Introduction
This study entitled University Teachers’ Perceptions on the Use of ICT tools in ELT classroom is an attempt to investigate the perceptions of university teachers the use of ICT (Information Communication and Technology) tools in English Language teaching classroom. This chapter consists of background of the study, statement of the problem, rationale of the study, objectives of the study, research questions, significance of the study, delimitations of the study and definitions of the key terms under separate headings.
Background of the Study
In recent years, there has been an increasing emphasis on integrating Information and Communication Technology (ICT) tools into various educational contexts. In the field of English language teaching, ICT tools have the potential to enhance teaching and learning experiences, promote student engagement, and facilitate language acquisition. However, the successful integration of these tools depends on teachers’ perceptions, attitudes, and beliefs about their use in the classroom.
The United Nations Development Program, UNDP (2003) defines ICTs as: “ICTs such as radio, television, telephone, 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”. (p. 35).
English language teaching is evolving rapidly due to technological advancements. Traditional teaching methods are being complemented or replaced by digital tools and resources. It is crucial to understand teachers’ perceptions and attitudes towards integrating ICT tools to ensure successful implementation. The integration of technology in education has been a topic of interest for many years. The use of communication devices in classroom teaching is one aspect of this integration. ICT (Information and Communication Technology) in education refers to the use of digital technologies, such as computers, mobile devices, the internet, software applications, and other forms of digital media, to enhance teaching and learning
activities in educational settings ( Alijohani, 2017). It means the integration of ICT into education can facilitate access to information, promote interactive and collaborative learning, provide immediate feedback, and enhance the overall educational experience for students.
According to kozma,R.B(2003), ICT in education can take many forms, including online learning platforms, educational software and applications, multimedia resources, interactive whiteboards, digital textbooks, and virtual and augmented reality. These technologies can be used to support a wide range of teaching and learning activities, including lectures, research, communication, collaboration, assessment, and feedback. Effective use of ICT in education requires careful planning, training, and support for both teachers and students. It also requires consideration of issues related to digital literacy, internet access, and infrastructure. When used effectively, ICT can help to transform education, enabling students to develop the knowledge, skills, and competencies they need to thrive in a rapidly changing, digitally connected world.
Therefore, this study will investigate how university teachers perceive the use of ICT tools in English language teaching, exploring their attitudes, beliefs, challenges, and opportunities in incorporating technology into their teaching practices.
Statement of the Problem
The problem addressed in this study is the limited understanding of teacher perceptions regarding the integration of ICT tools in English language teaching at university level. ICT is a term which refers to technologies which are used for collecting, storing, editing and passing on information in various forms. ELT cannot remain away from ICT because new techniques and technology in ELT are moving towards success due to rapid development of science and technology. During this decade the applications of technology in education has overcome the traditional methods of teaching. National Educational Polices like NCF (2007), SSRP (2015), ICT Master plan (2012) Several researches suggested using ICT in language teaching to get better achievement but there are several barriers which stop teachers to use ICT in their teaching. Most of the schools and college have not the access of Internet or they have only limited access. Most of the teachers are not trained, they don’t have sufficient skills to use ICT. By exploring their attitudes, beliefs, challenges, and
opportunities, this study seeks to bridge the gap in knowledge and inform effective strategies for technology integration in the classroom. Therefore, this study will address the problem and challenges regarding use of ICT in ELT class rooms.
Rationale of the Study
By understanding the perceptions of English language teachers, this study seeks to identify potential barriers and facilitators to the effective integration of ICT tools. The findings will enable stakeholders to address these factors and develop strategies that can enhance the integration of ICT tools in English language teaching. Furthermore, exploring teachers’ perceptions will provide a comprehensive understanding of their experiences, challenges, and opportunities in using ICT tools.
Objectives of the Study
The objectives of this study are:
- To investigate the perceptions of university teachers regarding the use of ICT tools in ELT Classroom.
- To suggest some pedagogical
Research Questions
The following research questions will guide the study;
- What are the perceptions of university teachers regarding the use of ICT tools in English language teaching?
- What are the pedagogical implications of ICT in English language teaching?
Significance of the Study
This study is significant as it provides insights into the perceptions of university-level English language teachers regarding the use of ICT tools. Thus, this study will be helpful to these important bodies to bridge existing gap and bring the fundamental changes in policy and practice level. Additionally, it will contribute to the existing body of knowledge on the effective use of ICT tools in language education.
Delimitations of the Study
It is impossible to include a large area in this kind of small research because of the limited resources and time. Under certain limitation, it will be measured the actual problems. Having consider all these things, the research study will have following delimitation:
- The research study is limited to the university teachers’ perceptions on the use of ICT Tools in ELT classroom.
- This area of research will be delimited to kaski
- The study will be limited to the 40 teachers from 7
- The research study will use questionnaire as the tools for collecting primary
- The research study will be based on survey research
Definitions of Key Terms
ICT tools: Information and Communication Technology tools refer to digital devices, software applications, and online resources used to enhance teaching and learning experiences.
Challenges: Problems and difficulties faced by teacher while using ICT in the classroom.
English language teaching: The process of teaching and learning the English
language as a second or foreign language.
Review of Related Literature and Theoretical Framework
This section consist of review of related theoretical literature, review of empirical literature, implications of the review for the study and conceptual framework.
Review of Theoretical Literature
The review of theoretical literature consists of concepts and, together with their definitions and references to relevant scholarly literature, existing theory that is used for a particular study. It provides an understanding of theories and concepts that are relevant to the topic of research study and that relate to the broader areas of knowledge being considered. Theoretical knowledge is the base for researcher to internalize enough knowledge about the particular topic of the study; without good theoretical knowledge and the clear concept of the topic the researcher cannot integrate the research in good way.
Concept of Information and Communication Technology
The rapid growth of information and communication technologies along with the increasing knowledge of students have led the use of many innovative technologies in the field of language learning. Technology is considered as one of the innovative ideas in the present era which is the source of new form as changing the contemporary society into modernism (Castells, 1996). The term technology refers as a description of art that brings changes in society. It can be said that technology is the means of transformation of society into civic one by developing good information of knowledge.
Similarly, technology is the backbone of development and civilization of any country. The technological tools are concerned as a very effective tools to be used in language classroom for effective and meaningful learning, for high motivation and high achievement in learning because these tools draw the attention of learners towards the lesson (Eady & Lockyer, 2013). It means using technology effectively is to promote student learning which assists in effective learning strategies as well as effective classroom management for the teachers as well as students. Thus, many educational stakeholders, subject experts, trainers, curriculum planner are found interested in practicing technology in ELT classes to develop the language skills.
Everything is in the process of changes; the field of ELT is also seen in the process of
change. Some years back, the ELT scenario seemed quite different than today because of the changing process in the society due to the present demand of new technology. At present, Information Communication Technology (ICT) as a part of technology has brought drastic change in ELT spaces. The use of technological devices such as computers interactive whiteboards in schools, and schools are directly or indirectly connected with mobile phone, Internet, laptops, and tablets now has been incorporated as tools for language teaching and learning (Eady & Lockyer, 2013).
Therefore, the integration of new ICT tools such as laptop, interactive whiteboard, LCD projector, Internet and social networks in education is still in its infancy in comparison with the use of older technologies such as radio and television. Similarly, Hennessy, et & al (2005) state the term ICTs as encompassing the range of hardware (desktop and portable computers, projection technology, calculators, data logging and digital recording equipment), software applications (generic software, multimedia resources), and means of telecommunication and information systems.
Policy and Provisions in the Use of ICT in Education of Nepal
Nepal has undertaken a number of policy initiatives in the Information and Communication Technology sector over the past several years. Different policy related with ICT such as IT Policy (2010), SSRP (2015), Policy and Provision on National Curriculum Framework (2007has served as a backbone to develop ICT in education as well as it has provided some framework to use in our curriculum.
National Curriculum Framework (2007) has its own policy and provision related to ICT in education. It has brought provisions into the schools in three different ways. The first way is to implement ICT as a tool for delivering information and or service including school administration. The second way as to implement ICT as a tool to teach other subjects. And the third way, ICT as an academic curriculum subject to equip the students with skills required to success in the knowledge and economy.
Likewise, IT Policy (2010) of Nepal has made some of the provisions in order to develop rapidly in the sector of education, health, agriculture, etc. Similarly, in the sector of education, IT policy has made provision for expansion of access of the Internet to all schools, coordination and collaboration with national and international institutions to develop skilled human resources for continuous, relevant and quality education is another important provision.
ICT in Education, Master Plan (2012-2017) is found working for establishing the use of ICT in education by specific visions, goals and objectives. The vision of Master Plan is to ensure extensive use of ICT in education sector and contribute for access to quality of education for all. The mission of the master plan is to narrow down the digital through the development of ICT infrastructures, human resources digital contents and system enhancement in education. The main goals in education master plan are to expand equitable access to education, to enhance the quality of education, to reduce digital divide and to improve the service delivery system in education. Similarly, the main objectives of ICT in Education Master Plan are to create ICT by enable learning environment in educational institutions. Similarly, to expand the interval access to schools and other educational institutions, to expand the accessibility to learning resources through educational resources sharing platform.
Similarly, SSRP (2015) of Nepal has also its own policy and provision related to ICT. It has provision to develop ICT assisted teaching/learning in all schools, development of ICT infrastructure in education, alternative modes of schooling through ICT and professional development of teachers and personnel (distance and online mode) course for professional development. The policies and legal provisions may be reviewed and amended every two years in conformity with technological development and expansion of services.
ICT Tools in ELT
Integrating Information and Communication Technology (ICT) tools in English Language Teaching (ELT) classrooms can enhance language learning experiences and engage students in various interactive activities. Here are some popular ICT tools:
PowerPoint Presentations
PowerPoint presentations are widely used in language teaching to present content in a visually engaging manner. Teachers can incorporate text, images, and multimedia elements to enhance students’ understanding and engagement in the learning process.
Videos and Multimedia
Using videos and multimedia resources can be highly beneficial for language learners as they expose students to real-life language usage, accents, and cultural aspects of the language. Platforms like YouTube, and language learning websites offer a wealth of video content suitable for language teaching. Lomicka, L. L., & Lord, G. (2013)
Online Dictionaries
Online dictionaries play a crucial role in language learning, providing quick access to word meanings, pronunciations, and example sentences. Popular online dictionaries include Merriam-Webster, Oxford Learner’s Dictionary, and Cambridge Dictionary. Akyel, A., & Yalçın, S. (2014)
E-learning Platforms
E-learning platforms offer a comprehensive approach to English language teaching, incorporating various interactive tools, exercises, and assessments. These platforms can be used both in traditional classrooms and for self-study purposes.
Chinnery, G. M. (2006) Interactive Whiteboards (IWB)
Interactive whiteboards allow teachers to display multimedia content and engage students actively in lessons. They enable dynamic presentations, interactive quizzes, and collaborative activities. (Kukulska-Hulme, A., & Shield, L. 2008)
Video Conferencing Tools
Tools like Zoom, Microsoft Teams, or Google Meet enable virtual classrooms, connecting learners and teachers remotely, promoting communication and collaboration.
Online Collaborative Writing Tools
Tools like Google Docs or Microsoft Word Online allow students to collaborate on writing tasks in real-time, making the writing process more interactive and encouraging peer feedback. Warschauer, M., & Ware, P. (2006).
Benefits of using ICT in ELT
Using Information and Communication Technology (ICT) tools in English Language Teaching (ELT) classrooms offers numerous benefits, enhancing the learning experience for both teachers and students. Here are some key advantages/ benefits of using ICT in ELT:
Improved Engagement and Motivation
ICT tools can make language learning more interactive and dynamic, thereby increasing student engagement and motivation. When students are actively involved in the learning process through multimedia, games, and online activities, they tend to be more enthusiastic and focused on their language learning journey.
Access to Authentic Language Input
Through ICT tools, students can access authentic language input in the form of videos, podcasts, news articles, and social media content from native speakers. This exposure to real-life language use enhances their language comprehension and cultural awareness. Ismail, N., & Almohammad, H. (2017)
Enhanced Collaboration and Communication
ICT tools facilitate communication and collaboration among students and teachers, breaking down geographical barriers and enabling global connections. Online discussions, video conferencing, and collaborative platforms allow learners to practice language skills with peers from different backgrounds. Warschauer, M. (1996).
Immediate Feedback and Assessment
With ICT tools, teachers can provide immediate feedback on students’ language exercises and assignments. This immediate feedback helps learners identify and rectify their mistakes quickly, accelerating the language learning process.
Challenges of ICT in Education
ICT (Information and Communication Technology) in education refers to the use of digital technologies, such as computers, software applications, the internet, and other communication tools, to enhance teaching and learning processes.
Limited Access to Technology
Not all students may have access to the necessary technology (e.g., laptops, smartphones, stable internet) required for effective integration of ICT in the classroom. This digital divide can create disparities in learning experiences and hinder participation. Additionally, some universities may lack the infrastructure or resources to provide adequate technology for all students. Huang, H., Diefes-Dux, H., & Imbrie,
- K. (2015)
Pedagogical Integration
Integrating ICT effectively in ELT requires careful consideration of how technology enhances pedagogy rather than replacing it. Teachers may struggle to find appropriate ways to incorporate ICT tools that align with their teaching goals and learning objectives. Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010).
Technical Issues and Reliability
Technical problems such as software glitches, network connectivity issues, or hardware malfunctions can disrupt the flow of the lesson and hinder effective teaching and learning.
Privacy and Security Concerns
Using ICT tools may raise concerns about data privacy and security. Teachers need to be cautious while using online platforms and tools to protect students’ personal information. European Union Agency for Cybersecurity (ENISA).(2020).
Training and Professional Development
Teachers might lack adequate training and professional development opportunities to effectively integrate ICT tools in their teaching practices.
Despite these challenges, the benefits of ICT in education are significant and can contribute to improved learning outcomes, increased engagement, and enhanced opportunities for students. Addressing the challenges requires a collaborative effort among policymakers, educational institutions, teachers, and the broader community to ensure equitable access, appropriate infrastructure, teacher training, and ongoing support for effective integration of ICT in education.
Review of Empirical Literature
For any kind of research, it is necessary to go through the previous studies which have been carried out on the related area. Empirical literatures help to upgrade the quality and standard of research by providing the guidelines, experiences, methods and procedures of study.
Ramorala (2010) carried out a study to explore the frequency of technology usage at schools; to provide on the challenges met by educators & learners while integrating technology into teaching and learning; and to describe the extent to which educators & learners have access to technology. A qualitative case study was conducted in technology rich senior secondary schools in the Tshwane North district, Gauteng province. Data were collected through semi-structured interviews with office-based and school-based officials, focus group interviews with learners, lesson observation, and document analysis; and were analyzed and interpreted carefully.
Acharya (2013) conducted a research on “Use of ICT and Web Tools in English Language teaching”. The main objective of the study was to identify the commonly used ICT/Web Tools in ELT along with the uses of them in carrying out effective ELT activities. It was a survey research conducted on 40 English teachers teaching in private schools of Kathmandu Valley where questionnaire was used as
tools of data collection and sample were selected purposively using random sampling procedure. The result revealed that the ICT tools such as mobile phone, laptop, multimedia projector and web tools like YouTube, Facebook, wiki, email, blog are used in ELT. Similarly, majority of the teachers used ICT/ Web tools to carry out general to language skills specific classroom activities and the tools were found to be very effective.
Similarly, Poudel (2015), in his article on “ICT and Teachers Educators on English in Nepal” published in NELTA journal presents that the use of ICT is very beneficial for teachers and educators for effective delivery of information to the students for their professional development. Most of the teachers claimed that there had been no any professional initiatives for empowering them from the institutional level.
Shahi (2016) carried out research under the title “Use of Technology in English class” to explore the practice of use of technology in language class by
English language teachers. He used survey research design and selected thirty English language teachers who used technology in language class as the sample from fifteen schools in Kathmandu valley using non-random purposive sampling procedure. He used questionnaire as a tool and explored that technological tools are very useful and essential in English language class to develop the language skill in students and to develop the professional skills of the language teachers in secondary schools. The teachers were found to have positive view towards the use of technology such as mobile, computer and internet in language class.
Similarly, Nepal (2018) conducted the study entitled “Use of ICT in English Language Teaching at Secondary Level”. It has the objectives to explore the use of ICT in English language teaching and to assess the role of ICT in English language learning. The design of the study was qualitative. The tools used for primary data collection were observation diary and semi structured interview. The respondents were selected purposively from public schools of Kathmandu valley where five teachers interviewed and twenty classes were observed to obtain the required information. The data analysis procedure were first transcribed then coded thematically and analyzed descriptively. The findings of this study showed that the use of ICT in the classroom helped students for a better learning. It motivated and encouraged students to get part in teaching learning activities actively. The most of the government schools did not have sufficient ICT tools and teachers did not use ICT regularly in the classroom.
Further Sharma (2022) carried out research under the title “Teachers perceptions on the use of ICT tools in ELT” is attempt to explore the secondary level English teacher’s perceptions towards ICT tools in ELT. She used mixed method and survey as research design and randomly selected forty secondary level English teachers from fifteen public schools of Kathmandu district using purposive non random sampling procedure. Data were collected through questionnaire. The findings of this study showed that the teachers have positive belief on use of ICT for ELT and also believe language learning is facilitated by using ICT.
Conceptual Framework
The conceptual framework will guide the researcher to study in systematic manner. The conceptual framework for this study has been shown diagrammatically as below:
Figure 1: Conceptual Framework
Implication for the Review for the Study
Above reviewed (theoretical and empirical literature) has played the vital implications from selection of the topic to methodology and to derive findings. To select the research able new topic in the area of ICTs use, I reviewed some researches which were already been done and recommended some possible researchable topics which helped me to come to know the gap between what has already been said or found out and what has not said yet to yet not found. It showed that any researchable topic gets background knowledge from the literature review because all problems may not be research topics. Similarly, theoretical review is implied to expand the knowledge of ICTs use, need and importance, policy and practices, along with challenges in the Nepalese context. Empirical literature review is equally important for all operational steps. Basically, components of the study and their examples were found from the empirical review. Moreover, it should help the important steps of research tools such as determining research objectives, constructing research questions, framing appropriate research design, data collection procedures, and tools, selecting appropriate sampling procedures and so on.
Methods and Procedures
This section consists of design and method of the study, population, sample and sampling strategy, study area, data collection tools and techniques, data collection procedure, data analysis and interpretation procedure.
Design and Method of the Study
This study will follow survey research design under quantitative method.
Survey research design where the large numbers of the English teachers of the secondary level were selected as the sample of the study. Specifically it is carried out in large number of population in order to find out the public opinion: According to
Nunan, (1992, p.140) “the main purpose of a survey is to obtain a snapshot of conditions attitudes and events at single point of time” In this way Nunan (1992, p.141) suggests the following eight steps procedures of survey research.
Step 1: Define Objective
Step 2: Identify target population Step 3: Literature review
Step 4: Determine Sample
Step 5: Identify survey instruments Step 6: Design survey procedure Step 7: Identify analytical procedure
Therefore, I will select this design to investigate for my research work.
Population, Sample and Sampling Strategy
The population of the study refers to the people, place objects or any other source of information that make the whole group. All the teachers who are teaching university level at kaski district as the population of the study. For this study 40 teachers from 7 campuses were selected as a sample. In order to collect the data, I will use random sampling procedure to select the sample for my study.
Research Tools
For this study I will use set of close ended questionnaire for collecting data.
In order to investigate the perceptions of University teachers regarding the use of ICT tools in English language teaching both primary and secondary sources of data will be used for the data collection.
Because only one type of sources data, that is, neither primary nor secondary, can fulfill the total requirement for the research.
The primary source of data was collected from 40 University teachers of Kaski district. The secondary sources of data, various books, research, thesis, articles, and internet related to the study and different policy.
The researcher will make the questionnaire for the respondents on the basis of teachers’ knowledge, method/techniques of teaching first of all, the researcher will visit the selected campus for the data collection and will visit with some subject teacher of English language. The researcher will most the respective English teacher and request him/her to support collecting necessary information. The researcher will make the appropriate environment for the subject teachers in their valuable time also the researcher will try to collect more authentic and real data. The questionnaires will be distributed and ask to give their response freely and honestly. Then the collected data will analyses descriptively.
The collected data will be analyzed using appropriate statistical methods and interpreted in a descriptive way as per the need of the study
Ethical Consideration
Ethic is a set of moral principle and we need to conscious about ethical consideration while collecting the data. Such ethical consideration is need for all field. We should not forget the value of ethics and I will take permission from authority for my study. I strictly avoided plagiarism while processing the data.
Results and discussion Work Plan
The work schedule to accomplish for the thesis writing the works schedule for research proposal can be stated.
Table 1: Work Plan
| S.N. | Activities | Time in weeks |
| 1 | Preliminary studies | 2 |
| 2 | Development of the tools for data collection | 1 |
| 3 | Data collection | 2 |
| 4 | Data analysis and I interpretation | 2 |
| 5 | Completion of data of the thesis | 2 |
| 6 | Completion of final form of the thesis | 2 |
| Total | 11 |
Conclusions and Recommendations
On the basic of the result, a conclusion will be drawn and finally some recommendation will be made.
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APPENDIX A QUESTIONNAIRE
Indications
This research questionnaire is preparing to investigate the perceptions of bachelor- level teachers regarding the use of ICT tools in English language teaching in your classroom. It is designed only for with an intension of research. I would greatly appreciate your answering these questions. I would like to assure you that your responses will be completely confidential and will not be used for any other purpose
Personal Details Name of the Teacher:
Name of the Campus:
Use of ICT tools in ELT classroom
- ICT tools enhance student engagement and participation in English language
- Strongly agree
- Agree
- Disagree
- Strongly disagree
- Neutral
- Integrating ICT tools in ELT improves students’ motivation to learn
- Strongly agree
- Agree
- Disagree
- Strongly disagree
- Neutral
- The use of ICT tools in ELT helps students develop their digital literacy
- Strongly agree
- Agree
- Disagree
- Strongly disagree
- Neutral
- ICT tools provide opportunities for personalized learning in English language
- Strongly agree
- Agree
- Disagree
- Strongly disagree
- Neutral
- The use of ICT tools in ELT improves students’ listening and speaking
- Strongly agree
- Agree
- Disagree
- Strongly disagree
- Neutral
- ICT tools facilitate authentic and meaningful language learning experiences.
- Strongly Agree
- Agree
- Disagree
- Strongly Disagree
- Neutral
- Integrating ICT in ELT classroom promotes collaborative learning among students.
- Strongly Agree
- Agree
- Disagree
- Strongly Disagree
- Neutral
- ICT helps in catering to the diverse learning needs of students in the ELT classroom.
- Strongly Agree
- Agree
- Disagree
- Strongly Disagree
- Neutral
- ICT tools enable teachers to provide immediate feedback to students in the ELT classroom.
- Strongly Agree
- Agree
- Disagree
- Strongly Disagree
- Neutral
- ICT integration in ELT classrooms enhances students’ digital literacy skills.
- Strongly Agree
- Agree
- Disagree
- Strongly Disagree
- Neutral
- Teachers face challenges in adapting to new technologies and incorporating them into their teaching practices
- Strongly Agree
- Agree
- Disagree
- Strongly Disagree
- Neutral
- Limited access to technology resources hinders the effective use of ICT in the ELT classroom. Strongly Agree
- Agree
- Disagree
- Strongly Disagree
- Neutral
- Lack of technical support and training for teachers impedes the successful integration of ICT in the ELT classroom.
- Strongly Agree
- Agree
- Disagree
- Strongly Disagree
- Neutral
- The use of ICT in the ELT classroom requires teachers to continuously update their technological skills and knowledge.
- Strongly Agree
- Agree
- Disagree
- Strongly Disagree
- Neutral
- ICT integration in the ELT classroom poses challenges related to student distraction and misuse of technology
- Strongly Agree
- Agree
- Disagree
- Strongly Disagree
- Neutral
A Research Proposal Submitted by
Pabitra Bhandari
Tribhuvan University Nepal
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