the use of ICTs
in education as one of the strategies to achieve the broader goals of education
(ICT in the education Master Plan of Nepal 2013). The SSRP has envisioned implementing and
expanding the ICT assisted teaching and learning process in all schools. The
SSRP further argues that ICTs in education are an innovative and effective
teaching and learning tool. ICTs do not only help the urban area students; they
also help to remote area students through digital devices. The Government of
Nepal, through the National Curriculum Framework (NCF), has introduced ICT as a
subject as well as ICT as a tool for instruction throughout education. However, the School Leaving Certificate
(SLC) results showed that only 47 percent passed in 2011. The Ministry of Education formed a
commission, led by Mathema, to
find out the main reason for this poor result. A lack of subject teachers,
teaching and learning strategies, and teaching material seemed to be the main
cause. The Commission reported that more than 70percent of students failed in
English, and reported to do something to upgrade Nepal’s SLC educational
outcomes. Similarly, the Department of Education [DoE], (2011) conducted a
study with public school class 10 students which reported 60 percent of
students had very poor performance. Thus, it is necessary to conduct research
in the teaching and learning strategies to identify areas for improvements.
This present study investigates teachers’ perceptions and practices of
information and communication technologies (ICTs) in teaching English in public
schools in Nepal and suggests some implication of ICTs for ELT Classroom.
Historical
background of ICT in Nepal
The education system of Nepal has
also been influenced by the changes made by ICT in the global context. The
Government of Nepal, Ministry of Education, through National Curriculum
Framework (NCF), has introduced ICT as a subject as well as ICT as a tool for
instruction in school education. Some Universities/Colleges and schools have
already started ICT as a separate subject as well as ICT as a means of teaching
learning process. However, there is a need of streamlining these initiatives
into a broader national framework in order to ensure equitable access to and
quality of education.
Actually, Nepal has been starting
the ICT to process census data since 1992.
The Nepal government purchased the machine for further data processing
in the Bureau of Statistics and established a separate organization called
Electronic Data Processing Centre (EDPC) in 1995. After six years, the EDPC
converted into National Computer Centre (NCC).
Email and internet service were introduced in 1994 and 1995
respectively. Nepal's first Information Technology (IT) policy was announced in
2000(NPC, 2000). Recently, the Government of Nepal has formed a new body, High
Level Commission for Information Technology (HLCIT), which is playing the role
of facilitator between the private and public sector in the development of ICT
in Nepal. IT Policy 2000 and its proposed amendment, Electronic Transaction ACT
(ETA), establishment of IT Park etc. are some of the encouraging developments
(HLCIT, 2004).
The MoE has implemented the programs
related to ICT in Education such as the one Laptop per Child (OLPC) pilot
project in selected 26 schools of six districts (MoE, 2013). Similarly, Central
Level Agencies under the MoE, five Regional Directorates (REDs) and 75 District
Education Offices (DEO) have lunched web sites. The DoE, with the involvement
of some NGOs, has developed interactive digital learning materials for the
students of grades 2 to 6 in Nepali, Mathematics, English and Science
subjects. Under the matching grant schemes
(2010), the DoE provided 2 computers
and one printer to 3038 schools (DoE,
2010). Similarly, the DoE provided internet connectivity to 85 secondary
schools conducting distance education programmes (DoE, 2012). NGOs, trusts and individuals have provided computers
and other accessories to some schools and basic computers training to teachers
(ICT in Education Master Plan of Nepal, 2013).
During the fiscal year 2066/67 and 2067/68, the GoN has offered support
for ICT related infrastructure and internet connectivity to 785 schools.
Similarly, to improve educational management and delivery system, the MoE has
provided some additional ICT related equipment to all District Education
Offices and lunched website by each DEO.
The Importance of ICT in the ELT
classroom
ICTs
are generally accepted as a modern instrumental tool that enables the educators
to modify the teaching methods and techniques in order to increase the
students’ interest.Cavas et al. (2009)
investigated Turkish science teachers’ attitude towards ICT in education and found that Turkish
science teachers showed positive attitudes toward ICTs in education because
ICTs help them to teach any content more easily and effectively. They also
noticed teachers with previous training and prior experiences had more positive
attitudes towards ICTs in classroom learning. Similarly, Brordbar (2010) investigated the
Iranian English teachers’ attitude towards computer assisted language learning
in Iran. He found that majority of the Iranian English teachers have positive
attitudes toward ICT in Iranian School.
The ICTs ensure greater access to and participation in the means of
communication for all cultures and social groups. Thirdly, the ICTs base on
student-center learning which helps to make students more critical, analytical,
creative and productive.
Cahyani and Cahyono (2012)
investigated ICT practices and their attitudes towards ICT among 37 Indonesian
teachers teaching English as foreign language in different level. They believed
that use of ICTs in the class help students to learn English better. They argued that teachers did not use ICTs in
the class because of lack availability, exposure and training to devise
appropriate pedagogical model. Similarly, Kandasamy and Shah (2013) investigated knowledge, attitudes and
use of ICT among English as Second Language (ESL) teachers in Malaysia. They
concluded that ICTs as valuable learning tool, they believed that ICTs helped
students to understand concepts in more effective ways. This present study
investigates the use of the ICTs in the English language classroom and suggests
some implication of ICTs for English Language Teaching (ELT) classroom in
Nepal.
Very
recently, the influencing of classroom environments started to be recognized in
Computer-Assisted Language Learning (CALL) research. Until now, most CALL
empirical studies have focused on effectiveness of the medium itself,
particularly in comparison with convectional teaching tools and have narrowed
down to very specific linguistic features, views of the scholars have been listed
down.
ICTs
are defined by United Nation
Development Programme as: a varied set of goods, applications and
services that are used to produce, store, process, distribute and exchange
information are basic information handling old. Tondeur, Van-break and Valcke (2008) have identified three main
stages for ICT to be highly valued and regarded by teacher: integration,
enhancement and complementary. Pelgrum
and Law (2003) states that near the end of the 1980s, the term
'computer' was replaced by 'IT' (Information Technology) signifying a shift of
focus from computing technology to the capacity to store and retrieve
information. Sharma et al (2003)
states
that the various kinds of ICT products available and having relevance to
education such as teleconferencing, email, audio-conferencing, television
lessons, radio-broadcasts, interactive radio counseling, interactive voice
response system, audiocassettes and CD ROM etc. have been used in education for
different purposes. Yusuf, (2005)
states that the field of education has been affected by ICTs, which have
undoubtedly affected teaching, learning and research. AI-Ansari, (2006) notice that a great deal of research has already
proven the benefits to the quality of education. (Davis and Tearle, 1999)have stated that ICTs have the potential
to accelerate, enrich, and deepen skills, to motivate and engage students to
help relate school experience to work practices, create economic viability for
tomorrow's workers, as well as strengthening teaching and helping schools
change.
According to Cabero (2001), "the
flexibilization time-space accounted for by the integration of ICT into
teaching and learning processes contributes to increase the interaction and
reception of information." According
to Plomp, Pelgrumand Law (2007) says, "People have to access
knowledge via ICT to keep pace with the latest development." Gulbani and Joshi (2012) mentioned
that ICT is a potentially powerful tool for extending educational opportunities
and it can provide remote learning resources. United Nations Development Programme (UNDP)(2003) defines ICTs as
basically information-handling tools-a varied set of goods applications and
services that are used to produce, store, process, distribute and exchange
information. They include the old' ICTs of radio, television and telephone and
the 'new' ICTs of computers, Satellite and wireless technology and the
internet. These different tools are now able to work together, and combine to
form our 'networked world', a massive infrastructure of interconnected
telephone services, standardized computing hardware, the internet, radio and
television, which reaches into every corner of the globe. In the recent time,
ICTs has been a part of life, without it life is nearly impossible.
With
the regard to this, National Curriculum
Framework of Nepal (2005) has mentioned ICTs as a tool for educational
transformation. Furthermore, Wheeler
has enlighted that Computers have the capacity to offer greater autonomy in
learning. Young students can also learn how to access, manipulate, store,
create, and retrieve information. Technology can offer students an opportunity
in which they can collaboratively learn with others in their own environment
and abroad. Wheeler goes on to
report that computers also offer students an opportunity to make connections
between internal thinking and external social interactions through the computer
keyboard. (cited to Mole, 2004, P.11).
Another scholar Warchauer (1996) has
clarified that through integrative CALL or through the use of hypermedia,
authencity is enhanced by integrating the four skills; Listening Speaking,
reading and Writing. In the case of listening, student can both hear
information and see what the information is about instantly just as it is
experienced in the real world. Additionally, autonomous learning is fostered
because students work and learn at their own pace, and when information is
misunderstood, students can go back and forth around the acnes, topics content,
and skills they need to reinforce. Quesada
(2005), Socio-cognitive or integrative CALL, ultimately has
revolutionized communication making it more authentic and meaningful. Learners
no longer interact with computer but with other humans with the help of
computer.
Ravichandran (2000) has underlined several advantages of CALL in
ELT classroom setting: novelty is promoted through attractive and different
ways in the presentation of language by using games, animated graphics,
problem-solving activities and interactive techniques; an offering of
self-instructional tasks as an individualization means to meet class and course
objectives based on the students' need; the participation in activities that
connects with the learning style which are compatible to the students',
triggering interest, motivation, and excitement to learn; assurance of the
optimal use of academic learning time by allowing learners to acquire
meaningful information and by letting students to practice specific skills in a
variety of setting; and last but not least, provision of immediate feedback
that encourage and reinforce students' development during the performance of
the different tasks.
Thus,
ICTs classes are comparatively taken more effective and attractive than the
traditional classes. At present, tools of ICTs such as Smartboard, Projectors,
Videos, CD, Computers etc. have been taken as a sensible and efficient tools or
teaching material in the classroom so as to develop their knowledge of level.
That is why, the issues of whether to use or not use have also been raised in
Nepal. Thapaliya Research ‘ICT
in School in Kathmandu’ has shown that cities are mostly y benefitting it
rather than the school which are situated or located at rural or remote areas.
Though it emphases to Rural areas to use it.
2.2. Review of Empirical Literature
John
(1991) and Dodd (1997) examined the practice with the aid of computer software
to understand meaning and grammar. Their studies found that the teacher facilitates
students to research into the language without knowing in advance what rules
and patterns are used, so students are encouraged to make one up in their own
terms. Fernandez- Villanueva (1996)
emphasized that concordancing program provides more input and motivation than
regular classroom exercises in her German Language.
Calyani and Cahyono (2012) investigated ICT practices and their
attitudes towards ICT among 37 Indonesian teachers teaching English as foreign
Language in different level. They believed that use of ICTs in the class help
students to learn English better. They argued that teachers did not use ICTs in
the class because of lack of ability, exposure and training to devise
appropriate pedagogical model. Similarly, Kandasamy and shah (2013) investigated knowledge, attitudes and
use of ICT among English as a Second Language Teachers in Malaysia. They
concluded that ICTs as valuable learning tool, they believed that ICTs helped
students to understand concepts in more effective ways. Thapaliya (2014) studied English Teachers’ perceptions and
practices of information and communication Technologies(TCTs) in 47 secondary
Level English Teachers from Kathmandu District. The population of the study
were 30 male teachers and 17 female teachers from the ten Secondary and Higher
Secondary Public Schools.
Acharya (2014) concerned in the current practice of
information and communication Technology and web tools in English Language
Teaching in Nepalese Private Secondary and Higher Secondary educational settings.
In particular, it seeks to address the tension between the ICT integrated ELT
setting and Lecture-dominated context till date. Zhao (2015) conducted a study to assess the potential of
technology for improving language education. The review found that existing
literature on the effectiveness of technology use in language education is very
limited in four aspects: the number of systematic, well-designed empirical
evaluative studies of the effects of technology uses in language learning is
very small; the setting of instruction where the studies were conducted were
limited to common foreign language and English as a foreign language and the
experiments were often short-term and focused on one or two aspects of language
learning (e.g. Vocabulary or Grammar). Nevertheless, the limited number of
studies indicates a pattern of positive effects. Most studies formed
technology-supported language is at least as effective as human teachers, if
not more so.
Therefore,
I have mentioned the studies of many scholars above which were studied in many
countries at different time that results ICTs as an effective and attractive
tools for learn English Language in the Classroom.
2.3. Implication of the study
This research is about the use of Information and Communication Technology in ELT classroom by Secondary Level English Teacher. In addition, use and perception of all modern technologies and application software as such MS word, PowerPoint, computer, CD, DVD, web sites, bogs, Email, online materials etc. in the ELT classroom. This research obviously assists to tell visually how poor does the condition of ICT users in the ELT classroom. At the same time, it will help wards and local governments too, to find out the situation of ICTs at schools. and also, it will help to those researchers who will go for the same research in the future. Not only that but also help to familiarize the students and teachers with the use and workings of computer, and also empower both teachers and the students.
METHODS AND PROCEDURES OF THE STUDY
This research has covered different
methods and follow various procedures to collect reliable and valid data from
the respective field.
3.1.
Research Design and Method of the study
Research is a systematic process of
investigation. it is also understood as systematic procedure to answer the
questions and curiosities of a given field. Research design is a specific model
that gives clear guidelines about the type, nature, goal, etc. of the
particular piece of research. The research I have conducted follows
quantitative research design. Quantitative research design focuses on
experiments, correlation, objective surveys etc. And also, quantify information
for objective analysis and generalization. I adopted survey method.
3.2. Population, Sample and Sampling Strategy
Sampling
is a process of selecting certain units from the whole group. The total
sampling population of this research has consisted of 40 English Teachers from
Kamalamai Municipality, Marin Rural Municipality, Sunkoshi Rural Municipality,
Golanjor Rural Municipality, Tinpatan Rural Municipality Ghyanglekh Rural
Municipality and Dudhauli Municipality of Sindhuli district. It has follow
simple random sampling to select sample population for collecting the fact and
reliable data for this research.
3.3. Study Area/ Field
The
area of the study is ICT in teaching English in Nepal and fields were Kamalamai
Municipality, Marin Rural Municipality, Hariharpur Rural Municipality, Sunkoshi
Rural Municipality, Golanjor Rural Municipality, Tinpatan Rural Municipality,
Ghyanglekh Rural Municipality, Fikal Rural Municipality and Dudhauli
Municipality of Sindhuli district.
3.4.
Sources of data
The
data that I have presented below are first hand data or primary data which had
collected going in the field oneself.
a) Primary Sources
The
data which are collecting researchers himself in the field are known as primary
sources. The primary sources of data were the 40 English Teacherin Sindhuli.
b) Secondary Sources
I had
studied books, reference books, articles, newspapers and, web pages for making
my research more and more authentic, reliable and valid as secondary sources.
3.5. Data Collection Tools and Techniques
The
only tool for data collection of the study is questionnaire which includes two
types out of which I had used closed ended questionnaire that implies
categorical scale, multiple choices and contingency questions. I met each of 40
English Teachers and asked questions regarding use of ICT in order to obtain
fact and reliable data on use of ICT tools in ELT classroom.
3.6.
Data Collection Procedures
A questionnaire tool was designed to
collect the data of individual English Teacher. I approached to the concerned
population, made my research purpose clear first and distributed questionnaire
to each of 40 English Teachers, and also informal discussions had held with the
Principals of all public schools in order to know whether the English Teachers
directly dealt with application of ICTs in the ELT classroom or not. In order to collect secondary data, I studied
some relevant textbooks, reference books, newspaper and the shooting articles.
2.7.Data Analysis and Interpretation Procedure
Data analysis and interpretation
procedure is a process of how the researcher analyze and interpret the
collected data whether with the help of table or bar diagram or pie chart or
statistical measure namely; percentage for the presentation of the collected
data. Similarly, I triggered to use percentage, pie chart and table in this
research.
ANALYSIS AND INTERPRETATION OF RESULTS
4.1 Data Analysis and Interpretation of the
study
In
this chapter, the data that a researcher has collected through various data
collection tool is questionnaire, are analyzed and interpreted. This research is
quantitative research in which the data have been analyzed and interpreted below the collected from
Questionnaire.
Data
Analysis and interpretation of the Result
In this section, collected data are analyzed
and interpreted with the different sub topics
4.1.1
Practices of ICT tools in ELT in Classroom
I have mentioned here the practices of ICT tools by different English teachers in teaching English. I have tried to clarify it from the below bar diagra
Figure 1: Practices
of ICT tools in ELT in Classroom
The bar diagram points out the practices of
ICT tools in ELT classroom by the English teachers.
According to figure 1, it looks 40 English
teachers do not seem using ICT tools in ELT classroom which is four times more
than the teachers who use ICT tools in ELT classroom.
So it indicates that we have very worse
condition of use of ICT tools integrated to our pedagogy of teaching. Out 40
just 10 has been fixed themselves up that they use ICT tools in teaching
English.
4.2.2
Update on use of ICT tools
Figure 2: Update
on ICT tools
The information given in the bar diagram is
about the English teachers update on use of ICT tools. Less than 40% teachers
are updated and can use ICT tools well.
This bar diagram depicts that 10 English Teachers
are only well updated in using of Information and Communication Technology and
5 are Partially updated but 25 students are not updated out of 40 English
teachers who have been researched by researcher.
In summary, it says that more than half
English teachers are not good at use of ICT tools dramatically.
4.2.3. Mostly used ICT gadgets in the ELT classroom
In this section, maximum use of electronic
tools by English teacher has been attested in the pie chart. It will obviously
vivid which material is used most in spite of having challenges in the country
like ours.
Figure 3: Mostly
used Electronic device in the ELT classroom
Figure 3 focuses on use of ICT gadgets by English teachers.it
distinguished on percentages. 12% English teachers have used Mobile in the ELT
classroom, however, 5% use Laptop. Similarly, 5% has used Printer and Smart
board users are 0%. 73% does not seem to have been used any electronic devices and
does not seem to have ICT approach in the ELT classroom. It is very lowest
percentage of Digital Literacy.
4.2.4. ICT tools used by English teachers.
In this section, I have mentioned the number
of English teachers and the types of ICT tools in the Pie chart, whether they
use or not, in the English Language Classroom. it describes in detail of raw
data which was collected from the respondents about the ICT tools used by the
English teachers.
Figure 4: ICT tools
used by English teachers.
Figure 4 indicates that not almost all teachers use ICT tools. According
to the above pie chart, two English teachers have used Microsoft Office (MS).
Likewise, No teachers seemed to have been used Gmail, Blog, Proprofs, Google
classroom and UBL in teaching English. It vividly appeals that training in
regard to use of ICT tools is necessary for the professional development of
Teachers in Nepal.
4.2.5. View on use of ICT tools
Here, I have tried to draw the views of all
the 40 English Teachers of Sindhuli about ICT tools. They have put their views.
I have drawn it accordingly in the pie chart below. The data is interpreted
below the pie chart vividly.
Figure 5: View on
use of ICT tools
Figure 5 shows that 25 % English Teachers have a positive response
towards use of Information and Communication Technology while still 62% English
Teachers have bad response towards Information and Communication Technology and
13% stayed neutral. Although the modern technology is leading the world right now,
still 62% of English teachers did not show attest interest and 13% stayed
neutral to it. It means they were totally relay on our traditional Teaching
method such as GT method, Direct Method.
4.2.5. Willingness in using ICT tools
I endeavored to identify the fact that how many English teachers are in
which favor out of three criteria. With this regard, I invariably asked to 40
English teachers what they actually feel about.
Table no 1: Willingness in using ICT tools
|
Teachers |
Willingness |
Unwillingness |
Nothing |
|
Male |
30 |
|
|
|
Female |
10 |
|
|
|
Total |
40 |
|
|
According to the table 1, Willingness to get
use of ICT tools trained could be beheld. It indicates that they are very much
ready to integrate ICT tools in the pedagogy to move one-step forth. The above table
has pointed all teachers in the favor of use of ICT tools in teaching English.
The bar diagram shows maximum teachers agree
that ICT motivates the students. More than 50% teachers are agreed that ICT
motivates their learning.
Above bar diagram points out 20 male teachers
agree ICT motivates the students but only 10 male teachers ticked on ‘No’.
Similarly, among 10 female teachers, 7 are positive and 3 are not agreed with
ICT motivates the students.
On the basis of this bar diagram, it can be
said that more than 90% teachers signify that ICT motivates the students in
their learning.
Discussion of findings
The study has now concluded with some significant
findings regarding the Use of ICTs in ELT classroom. I
met 40 English Teachers during this research. I have not found effective
practices of ICT tools by English teacher in their English Language Teaching
classroom neither do I found effective use of any ICT gadgets despite of having
interest and good perceive to use them. This study has attested that English teachers have willing and interest
on using ICT tools in the Classroom. Unlike it indicates not updated and not
trained on using ICT tools and ICT gadgets as well. I found very few teachers
are using the ICT gadgets but even those teachers hardly know how to use ICT
tools.
What main finding that this research has drawn out is a
majority of English Teachers are lacking TK, which means Technological
Knowledge. TPACK i.e. Technological Pedagogical and Content Knowledge is
complementary to each of them. With the absence of one is quite incomplete in
21st century. We cannot grantee that the teacher with only content
knowledge can teach better. He or she must have pedagogical and technological
knowledge in the same range. For this reason,
it is important for language teachers to be aware of the latest and best
equipment and to have a full knowledge of what is available in any given
situation. Teachers can use Multimedia Technology to give more colorful,
stimulating lectures (new Horizons).
So, we can also say that use of ICT tools in teaching English is problem
around Nepal because it is very new to us may have created such problem in the
English teachers. The most of the teachers are still not literate in digital as
I found through the research I did. I didn't see of using ICT tools or ICT
integrated pedagogy into their content in teaching English. I can assure that
TK help students to learn faster than the traditional teaching approaches. For
this, all level of Government has to think in an equal way to uplift digital
literacy to make education sector further better.
The use of ICTs in language teaching has countless benefits. The development in the use of ICT, like language lab, videos, satellite broadcast, videoconferencing and web seminars have support the richness and quality of education both on and off campus. It harnessed several views of scholars, which established the fact that ICTs are indispensable tools that facilitate the teaching and learning of English Language.
In the context of Nepal,
it has been a necessary to think of how we could assimilate with new education
system and teach or facilitate our student how to learn, how to adopt and how
to change as per the need. Because of the geographical disorder, lack of infrastructures,
lack of rapport with the teachers, lack of TK in the English Teachers, lack of
internet access for the students, mostly in the public schools are confronting
these problems in Nepal. So, this paper has pointed out the TK. in ELT
classroom and tried to find out the situation of English teachers in the use of
ICT tools in teaching English dividing the collected data with different
subtitles.
The study therefore, has
shown that English teacher need training of use of ICT tools and technology based
physical infrastructures to yield productive students in the near future with
the direct help of modern TPACK that is used by English teachers. This paper
mostly helps to English teachers in a way that it arouses and provokes them to
attend technology based training and also, to any concerned authority. Further, it will help to
sketch the plan about technology based learning as well.
Recommendations
The conclusive findings of this study have been preceded by some
significant recommendations that would be worthy enough for the Curriculum
Development Centre, School Management Committee and English Teachers to
implement in the ELT classroom. Some recommendations are as follows:
·
School
Management Community has to reckon and put approach to TPACK in to English
Teacher for their Digital Literacy Development.
·
Local
Government also has to think about the training of English Teacher in regards
to the development of Technological Pedagogical Content Knowledge. Not only the
local government but also the guardians should have parallel role in making the
School Technology-based. In addition, principal should also take about it
seriously. They should support and arouse them to meet modern teaching
Pedagogy.
·
Most
important thing is that the management of physical structure; Whether they are
appropriate to conduct class with ICT tools or not.
·
There
must be internet access to each and every student in both school and house so
that they can grasp the benefit of technology based learning.
·
Rapport
building with the students perhaps is another essential part of using ICT in
teaching English.
·
All the
organizations and training centers either Government or Private who are
responsible to uplift the proficiency of the English teacher must work hard.
·
It seems
that Government should eagerly invest in the Education sector further more to
enhance the quality of education from modern technology.
· Curriculum of English should further come strongly, which carry the essence of ICT based learning.
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Appendix I
ICT Questionnaire
School's
name: ………………………………………. Address:
…………………
English
Teacher's name: ………………………………….
Please
tick on the following options.
1. Do
you know about ICT tools?
i) Yes ii)
No
2. Do
you prefer ICT in the ELT classroom?
i) Yes ii) No iii)
Don't know
3. In
which category do you prefer yourself to put in?
i) Well
updated ii) Partially updated iii.
Not Updated
4. Do
you use ICT tools in teaching English?
ii) Yes ii) No
5. How
did you feel operating ICT tools for the first time?
i)
Excited ii)
Nervous iii) Nothing
6. How
often do you use ICTs in the ELT classroom?
i)
Daily ii) Sometimes iii) None
7. Which
ICT tool do you prefer mostly in the classroom?
i)
Mobile and Wi-Fi ii)
Laptop iii) Printer/Xerox
8. Is
Wi-Fi accessible in the Classroom?
i)
Yes ii) No iii)
Don't know
9. Have
you ever use Compact Disk in the ELT classroom?
i)
Yes ii) No
10. Would
you use online platform setting at your classroom teaching?
i)
Yes ii) No
11. Would
you use email to contact through online?
i)
Yes ii) No
12. How
often would you use Email?
i)
Frequently ii) Sometimes iii) None
13. Do
you show relevant online materials to the students?
i)
Yes ii) No iii) Don't know
14. Should classroom be filled with ICT gadgets?
i)
Yes ii) No iii) I don't know
15. What
is the view of yours on using ICTs in the ELT classroom?
i)
Good ii) Very good iii) Bad
16. Do
you think ICTs motivate student to read more?
i)
Yes ii) No iii) Don't
know
17. Are
students much excited and show interest when ICT is used?
i)
Yes ii) No iii) Don't know
18. What
ICT tools do you use for teaching 'Listening'?
i)
Cassette ii)
B. speaker iii) Audio and
Video
19. Do
you feel happy and excited to teach students with ICT tools?
i)
Yes ii) No iii) Don't
know
20. How
do you rate your teaching of your ICT lessons?
i)
Outstanding ii) Satisfactory iii) Don't know
21. How
is the response of the students after using ICTs in the classroom?
i)
Positive ii) Negative iii) Nothing
22. Which
Microsoft office do you mostly use while teaching in the classroom?
i)
PowerPoints slides ii) Word iii)
Nothing
23. Do
you have your own blogs?
i)
Yes ii) No iii) Don't know
24. Would
you use web-based sites?
i)
Of course, I use ii) I don't
use iii) I don't know
25. Which
ICT tools do you mostly use for discussion out of the school?
i)
Messenger/Email ii) Google
Classroom iii) Nothing
26. Do
you surf online resources in the ELT classroom?
i)
Yes ii) No
27. Which searching engine do you mostly use in
the classroom to search online materials?
i)
Google ii) YouTube iii) All of them
28. Do
you think ICTs progress the students' quality in fact?
i) Yes ii) No iii) Don't know
Appendix
II
Area/Field of Study
Appendix
III
Meeting
with the English teachers of different Secondary Level Schools in Sindhuli
district, Nepal.
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