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The utilization and integration of ICTtools in promoting Englishlanguage teaching and learning: Reflections from Englishoption teachers in Kuala Langat District, Malaysia
.
.Bridgetown: May/Jun 2006.Vol. 2, Iss. 2; pg.
4, 11 pgs
Abstract (Summary)
The unprecedented advances in interactivity and multimedia capabilities together with a myriad of emerging technologies have enabled the creation of virtual learning environments that could be utilizedto boost the development of English language skills among Malaysian primary and secondary
school
students. English language standards have been deteriorating over the years and basic oral skillshave been appalling due to lack of
usage
and reflective practice. English lessons that incorporatemultimedia applications can exert powerful motivation and provide bored students with exciting newways to learn. The utilization and integration of
ICT
tools can indeed assist students in acquiringEnglish Language competency as well as enhance the quality of their learning experience. This paper first examines the present scenario of English language teachers as regards
ICT
integration and triesto determine if
ICT
skills of English language teachers in the light of existing infrastructure
facilities
are adequate to promote English language teaching and learning. The researchers next look at someof the obstacles faced by English language teachers in
ICT
integration and finally in the concludingpart the researchers suggest the use of interactive lessons to speed up the teaching and learning of English. [PUBLICATION ABSTRACT]
»
Full Text
(5272 words)
Copyright University of the West Indies May/Jun 2006
[Headnote]
ABSTRACTThe unprecedented advances in interactivity and multimedia capabilities together with a myriad of emergingtechnologies have enabled the creation of virtual learning environments that could be utilized to boost thedevelopment of English language skills among Malaysian primary and secondary
school
students. Englishlanguage standards have been deteriorating over the years and basic oral skills have been appalling due tolack of
usage
and reflective practice. English lessons that incorporate multimedia applications can exertpowerful motivation and provide bored students with exciting new ways to learn. The utilization andintegration of
ICT
tools can indeed assist students in acquiring English Language competency as well asenhance the quality of their learning experience. This paper first examines the present scenario of Englishlanguage teachers as regards
ICT
integration and tries to determine if
ICT
skills of English languageteachers in the light of existing infrastructure
facilities
are adequate to promote English language teachingand learning. The researchers next look at some of the obstacles faced by English language teachers in
ICT
integration and finally in the concluding part the researchers suggest the use of interactive lessons to speedup the teaching and learning of English.Keywords: interactivity, multimedia elements, rich learning environment
INTRODUCTIONThere is growing concern about the level of English proficiency at the workplace which if leftunchecked could lead to the country losing its competitiveness especially in the industry and technicalfields. Malaysia needs communicative competence to maintain its competitive edge in all aspects of our economic environment be it administration, education, trade or finance. The 2004 SchoolCertificate Examination Report on English Language 2 revealed that the majority of the candidateshave yet to master the writing skills in English (Laporan Prestasi SPM, 2004). What is amiss? Can theright ICT tools enhance English language teaching and learning and quickly arrest the rapid decline?ICT tools have now removed the time and space limitation found in traditional teaching. Classroomdialogue can now extend beyond the time and space constraints of class time (Frayer, 1997). Carmenet al., (2003) say that integrating ICT tools in teaching can lead to increased students' learningcompetencies and increased opportunities for communication. Key findings under ImpaCT2 (www.
becta. org. uk) show that the use of ICT tools in teaching and learning has positive effects onbehaviour, motivation, communication and process skills and that it enables pupils to learn moreautonomously. ImpaCT2 further shows that teachers in schools where pupils used ICT in Englishachieved higher mean gain scores. The integration of ICT tools in the teaching and learning of Englishhave found to bring other benefits too. Besides motivating pupils and raising self-esteem andconfidence, ICT can enhance pupil interaction, verbalization and involvement in collaborative learning(SIIA Report - 2000). What is the scenario on the utilization and integration of ICT tools among Englishoption teachers in Malaysia? Can similar benefits be achieved here in Malayia? In order to answer these questions a qualitative study was carried out to find out the extent of ICT integration among 30English language teachers in Kuala Langat District in Selangor.METHODOLOGYThe sampling frame of study was primary and secondary school teachers in three premier schools inBanting. Over a period of six months (i. e., July to December 2005), the researchers conducted face-to-face, semi-structured interviews with 30 trained teachers from three schools namely SekolahKebangsaan Sri Langat, Sekolah Menengah Kebangsaan Teluk, Panglima Garang and SekolahMenengah Sultan Abdul Samad, Banting. Prior to the interviews, the researchers visited the abovethree schools and obtained useful information pertaining to infrastructure facilities. Each school has 2computer laboratories with 25 desktop computers in each lab that are networked to a central server.Broadband internet access in the form of School-Net is available. Printing facilities are only availablefor teachers. Besides these, each school has on an average 19 notebooks and 10 LCDs and displayscreens.Seven interview questions brought a wealth of information which the researchers have consolidatedinto one research article. The seven interview questions that were asked are as follows:* Are there adequate infrastructure facilities in your school to support ICT integrated activities?If adequate, please mention the facilities.If inadequate, please mention facilities that are lacking.* If infrastructure facilities are improved would you carry out more ICT integrated activities?* Have you conducted ICT integrated lessons in 2005?If yes, mention the tools used.* Have you attended any computer course before?Please give details.* Do you possess sufficient ICT skills to confidently carry out ICT integrated activities in class?If the answer is negative, please mention the skills that you need.* What obstacles do you face in carrying out ICT integrated teaching and learning activities?* Is the school administration supportive in your endeavour to utilize and integrate ICT tools in teachingand learning activities?The researchers chose the above three schools in Kuala Langat District in Banting on the basis of accessibility. The district education officer located in Banting is familiar with one of the researchers and
hence it was not a hassle to obtain permission to interview and observe the English option teachers inthese three schools. However, prior written permission from the District Education Officer was stillnecessary. Semi-structured, face-to-face interviewing was chosen as it was found to be the mostappropriate strategy because of the intense nature of the topic under scrutiny. Semi-structuredinterviews are formal verbal questionnaires and they comprise a series of questions designed to elicitspecific answers on the part of the respondents (Fraenkel & Wallen, 2000). Real-life examples provideillustrative evidence rather than the basis for testing hypothetical deductions needed in the formation of theory (Sirotnik, 1989). Each interview with the selected respondent was scheduled to lastapproximately one hour to allow a thorough examination of the ICT tools used in the teaching andlearning of English. The interviews were carried out using a set of open-ended questions that wereorganized into a questionnaire. Time was further spent on observing how the respondents carried outtheir daily routine teaching and learning activities in the class. The interviews were recorded and later transcribed.RESULTSThe seventeen themes that emerged from the responses to the seven interview questions aretabulated in Table 1. The researchers have classified the seventeen themes into six areas for further consideration.
Table 1: Respondent Themes
Infrastructure FacilitiesInsufficient Computer Laboratories and Poor MaintenanceAlmost all the respondents indicated that the computer laboratories in the school are inadequate.Presently, there are two computer laboratories which have networking facilities and are connected to acentral school server. This means that at any one time only two classes can carry out ICT integratedactivities. The computer labs are heavily booked and many teachers get frustrated for not being able togain access to the computer laboratories. What is more alarming is the fact that out of the 25 desktopcomputers in each lab only 15 of them are in proper working condition. As one SK Sri Langat teacher stated,Everytime I on the computers in the lab, it hangs and it takes hell-of-a long time to come back to itsnormal operating mode.Maintenance is poor and allocation of funds from the Ministry of Education is rather slow. On thequestion of increased ICT integration with improved infrastructure facilities, two-thirds of the informantssaid that they were not sure and another one-third were reluctant to comment on this matter. Twocomments supported this perception:
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