Perception and Challenge for Integrating ICT in English Language Teaching

The integration of Information and Communication Technology (ICT) in Education especially, in English Language Teaching (ELT) in secondary schools of Bangladesh has been existing for a decade now. However, the status of actual implementation is quite different from the adoption and initiatives taken to integrate ICT in ELT. Therefore, the study aims to investigate the secondary level English language teachers’ attitude towards integration of ICT in Communicative Language Teaching (CLT) and the factors inhibiting the use of it. Further, the paper attempts to examine the challenges faced by the secondary level English teachers of Bangladesh in using ICT in language teaching effectively. In an attempt to examine the attitude of teachers in using ICT in ELT, a quantitative research is designed with a close ended questionnaire to collect the data from a sample of 100 secondary English language teachers of various schools of Bangladesh. The data of the responses is quantified and is analyzed by SPSS 20 program. The obtained data from the questionnaire is examined in order to investigate the perceptions of the secondary level English language teachers towards ICT integrated language teaching and the challenges of the implementation of ICT in ELT. In conclusion, the outcome of the research would provide significant information about the attitude of the teachers towards ICT integration in ELT and the challenges faced by them and hence, the study would help the policy makers and the teachers to enhance the effectiveness of using ICT in ELT.

Purpose This study investigates male and female teachers’ perceptions of information and communication technology (ICT) use in English teaching and the challenges they face in public secondary schools in Punjab, Pakistan. By identifying gendered differences, the study aims to provide actionable recommendations for policymakers and educators to promote equitable ICT integration and improve English teaching practices. While prior research has addressed general ICT challenges in education, few have examined the gender-specific experiences of English teachers in Pakistan’s public school context. This study offers novel, context-specific insights to inform gender-sensitive policy reforms and professional development initiatives, contributing to the broader discourse on digital equity in education. Design/methodology/approach This study adopted a descriptive research design, using a quantitative approach to examine the attitudes and challenges of male and female teachers regarding the use of ICT in English language teaching. Descriptive research is particularly effective for observing phenomena as they naturally occur, providing insights into existing conditions and uncovering patterns and meanings (Siedlecki, 2020). While the study used a quantitative design, a few open-ended comments from participants were also reviewed descriptively to support the interpretation of statistical findings. However, these were not analyzed through formal qualitative methods. The study focused on analyzing teachers’ attitudes toward and challenges in ICT usage within their natural educational settings. A survey design was used due to its suitability for gathering data on attitudes, perceptions and challenges from a specific population. A structured questionnaire, adapted from established instruments, was reviewed by experts in education and ICT integration to ensure content validity and alignment with the study’s objectives (Tavakol and Wetzel, 2020). This study focuses on gender differences in ICT adoption, which are often overlooked in existing literature. It aims to uncover how gender-specific barriers and opportunities influence ICT usage in English teaching. Findings The study found significant gender-based differences in attitudes toward ICT integration in English teaching. Female teachers were more likely to view ICT as a tool for fostering student engagement, interaction and dynamic learning environments. They were also more inclined to emphasize ICT’s role in enhancing language skills through personalized, student-centered approaches. In contrast, male teachers focused more on ICT’s practical benefits, such as time-saving and efficiency. Regarding challenges, both genders cited limited class time, lack of training and inadequate resources as major barriers. However, female teachers were more likely to report issues with insufficient training and technical support. These findings highlight the need for targeted professional development and resource allocation to support effective ICT use, especially for female teachers. Originality/value This study provides valuable insights into gender-based differences in attitudes toward ICT use in English teaching in secondary schools. By examining both male and female teachers’ perceptions, it highlights the unique challenges they face, including time constraints, insufficient training and lack of resources. The findings underscore the importance of gender-sensitive policies and targeted interventions to enhance ICT integration in classrooms. This research contributes to the growing body of knowledge on educational technology, offering recommendations for improving professional development and institutional support to foster equitable and effective ICT use in teaching practices.

An examination of prospective teachers' information and communication technology (ICT) skills development in an undergraduate program indicated that the only course available to practice these skills was the teaching practice course. However, the practice and development of these ICT skills in the tea chi ng practice course has not been clearly elucidated. In other words, while the contribution of the teaching practice course in terms of theoretical ICT knowledge is known, how this knowledge is applied is unknown. Under such uncertainties, it is impossible to determine the roles of teaching practice course stakeholders play in terms of ICT integration. Based on transformative learning theory at a micro level, the ai m of this study was to analyze prospective Information Technology (IT) teachers' ICT transformations. Methodological triangulation, a mixed methods research design, was adopted arid designed as a survey method. Over an academic year, data was collected from 54 prospective IT teachers, two university supervisors, and six. practice teachers. Learning Data Collection Sets (questionnaire and interview form) were used to analyze the ICT practice transformations, with interview forms, focus group interview forms, and the researcher's diary being used as the data collection tools. The results showed that though a majority of the prospective IT teachers were likely to experience transformative learning, approximately one-third were able to achieve an ICT transformation within the scope of the teaching practice course. In this context, a more efficient model is proposed for ICT practices in the scope of a teaching practice course.KeywordsInformation and Communication Technology Integration, Information arid Communication Technology Integration in Adult Education, Teaching Practice Course, Transformative Learning Theory.It could be argued that all actors in education, such as teachers, prospective teachers, instructors, and administrators, regarding issues such as infrastructure requirements and education programs, are now interactively involved in the process of information and communication technologies integration. When ICT in Turkey is examined in terms of its historical developments, computers were first introduced to public schools in 1984 (Ozar & Askar, 1997) and computer courses were added to the curriculum as elective courses (Deryakulu, 2008). Though such a start could be considered a precursor to ICT integration, the combination of hardware and software at that time restricted overall integration (Earle, 2002). ICT began with the training of teachers rather than with the setting up of its substructure (World Links, 2007), and so ICT was defined as a tool for students to gain access to course achievements (Kocak Usluel, Kuskaya Mumcu, & Demiraslan, 2007; Fulton, Glenn, & Valdez, 2004). However, ICT has a very complex structure today, and needs to be viewed from the stakeholders' positions to allow for a more stringent examination. Semenov (2005) indicated teachers, students, and administrators as the ICT stakeholders in higher education. Teachers (Gorder, 2008; Okojie, Olinzock, & Okojie-Boulder, 2006; Summerville & Reid-Griffin, 2008), students (Chen, 2004; Davies, 2011; Dexter & Riedel, 2003) and administrators (Green & Gilbert, 1995; Hooper & Rieber, 1995; International Society for Technology in Education [ISTE], 2011; Schiller, 2003) have important duties in ICT integration, initiation, and implementation , and need to overcome the difficulties to encourage the use of ICT education as a part of school culture.In spite of the many technological opportunities for ICT in education, the instructional use of ICT in the classroom is a less common practice than imagined (Surry & Land, 2000; Turkish Council of Higher Education-Yuksekogretim Kurulu [YOK], 2007). …

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 in teaching and learning; and the perceived usefulness and perceived ease of use highly influenced the teacher-respondents’ actual usage of ICT. English teachers’ level of ICT integration in teaching and learning is fair or below satisfactory. Recommendations included school administrators, teachers, and future researchers, to support the integration of ICT in the teaching and learning process, create more opportunities for students to experience impactful learning with ICT, so that these interventions may further substantiate the contribution of ICT in the field of education, especially in English language teaching and learning. Further research anticipated to be undertaken leveling up to more focused tasks on ICT-centered activities.

Information and Communication Technology (ICT) is perceived as a part of the core of education in this 21st century-learning. Experts have explored the integration of pedagogical ICT in teaching and learning recently. But none of them explored the teacher’s competence to integrate pedagogical ICT as they assess the extent to which ICT integrated by the teacher in teaching. This research aims to investigate the teacher competence levels to use ICT and the extent to which the ICT integrated by the teacher in English language teaching. Classroom observation and interview were used as data collecting technique to reach the objectives. To produce an in-depth description, this case study focuses on the description of the individual teacher as the target of the investigation. Teacher’s ICT competence levels were classified using professional framework rank ICT competence level (UNESCO, 2011). While SAMR model was used as the data analysis tool to determine the extent to which ICT integrated by the teacher in the English language teaching. The results of this research indicate that the teacher's competence to use ICT was still beginner. It means that the teacher is dominant with the use of basic features of presentation, word processor software such as powerpoint and Microsoft word and other digital resources. It is also reported that teacher’s ICT integration level with the domination at the substitution level and augmentation level. These findings reflect the ability of the teacher in integrating ICT in teaching. The teacher is considered only be able to use basic function in a limited number of computer application with only little change and improvement.

Over the past few decades, information and communications technology (ICT) has become gradually more important to schools and universities. The Saudi Petroleum Services Polytechnic still faces some challenges regarding ICT integration in teaching. The purpose of this study is to explore and identify the challenges and barriers that encounter integrating ICT in classrooms in SPSP. The researcher seeks answer to the research questions; what are the challenges that face English language instructors in SPSP when integrating ICT in teaching listening skill? What are the instructors' perspectives towards ICT integration and do the English language instructors face unique barriers that hinder them from integrating ICT in their classrooms? The researcher hypothesizes some challenges like teachers’ poor preparation, lack of confidence, lack of time, old hardware and software, insufficient fund and technicians’ poor response to faults play essential role in challenging integrating ICT in teaching English language. The research adopted a mixed-methods approach to data gathering, using questionnaires and semi-structured interviews. The study is conducted in Saudi Petroleum Services Polytechnic and targeted 45 English language instructors. The results show that technical problems like old software and restricted access to update or download software, continuous system breakdowns and the poor response to fix them by technicians are the major challenges. The recommendations include more training for instructors, curriculum development, maintain and update both of software and hardware on regular base, regular quality checking, provide peer support and self-study materials and opportunities and assign staff to curriculum and material related to ICT design.

The widespread application of information and communications technology (ICT) in the field of education has drawn criticism. This investigation was to discover factors influencing English language teaching (ELT) in-service teachers’ integration of ICT. The sample consists of 1216 in-service teachers who teach English language in China. Four factors are found to influence ELT in-service teachers’ integration of ICT: attitudes, self-efficacy, digital competence, and digital tools use. The findings of the research utilizing the partial least squares structural equation modeling (PLS-SEM) approach demonstrated that all four criteria have a substantial impact on how ICT is integrated by ELT in-service teachers. By considering all the variables that affect ELT in-service instructors, this research offered helpful insights for an effective designs of English language teaching with ICT.

The purpose of this study was to investigate the attitudes of English teacher candidates at formal and distance higher education contexts toward ICT and reveal whether there was a significant difference between these two groups in terms of their attitudes toward ICT. The sample of the study consisted of 175 prospective English teachers at two different higher education contexts. The participants were randomly selected among forth-year students at the ELT departments of Euopean University of Lefke (EUL) in North Cyprus and Anadolu University (AU) Open Education Faculty in Turkey during 2009- 2010 Academic Year. Due to differences between the educational context and instructional method, the nine item questionnaire developed by the researchers was administered to the prospective teachers at EUL (N=92) and AU (N=120) to collect data. The return rate from AU prospective English teachers was 70.8% (N=85), while the response percentage from EUL prospective English teachers was 97.8% (N=90). Data were analyzed using frequencies, percentages, mean and standard deviation and independent samples t-test. While the general ICT attitudes of prospective EFL teachers at the formal higher education context were positive with an overall mean score of 4. 29 (SD= 0.69), a great number of prospective EFL teachers at distance higher education context exhibited less positive attitude toward ICT integration in education with a mean score of 2.77 (SD= 0.19). The results also indicated that there was a significant difference between the attitudes of prospective EFL teachers at formal higher education contexts and the attitudes of prospective EFL teachers at distance higher education contexts toward ICT integration (p < 0.05). The ELT curriculum should be reconsidered to provide real ICT experiences for prospective teachers. Furthermore, the number of courses as to ICT use in education should be increased. More opportunities should be presented to allow the prospective EFL teachers to attain valuable experiences and gain self-efficacy in the use of ICT in their future teaching. Keywords: Language education, English aducation, Information and Communication Technology (ICT), English teacher candidates

This research investigates the integration of Information and Communication Technology (ICT) in secondary schools, focusing on educators' perceptions of its ease of use and perceived benefits for effective teaching and learning. Utilizing a quantitative approach with a survey methodology, data was collected from 60 secondary schools across Lahore and Gujranwala districts, involving 310 secondary school educators (144 males and 166 females). A proportionate stratified sampling technique was employed, and a modified version of the QICT (Questionnaire on the Integration of ICT) was used to assess teachers' views on ICT integration. Five experts validated the instrument with a reliability coefficient of 0.789. Results indicate that ICT integration is crucial for enhancing teaching and learning in secondary schools. Teachers with ICT-related qualifications demonstrated a more significant influence on classroom ICT usage. The study found that teachers generally perceived ICT integration as easy and beneficial, noting improved teaching effectiveness and student engagement. Educators with advanced ICT skills were more effective in incorporating technology into their teaching practices. Overall, the research underscores the importance of ICT in creating dynamic and effective learning environments in secondary education.

This study aimed to explore English as a Foreign Language (EFL) teachers' perceptions of Information and Communication Technology (ICT) use in the English language teaching and learning process. The main purpose of this article is to explore the challenges of teacher face in using ICT. Two experienced teachers, recognized for their ICT integration, selected as the research subjects at SMK Negeri 3 Langsa. Employing a qualitative approach with a phenomenological design, data was collected through semi-structured interview. The findings reveal that both teachers acknowledge the positive role of ICT in enhancing teaching efficiency, student engagement, and diversifying learning resources. Despite encountering technical challenges, such as network disruptions, both teachers advocate for continuous teacher training, increased investment in ICT infrastructure, and innovative research to optimize ICT integration in English language teaching, ultimately contributing to a more effective learning environment.

Transforming teaching and learning by increasing use of information technology in classrooms has been the critical issue in most Southeast Asian countries’ agenda of teaching reforms, Indonesia is no exception. Since the last few decades, particularly during the Covid 19 pandemic, research conducted all over the world have confirmed that the effective integration of Information and Communication Technology (ICT) in classrooms depend fundamentally on the teachers’ ICTs knowledge and skills and their attitudes which ultimately determine how they will implement it in their teaching practices. In Indonesian social and cultural context EFL teaching, the Covid-19 pandemic has contributed meaningfully to the professional development EFL teachers in secondary schools. This paper answers a significant question: what are the teachers’ perceptions on the idea of “ICT Integration”? It aims to provide an understanding of the pedagogical adaptation of ICT and transformation to Indonesian secondary school classrooms by examining the impact of teachers’ pedagogical beliefs on the use of ICT into the English as a Foreign Language (EFL) teaching and learning practices. This research employed a qualitative approach in order to reveal teachers’ views on implementation of the concept of “ICT Integration”. Semi-structured interviews were used to collect the first-hand data of various general and specific comments from a variety of teachers of different gender, age, teaching experience, academic qualifications, and social economic backgrounds about their opinions regarding the application of ICT. The empirical evidence demonstrated the teachers’ positive feelings about using educational technology in the classroom. The participants also revealed that many teachers were not familiar with the overall concept of new educational technologies. The results of the study show that teachers’ pedagogical beliefs are the significant variables in explaining teachers’ ICT integration into their English classrooms, implying that an urgent professional development is needed in Indonesia.KeywordsICTEFL teachersTeacher’s perceptionPedagogical transformationProfessional development

Communicative Language Teaching (CLT) is essential for developing students' communicative and functional writing skills. In this age of information and communication technologies, students must be proficient in functional writing to communicate effectively through emails, articles, manuscripts, and academic tasks. Thus, this study analyzed the influence of communicative language teaching on functional writing skills and the moderating role of information and communication teaching. The study was a mixed-method research. There were two objectives such as (a) to explore English teachers' perspectives on the influence of Communicative Language Teaching (CLT) on functional writing skills and (d) to analyze teachers' perceptions toward the moderating role of information and communication technology in Communicative Language Teaching (CLT) for functional writing skills. All the public secondary school English teachers in the Jhelum, Punjab, Pakistan district were the population. A sample of 200 teachers was selected for quantitative data through random sampling techniques. The researcher developed research instruments to collect quantitative through survey techniques. The developed instrument was validated, and its reliability was checked and found to be appropriate. The quantitative data were analyzed using SPSS (version 26). This study concluded that there was a positive but moderate correlation between Communicative Language Teaching (CLT) and students' functional writing skills. The integration of Information and Communication Technology (ICT) into CLT demonstrated a strong and significant correlation with students' functional writing skills, and the regression analysis indicated that ICT integration is a strong predictor of functional writing skills, with the model explaining 92.9% of the variance (R=.964, and an R2=.929). These results highlight the essential role of ICT in enhancing functional writing skills when integrated effectively into CLT approaches. This research recommends that secondary educational institutions be motivated to integrate ICT tools into the CLT approach to improve students' functional writing of the secondary students.

The integration of Information and Communication Technologies (ICTs) in education has brought dramatic modifications in the paradigms and methods practiced, particularly in the developed countries. In recent years, the exploitation of ICTs in teaching and learning of different subjects is being expanded in the developing countries too. This study has made an attempt to explore the opportunities and challenges of using ICTs in English language teaching (ELT) in school education in the developing country Nepal. The English language teachers and the students learning English from two different schools were the informants in the study, and interview and focus group discussion (FGD) were used as the research methods. The study concluded that ICTs were useful for the teachers and students in their teaching and learning activities for accessing learning resources, preparing and presenting their lesson and for conducting collaborative learning activities. However, it was found that the teachers and students were not satisfied with their utilization of ICTs in teaching and learning of English. Access to ICT tools, and the skills needed to use ICTs were the main problems for them in the integration of ICTs in English language teaching and learning. Therefore, these constraints need to be minimized to improve the integration of ICTs in ELT.

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.

This study presents an empirical investigation into the effects of Information and Communication Technology (ICT) integration in the pedagogical approaches adopted by secondary school teachers in Albania, specifically focusing on the teaching of information technologies. Through a meticulously designed assessment, data was collected and analyzed to ascertain the impact of ICT utilization on teaching methodologies. The research involved a cohort of secondary school teachers actively engaging with ICT tools and platforms to deliver information technologies education. Findings revealed noteworthy enhancements in instructional delivery, resource accessibility, and interactive learning experiences resulting from ICT integration. Furthermore, the study identified challenges and areas requiring further attention to optimize ICT's potential in fostering enriched learning environments. The outcomes of this research provide valuable insights and implications for teachers, policymakers, and stakeholders seeking to advance educational practices by leveraging ICT tools in teaching information technologies at the secondary level in Albania.