Cogent Education

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Effects of information communication technology-

assisted teaching training on English language
teachers’ pedagogical knowledge and English
language proficiency

Mihireteab Abraham, Zeleke Arficho, Tesfaye Habtemariam & Abate

Demissie

To cite this article: Mihireteab Abraham, Zeleke Arficho, Tesfaye Habtemariam & Abate
Demissie (2022) Effects of information communication technology-assisted teaching training
on English language teachers’ pedagogical knowledge and English language proficiency, Cogent
Education, 9:1, 2028336, DOI: 10.1080/2331186X.2022.2028336

To link to this article: https://doi.org/10.1080/2331186X.2022.2028336

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Abraham et al., Cogent Education (2022), 9: 2028336
https://doi.org/10.1080/2331186X.2022.2028336

INFORMATION & COMMUNICATIONS TECHNOLOGY IN EDUCATION |

RESEARCH ARTICLE
Effects of information communication
Received 6 November 2021
Accepted 3 January 2022
technology-assisted teaching training on English
*Corresponding author: Mihireteab language teachers’ pedagogical knowledge and
Abraham, Arba Minch University,
Arba Minch, Ethiopia
E-mail: mretabbeneche@gmail.com
English language proficiency
Reviewing editor:
Mihireteab Abraham1*, Zeleke Arficho2, Tesfaye Habtemariam2 and Abate Demissie2
Sirui Wang, University of California
Los Angeles, Los Angels, UNITED Abstract: This study was conducted to examine the effects of training in
STATES
Information Communication Technology-assisted (ICT-assisted) English language
Additional information is available at
the end of the article
teaching on secondary school English language teachers’ pedagogical knowledge
and English language proficiency. To achieve this goal, a one-group within-subject
quasi-experimental design was utilized. Twenty-two (n = 22) teachers selected from
three government secondary schools in Arba Minch and Sawla towns of Gamo and

ABOUT THE AUTHORS PUBLIC INTEREST STATEMENT

Mihireteab Abraham is a PhD candidate at Arba
Minch University and a Lecturer in Teaching
English as a Foreign Language (TEFL) at Hawassa
University, Ethiopia. His PhD research is on ICT -
assisted English language teachingand he is
studying and researching the role of Information
Communication Technologies (ICTs) in English
language teaching in Ethiopian contexts.
Zeleke Arficho (PhD) is an Associate Professor
in TEFL at Hawassa University, Ethiopia. He also
works as the Academic Programs Director at this
university. He has numerous publications on
peer-reviewed journals. His research works focus
Mihireteab Abraham on foreign/second language writing and ICT in
education. He has been teaching, advising and
examining TEFL MA and PhD students for more
than a decade.
Tesfaye Habtemariam obtained his M. Ed. from
the affiliated College of St. Mark and St. John,
Exeter University, UK, and his PhD in TEFL from
Addis Ababa University, Ethiopia. He is an
Assistant Professor in TEFL at Arba Minch
University, Ethiopia . He has also been supervising
M.A and Ph.D. students in TEFL and conducting
studies and project works on diverse topics in ELT
and ICT in education for more than 22 years.
Abate Demissie got his M.A and Ph.D. in TEFL
from Addis Ababa University, Ethiopia. He has
taught English language at various institutions
and levels for more than 24 years. Besides, he
has been supervising M.A and PhD students in
TEFL and conducting studies on various topics in
ELT.
Information Communication Technologies (ICTs)
improves the quality of education including
English language teaching (ELT). In order to
effectively utilize ICT tools (e.g., desktop and
laptop computers, smart phones, websites,
mobile applications, Facebook group, Google
classroom, presentation and screen recording
software, etc.) for language teaching, teachers
are expected to have the essential skills of ICTs.
Therefore, understanding the role of ICT-assisted
ELT training for teachers’ professional develop­
ment at secondary school level in given contexts
is very important. Accordingly, the present
research examined the effects of ICT-assisted
ELT training on secondary school English lan­
guage teachers’ pedagogical knowledge and
English language proficiency. Data were col­
lected from secondary school English language
teachers in southern Ethiopia using tests. The
study indicated that providing a well designed
hands-on ICT-assisted teaching training signifi­
cantly improves the pedagogical knowledge and
English language proficiency of teachers. It is
also noted that teachers are motivated to use
the available ICTs; hence, schools’ and nearby
universities’ technical and administrative support
is crucial in realizing their effort.

© 2022 The Author(s). This open access article is distributed under a Creative Commons
Attribution (CC-BY) 4.0 license.

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Gofa zones of South Nations, Nationalities, and the Peoples Regional State of
Ethiopia were included in the study using a comprehensive sampling technique.
Four rounds of repeated measurements were used to collect data and Friedman’s
test was used to compare the mean scores to examine the effects of the training on
the teachers’ pedagogical knowledge and English language proficiency. Related-
samples Kendall’s coefficient of concordance (effect size) was also run using the
same non-parametric test of Friedman’s test to exmine the magnitude of the effect.
The results revealed that training in ICT-assisted teaching has a significant effect on
the pedagogical knowledge and English language proficiency of the teachers.
Moreover, the independent variable (training in ICT-assisted English language
teaching) has a strong effect (effect size) on their pedagogical knowledge and
English language proficiency. Based on the results, in-service teacher training in ICT-
assisted teaching is recommended to harness the potential of new technologies for
English language teachers’ professional development.

Subjects: Secondary Education; Teachers & Teacher Education; Language & Linguistics;
Language Teaching & Learning

Keywords: English language; English language proficiency; ICT-assisted teaching training;

pedagogical knowledge

1. Introduction
The use of Information Communication Technologies (ICTs) for teaching and learning purposes is
being considered to improve the quality of education including English language teaching.
Concerning this, Torsani (2016) argues “technology has become part of—and has revolutionized
—our everyday life and that language education cannot afford to neglect this potential” (p. 43).
Since we are living in an ICTs-dominated world, we need to have digital literacy to effectively apply
that. The global and contextual scenario forces teachers to consider ICT tools in teaching-learning
of school subjects in general and in English language teaching in particular.

It is a widely recognized fact that teachers are the principal actors in the teaching-learning
process (FDRE Ministry of Education, 2018; Trudel, 2016). In a foreign language teaching-learning
context, English language teachers are the main sources of language learning inputs for their
students (Young et al., 2014 as cited in Richards, 2017). To exploit ICTs for language teaching,
therefore, teachers are expected to have the essential skills of ICT and its integration. When
considering ICT-related innovations in education, the successful integration of ICT into the class­
room depends on the ability of teachers to practice non-traditional ways, merging technology with
new pedagogy and developing active classrooms(Berhanu, (2012); Mueller et al., (2008); Salem &
Mohammadzadeh, 2018; UNESCO, 2018).

Teacher professional development is seen as the crucial component of such educational

improvements (; Gilakjani, 2013). Mueller et al. (2008) suggest that teachers require positive
experiences with ICTs which are specific for the subject they teach to make use of them in
teaching. Other scholars advocate giving attention to technical, subject-specific (content), and
pedagogical knowledge (Koehler et al., 2011). This may suggest the need for teacher training and
computer access to promote the educational mainstreaming of ICT.

The importance of training on ICT skills and providing access to it for teachers has been
emphasized by UNESCO (2018) stating the following

Teachers must have the competencies to integrate ICT in their professional practice to
ensure the equity and quality of learning. Teacher training and continued ongoing relevant

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professional developments for teachers are essential if benefits from investments in ICTs are
to be realized. (P. 1)

Therefore, understanding the effect of ICT-assisted English language teaching training for teachers
professional development at secondary school level in a given context is very important to get
evidence-based empirical data for further research and action. Doing this requires conducting
sound researches on the area that can capture factors related to the use of recent ICT tools in the
professional development of English language teachers. Accordingly, the present research exam­
ined the effects of ICT-assisted English language teaching training on secondary school English
language teachers’ pedagogical knowledge and English language proficiency.

Specifically, this study sought to answer the following two specific questions: (1) does training in
ICT integrated English language teaching methodology bring a statistically significant improve­
ment on secondary school English language teachers’ pedagogical knowledge? (2) does training in
ICT-assisted English language proficiency bring a statistically significant improvement on second­
ary school English language teachers’ English language proficiency?

Accordingly, null and alternative hypotheses were formaualted abou the effects as follows::

H0: Training in ICT integrated English language teaching methodology does not bring a statistically
significant improvement on secondary school English language teachers’ pedagogical knowledge.

Ha: Training in ICT integrated English language teaching methodology brings a statistically sig­
nificant improvement on secondary school English language teachers’ pedagogical knowledge.

H0: Training in ICT-assisted English language proficiency does not bring a statistically significant
improvement on secondary school English language teachers’ English language proficiency.

Ha:Training in ICT-assisted English language proficiency brings a statistically significant improve­

ment on secondary school English language teachers’ English language proficiency.

2. Background to the research context

English has been serving as a language of instruction and school subject at different levels across
the educational system in Ethiopia particularly at secondary school and higher education (FDRE,
(1994). The rationale why it is important to use English in the Ethiopian education system over the
past several decades has been mentioned in many ways by the country’s policy documents such
as the Education and Training Policy (FDRE, 1994), Curriculum Framework for Ethiopian Education
(FDRE Ministry of Education, 2009a), Education Sector Development Programs (ESDP I–V) and
General Education Quality Improvement Packages (GEQIP I–III)(FDRE Ministry of Education,
2009b).

The current trend of using English as a medium of instruction and emphasizing it will continue in
secondary school education in Ethiopia in the future as well. The recent Education Road Map of the
Federal Democratic Republic of Ethiopia (FDRE) Ministry of Education (FDRE Ministry of Education,
2018) states using English as a subject and medium of instruction starting from the lower grade
level and secondary school education respectively. This Education Road Map is designed to be used
as a road map for the next 12 years (2018–2030).

There is evidence that the government of Ethiopia is still committed to promoting and develop­
ing the use of the English language in secondary school education in the country. One of the
commitments it showed is trying to improve the professional competency of teachers. In its recent
Education Sector Development Plan Document (ESDP V, 2014/15-2019/20), the FDRE Ministry of
Education (MoE, 2015) has planned to give high priority to improve the English language skills of

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teachers through the English Language Improvement Program (known as ELIP). There is no doubt
that such commitment is quite important since English is playing a key role both as a subject and
medium of instruction in secondary school education in the country.

The Ethiopian General Education (KG-12) Curriculum (FDRE Ministry of Education, 2009a, p. 17)
states that since the teaching and learning of all school subjects in Ethiopian secondary schools is
given in English, “ . . . the focus of English language instruction is on developing students’ subject
survival skills, confidence and learning strategies.” The document further states the role of the
English language in tertiary education as well as in the world of work after completing secondary
school education. Thus, it is by far necessary to give due attention to English language teaching
and learning at secondary school education in Ethiopia so that such efforts would contribute to the
realization of the aspired goal of preparing learners for their future academic and professional life.
However, Melaku (2019) conducted a study in the same research context where the present
research is conducted and reported that the majority of secondary school English language
teachers who participated in his study were not proficient in English.

Government bodies and other stakeholders are working on addressing the quality of English
language teachers in Ethiopia. A policy document by FDRE Ministry of Education, ESDP V (2014/15-
2019/2020), states the government’s commitment to expanding the use of ICT in education to
improve the quality of teaching and learning at secondary school level (MoE, 2015, p. 70). The
document further indicates that integration of pedagogy, content, and technology will take priority
in the plan period of ESDP V. More specifically, in the ESDP V document, it is stated that main­
streaming ICT across core subjects, including English, and providing ICT resources to schools is the
target in using ICT in education at all levels.

The presence of national policy on ICT in education in Ethiopia is a milestone in the process of
introducing ICT in education (FDRE Ministry of Education, 2009a; FDRE, 2016). Moreover, the
initiatives and attempts made to equip Ethiopian secondary schools with basic ICT tools, including
access to the Internet, is another good thing that can be noted as an enabling factor for the
utilization of ICT in secondary education in Ethiopia. However, the absence of teacher preparation
along with no or limited school-based support and facilitation to utilize the available ICTs in the
schools made ICT-assisted teaching and learning something not yet considered. Consequently, this
limited access to ICT tools and lack of qualified teachers in ICT-assisted teaching remains
a challenge when the reality on the ground is considered.

According to the FDRE Education and Training Policy (FDRE,1994) and the recent Education Road
Map (FDRE Ministry of Education, 2018) of the country, secondary education in Ethiopia is a four years
program. As the Education and Training Policy (p. 23) states, the purpose of secondary education in
Ethiopia is to “enable students to identify their interests for further education, for specific training and
the world of work.” This indicates how much secondary school education in Ethiopia is important in
determining the future life of students. However, to help students attain their learning goals, the
presence of teachers with the required pedagogical and English language proficiency is key. These
demands to prepare and equip the teachers with the required professional knowledge so that they
can enhance their professional development and discharge their responsibility effectively.

3. Review of related literature and theoretical framework

This section highlights the current body of knowledge on the knowledge bases of teachers in
relation to ICT-assisted English language teaching along with the theoretical backgrounds that
guide the field are discussed.

3.1. English language teachers’ pedagogical knowledge

Pedagogical knowledge is a concept which refers to the teacher’s knowledge of teaching. Almost
everyone in the field of education is familiar with this concept as far as teaching is concerned. It is
teacher’s professional knowledge of how to teach a certain subject such as English. This knowledge

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is usually acquired and developed through professional training. Universities and teacher educa­
tion colleges are highly concerned with the development of teachers’ pedagogical knowledge on
a particular subject. Richards (2017, p. 12) defines pedagogical knowledge as “Pedagogical knowl­
edge and ability draws on content knowledge as well as other sources of knowledge but in the
process transforms it, since it is understood to the knowledge of the learners, the curriculum, the
teaching context and to teaching methods.”

A document published by the FDRE Ministry of Education (MoE, 2013) which aimed to set
standards for English language teachers in Ethiopia, states areas of competencies that English
language teachers are expected to fulfill to successfully carry out their professional job. In the
document, there are two domains of standards for English language teachers: English language
proficiency and professional knowledge. While the first one, English language proficiency, deals
with the skills of the English language, the latter one, professional knowledge, is concerned with
professional knowledge which includes English language (ELT) pedagogy knowledge.

The FDRE Ministry of Education’s (MoE, (2013)) standards for English language teachers include
many sub-components under the “professional knowledge” domain. Accordingly, it includes purpose
knowledge, content knowledge, knowledge about the English language, English language tasks/
activities knowledge, English language assessment/testing knowledge, and English language learner
knowledge in Ethiopian context along with English language teaching pedagogy knowledge.

Technology is changing all spheres of our lives, including teaching and learning. Today’s teachers
are in charge of responding to these dynamic changes happening around the world. This means,
the traditional pedagogy barely satisfies the demand of today’s learners. The changing dynamics,
influenced by technology, requires a shift in the way language is learned and taught. Teachers,
classrooms, and textbooks are no more the sole sources of learning today. Regarding this, Richards
(2014, p. 1) states “The internet, technology and the media, and the use of English in face-to-face,
as well as virtual social networks, provide greater opportunities for meaningful and authentic
language use than are available in the classroom.” This situation implies that English language
teachers need to consider out-of-class learning environments as a supplement to the conventional
classroom and ICT-assisted teaching in the classroom for teaching and learning English in the
digital landscape of today’s world. To realize this, they need to improve their pedagogical knowl­
edge through ICT-assisted professional development opportunities.

3.2. English language teachers’ proficiency

English is a language that is learned and taught throughout the world. This makes the practice of
teaching English diverse and unique across geographical and cultural contexts. Those who teach
English around the world are not only native speakers of the language, rather non-native speakers
(NNS) as well. As the practice shows, even the majority of English language teachers around the
world are non-native speakers, and they speak English as a second or foreign language rather than
as their first language (see, Richards, 2017). This situation creates concern regarding the English
language proficiency level of English language teachers around the world. Regarding this point,
Tsang (2017) argues that the level of English language proficiency of many of such English
language teachers may not reach benchmarks established by their employers. As to Richards,
this situation raises concern for ‘what kind of proficiency in English is necessary to be an effective
teacher of English?”

TESOL’s (TESOL International Association, 2019) standards for k-12 teachers set knowledge
about language as one of the standards for non-native English language teachers around the
world. The document states that teachers demonstrate “knowledge of English language struc­
tures, English language use, second language acquisition and development, and language pro­
cesses to help English language learners acquire academic language and literacies specific to
various content areas” as one of the standards (TESOL International Association, 2019, p. 6). This
shows the broader view of English language teachers’ proficiency. Sadeghi et al. (2019, p. 2) noted

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“the language proficiency level of a NNS English teacher will influence the kind of language input
learners receive and thus have a positive impact on learning.”

Today, language proficiency is seen as something beyond linguistic competence. Rather, it is

being considered as a tool that can be used as a sense of professional legitimacy and self-
confidence as an English language teacher. This notion of considering English language proficiency
is rooted in the belief and practices that the English language is a global language used across the
globe in different contexts. Thus, such understanding recognizes the potential of non-native
English language teachers to address their learners’ needs (Discoli, 2016).

As Richards (2014) states, English language teachers’ limited proficiency is one of the limitations
of classroom-based English language learning and teaching. This leads to the need for considering
the potential of English language teaching and learning outside the traditional classroom walls
using modern technologies. This does not mean that the English language teaching and learning
opportunities available outside the classroom replace classroom-based teaching and learning.
However, it is to say that it could supplement and enhance the existing teaching and learning
practices that have been in place for decades.

When it comes to the link between teachers’ pedagogical content knowledge (hereinafter
referred to as PCK) and technological knowledge (TK), the literature shows a strong link and
overlap between these knowledge bases of teachers. This means, in the practice of ICT-assisted
teaching and learning, teachers also need to be equipped with the traditional pedagogical and
content knowledge (PCK), in addition to the technological knowledge (TK). When teachers possess
these all-knowledge bases, it is believed that they would effectively integrate technology in their
teaching. Based on his empirical study conducted in Turkey, Turgut (2017) recommends the need
for developing PCK and TK of teachers as an important factor in overall technology integration. The
present research was designed with these premises in which a package of ICT-assisted English
language teachers’ training consists of basic knowledge and skills of ICT tools for English language
teaching, ICT-assisted pedagogical knowledge, and English language proficiency training provided
to the teachers in three rounds to see its effects.

3.3. Theoretical framework

One may fail to recognize the theoretical basis of technology use in language teaching if he/she
simply considers the practice of technology use in language education as something new or just
a recent phenomenon. The truth is that there is a wide range of scholarly works which attempted
to show us the theoretical basis of CALL (Computer Assisted Language Learning) or ICT-assisted
language teaching. Hubbard and Levy (2016, p. 25) argued this point stating “although digital
technology has only been a significant component of language teaching and learning for a few
decades, the theoretical landscape captured by its researchers and practitioners is already wide-
ranging.” The use of technologies in language education has been explained in various ways by
different scholars in the field depending on how the practice influenced the profession and how
the practices have been influenced by Second Language Acquisition (SLA) and educational or
relevant linguistic and psychological theories (Polat, 2017).

Polat (2017) wrote about the possibility of situating pedagogical use of technology within the frame­
work of different schools of learning. As he argued, CALL in the particular and pedagogical use of
technologies in general, has been backed by the various theories of the time. Starting with the behavior­
istic approach, and then continuing with the cognitive psychology and constructivism, and the recently
proposed theories like connectivism and mainly the Social Cognitive Theory(SCT) are the theories which
are referred by scholars in discussing pedagogical use of technology and human learning.

A theoretical framework, based on Bandura’s Social Cognitive Theory, is found relevant to use as
a basis for the present study. Earlier researchers like Campeau et al. (1999) and Compeau and
Higgins (1995) used the SCT for similar study purposes. The present study aims to test the effects

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of ICT-assisted English language teaching training on the English language teachers’ pedagogical
knowledge and English language proficiency. To do so, the theoretical constructs of Bandura’s
Social Cognitive Theory was taken into consideration. These individual constructs are behavior
modeling or computer usage (ICT tools used in this case), computer self-efficacy, and outcome
expectations.

Research work by Campeau et al. (1999) produced useful insights into the cognitive, affective,
and behavioral reactions of individuals to technology, and into the factors which influence these
reactions. To this end, the present researchers are interested in adapting the model used for that
research since it is found relevant. The concepts and constructs of Bandura’s (1989) Social
Cognitive Theory (SCT) will be discussed in the next section of this paper.

Since the purpose of this study is to examine the impacts of training in ICT- assisted English
language teaching on English language teachers’ pedagogical knowledge and English language
proficiency, to understand the process, variables, and possible outcomes of the training well,
relevant theory is needed.

The other relevant theoretical framework is the technological pedagogical content knowledge
(hereafter TPCK). There are expected and marked changes in the pedagogical practices of teachers
when they use ICT tools for teaching practices. As Gilakjani (2013) says, the existence of the
relationship between teachers’ teaching methods and computer technology use is one of the
personal factors that should be specially considered. He argued that computer technology has
the potential to change teachers’ teaching methods. When teachers use technology-assisted
teaching methods, their traditional role changes, and they can no longer be the source of all
information and direct all learning (Allayer, 2011). Thus, as Gilakjani (2013, p. 264) states
“Pedagogical change is a direct outcome of any computer technology training in which teachers
are engaged.”

Transforming teachers’ practice through ICT-supported teacher training has been found the
major challenge (UNESCO, 2013). This has a direct implication for considering the effectiveness
of ICT- assisted English language teachers’ training on teachers’ overall competence, as investi­
gated in this study. This is true since integrating ICT tools in teaching is not a linear and easy task.
Teachers usually fail to integrate technologies in their teaching due to some factors. Koehler et al.,
2011, p. 101) noted the findings of earlier studies which show teachers’ lack of knowledge on the
instructional uses of technology to successfully integrate technology in their teaching and their
attempts seem to be limited in scope, variety, and depth. This suggests looking for better ways of
conceptualizing the variables involved in the process of integrating technology in actual teaching
and learning contexts.

Mishra and Koehler (2006) argue “Thoughtful pedagogical uses of technology require the devel­
opment of a complex, situated form of knowledge that we call Technological Pedagogical and
Content Knowledge (TPACK).” It is based on this argument that a conceptual framework known as
“TPACK” was introduced to the field of ICT in education. For a better understanding of the practice
of teachers’ instructional use of ICT, this TPACK framework has been found relevant for the present
study. The TPACK framework (Koehler and Mishra, 2008; Mishra & Koehler, 2006) describes the type
of teacher knowledge required to teach effectively with technology. As the scholars in the field
agree, describing what teachers need to know can be difficult since teaching is normally
a complex, multifaceted activity that occurs in diverse contexts. This is to mean that conceptualiz­
ing the practice by itself is not sufficient since what happens on the ground maybe even the
opposite.

Koehler (2013) argues “Teachers must understand how technology, pedagogy, and content
interrelate, and create a form of knowledge that goes beyond the three separate knowledge
bases.” This argument suggests considering technology as one additional knowledge base for

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Figure 1. From “ Deep-play:

Developing TPACK for 21st
century teachers, ” by Koehler
et al. ,2011, International
Journal of Learning Technology,
6(2), 150, Figure 1 (https://dx.
doi.org/10.1504/IJLT.2011.
042646). CC BY.

Figure 2. Conceptual English language teachers’

Framework of the Study.
pedagogical knowledge
Training in ICT-
assisted English
language teaching
English language teachers’
Proficiency

Figure 3. Experimental design

Pre- Round Measure Round Measu Round
of the study. Measu
test One ment Two rement Three
Traini Two Traini Three Trainin rement
(Meas ng ng g Four
ureme (Post-
nt 1) test0

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teachers, in addition to the well-established teachers’ knowledge bases: content and pedagogy as
long as we are concerned about the pedagogical use of technology by teachers. This is true
because, as Koehler (2013) contends “Teaching with technology requires a flexible framework
that explains how rapidly-changing technologies may be effectively integrated with a range of
pedagogical approaches and content areas.” Such arguments force us to consider the dynamic
nature of technology and its interaction with pedagogy. Let us see how the TPACK framework is
represented in a diagram to show the complex interplay between the variables involved in
teachers’ attempt to integrate technology in their teaching practices.

Figure 1. TPACK Framework.

The TPACK Framework above (Fig. 1) shows the interplay between the three main knowledge
bases (content, pedagogical, technological) of teachers needed when integrating technology in
education. Accordingly, the interplay between the three-knowledge basis creates a knowledge
base called technological pedagogical and content knowledge (TPCK). On the other hand, when
two of these three knowledge bases interact with each other, as shown in the diagram, we can find
other knowledge bases: pedagogical content knowledge (PCK), technological pedagogical knowl­
edge (TPK), and technological content knowledge (TCK). The focus of the present research is on the
latter component of the framework, TCK. The following Figure (Figure 2) demonstrates the con­
ceptual framework of the present research.

Figure 2. Conceptual Framework of the Study.

4. Methodology

4.1. Research design

The purpose of this research was to examine whether ICT-assisted training in English language
teaching has effects on secondary school English language teachers’ pedagogical knowledge and
English language proficiency. A quasi-experimental design was found appropriate for its suitability
of achieving the objectives of this study. Particularly, among the different types of experimental
designs, a one-group within-subject quasi-experimental design, specifically, repeated measures
time-series design was used. One of the main characteristics of this design is it allows collecting
data repeatedly on the same behavior (dependent variable) over some time. According to Creswell
(2009), such kind of design is termed equivalent time-series design and can be used when
a researcher has access to only one group and can study it over a period.

As the literature tells us, in a within-subjects design or repeated measures design, a single group
of subjects is exposed to all levels of the independent variable. The different levels of the
independent variable in the present study indicate the different components of pieces of training
conducted to the trainee teachers at the different stages of the intervention. These levels or
components of the training (independent variable) are:

(a) training on the basic knowledge and skills of ICT tools for teaching English
(b) training on ELT methodology(pedagogy) knowledge
(c) training on ICT-assisted English language proficiency

Within-subjects design or repeated measures designallows the researcher to repeatedly measure

the study participants’ behavior to see any possible changes resulting from the intervention. As
Ary, Jacobs and Sorensen (2010) describe, each participant serves as his or her control; so,
comparability is not a problem. According to Cohen et al. (2007, p. 284), time-series design has
the potential to increase reliability. Moreover, a well-designed single-subject experimental design
can fulfill the criteria for internal validity (Ary, Jacobs and Sorensen, (2010). Besides, “repeated
measurements of behavior within an experimental condition allow for a more accurate estimate

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and analysis of the level of behavior. Determining the levels of behavior across time provides
a more accurate picture of each participant” (Cipani, (2009), p. 61). The design is presented in the
following diagram (Figure 3) for better clarity.Figure 3. Experimental design of the study.

A quantitative approach was followed to collect and analyze data.

4.2. Research setting

This study was conducted in Arba Minch and Sawula towns of Gamo and Gofa zones of South
Nations, Nationalities, and the Peoples Regional State of Ethiopia. Arba Minch Town is about 435
kilometers south of Addis Ababaand Sawula Town is about 420 km away from Addis Ababa in the
south direction. Both towns are the administrative towns of their respective zones. Three govern­
ment secondary schools, namely Arba Minch Secondary School, Arba Minch University Community
Secondary School, and Sawula Secondary School were included in the study.

Arba Minch Secondary School is the oldest and largest secondary school in Arba Minch, which was
established in 1958 E.C. Sawula Secondary School is also the oldest and largest secondary school in
Sawula; it was established in 1961 E.C. as a primary school and later upgraded to senior secondary school
in 1976 E.C. The third school, Arba Minch University Community Secondary School, is also one of the
secondary schools in Arba Minch Town and owned by Arba Minch University.

4.3. Sampling
The population considered in this study was secondary school English language teachers teaching
in the selected government secondary schools during the study period, between December 2020
and June 2021.

Regarding the sampling, different kinds of sampling techniques were used to select the school
settings and study participants. Accordingly, the schools were selected using purposive sampling
technique mainly because of the following reasons:

(a) The schools have more or less similar kinds of ICT tools or facilities needed for the interven­
tion of this study;
(b) The three schools have a relatively large number of English language teachers as compared
to the other schools in the same research setting so that the required number of participants
could be found;
(c) The schools’ proximity and familiarity to the researchers could ease access to data collection
and minimize unnecessary costs and time.

When it comes to the sampling techniques used to include study participants among the target
population, a comprehensive sampling technique was applied to include all the English language
teachers who were teaching in the three schools during the intervention period (December 2020-
June 2021). This was done because the population was manageable. This means, since there were
only 23 English language teachers in the three schools, it was possible to involve all of them in the
one-group-only quasi-experimental study.

From the total sample of the study participants, 17 (73.9%) of the teachers were qualified in BA/ B.
Ed. degree and the rest 6 (26.1%) of the participants were MA/M.Ed. degree holders. The minimum
teaching experience of the teachers is 6 years as reported by 2 (8.7%) of them whereas the maximum
teaching experience is 39 years as responded by 2 (8.7%) of the teachers. The remaining 19 teachers
were within the range of 6 years and 39 years of teaching experience. Among the total of 23
participants who started to take part in the study, one participant was passed away due to natural
death in the middle of the intervention. Thus, the data collected from this participant was not included
in the data analysis. It was only data collected from the 22 participants who managed to complete the
training and data collection stages of the intervention were analyzed in the study.

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4.4. Data collection tools

As many scholars believe, tests are valuable measuring instruments for educational research. Two
researcher made tests were administered to the study participants. The tests mainly focused on: a)
English language teaching methodology knowledge (124 items), and b) English language proficiency
(67 items). The tests were prepared by the present researchers based on the National Standards for
the English Language Teachers teaching at secondary schools in Ethiopia (MoE, 2013).

The tests were mainly objective type avoid subjectivity during correcting, except the essay
writing part in the English language proficiency test, and consisted of multiple-choice, matching,
true-false, re-arrangements, and yes-no items.

Both tests were administered repeatedly (four times) within given intervals: before, in-between, and at
the end of the training or intervention. To help the teachers understand the nature and purpose of the
tests, a brief description of the tests was given on the cover page of each test. Extra papers were attached
to the English language proficiency test to let teachers use them to write their first and final drafts of the
essay writing part. Moreover, to help the teachers effectively listen to the listening text, which was
prepared as part of the English language proficiency test, they were given a chance to listen twice. The
room used to administer the tests was quiet and equipped with the required audio-visual materials. This
means the tests were conducted in the ICT centers of the schools which was used for the training
purpose.

Regarding scoring of the tests, since both tests were objective by nature, selected instructors
evaluated the performance of the study participants based on the orientation given by the
researchers using test evaluation guidelines. To do so, the researchers prepared answer keys
and specific directions on how to assess the performances of the teachers. Each question carries
one mark. Missing the right answer for a question results in zero mark. The weight of each test is
based on the number of items it carries. Later on, the weight of the two tests was converted to one
hundred by using the appropriate mathematical method.

4.5. Experimental procedures

Designing training resources such as manuals, guidelinesand schedules, and arranging training
venues, and selecting and training trainers were the key pre-training activities carried out in this
research. Training manuals and guidelines as well as schedules were designed based on the direc­
tions and guidelines set by UNESCO (UNESCO, 2018) and the FDRE Ministry of Education (MoE, 2013).

After getting official permission from Arba Minch University and the schools to get access to the
training venue and research participants from the respective schools, the 16 weeks long intensive ICT-
assisted English language teaching and professional development pieces of training were conducted
between December and June 2021. The training was face-to-face, six hours a day and three days a week,
a total of 16 weeks (288 hours) intensive training conducted by English language education and ICT
professionals with the knowledge and skills of ICT-assisted English language teaching. The required data
for the research were collected before, during, and after the training in three rounds.

4.6. Methods of data analysis

The data analysis for this study was conducted using SPSS version 25 for testing the hypotheses of the
research. Accordingly, inferential statistics were carried out. There are two common types of statistical
techniques: parametric and non-parametric. Both of them have their own assumptions, features,
purposes, and procedures Ary, Jacobs and Sorensen (2010). As mentioned in the earlier section, the
present study employed a within-subject repeated measure time-series design. This design allowed
repeated measurements on a single-group quasi-experimental group sample at different times of the
study. The data collected for this study mainly involves interval type of data which were collected through
tests.

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Table 1. Mean scores for the K related -samples (Friedman) test analysis result for the test on
teachers’ pedagogical knowledge
Ranks

Mean Rank
ELTMethodR1 1.11
ELTMethodR2 1.98
ELTMethodR3 3.05
ELTMethodR4 3.86

Table 2. K related -samples (Friedman) test analysis result (test statistics) for the test on
English language teachers’ pedagogical knowledge
Test Statistics
N 22
Chi-Square 57.712
df 3
Asymp. Sig. .000
a. Friedman Test

Table 3. Effect size (Kendall’s coefficient of concordance) for the mean scores of the test on
pedagogical knowledge of Englishl language teachers
N 22
Kendall’s Wa .874
Chi-Square 57.712
Df 3
Asymp. Sig. .000
a. Kendall’s Coefficient of Concordance

Thus, the type of sample used and the nature of data collected required the use of the non-
parametric statistical tool for the data analysis. This statistical tool was selected because the type of
sample selected (single group) and data collected (repeated measure) does not fulfill some of the
assumptions of parametric tests such as the random assignment of samples and the use of non-
probability sampling technique. Since such parametric assumptions are not strictly fulfilled, the
researchers were forced to use the non-parametric statistical tool to analyze the data. This is mainly
because of the assumption that the non-parametric techniques do not have that many strict
assumptions unlike the parametric ones (Bordens&Abot, (2011); Field, (2013); Larrison-Hall, (2010).

Among the different non-parametric tests, the Friedman test was found appropriate for the
present research due to its suitability to test the hypotheses of the research. The Friedman test is
a test that can be used to test differences between conditions when there are more than two
(three or more) samples that are related (Cohen et al., 2007; Field, 2013). Thus, in such kinds of
conditions, it is the same subjects that provide the research data. The significance level was taken
at 0.05 (5 percent).

Before analyzing the data, to make sure that the data collected can be analyzed through
Friedman’s test, the following three assumptions were considered:

● Assumption #1: One group is measured at three or more different occasions.

● Assumption #2: Dependent variable should be measured at the ordinal or continuous level.

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Table 4. Repeated measures results mean rank for the test on the English language teachers’
proficiency
Ranks

Mean Rank
ProfessionalR1 1.16
ProfessionalR2 2.18
ProfessionalR3 2.75
ProfessionalR4 3.91

Table 5. The K related -samples (Friedman) test analysis result for the test on English lan­
guage proficiency
Test Statistics
N 22
Chi-Square 52.342
Df 3
Asymp. Sig. .000
a. Friedman Test

Table 6. Effect size (Kendall’s coefficient of concordance) for the mean scores of the test on
the teachers’ English language proficiency
Test Statistics
N 22
Kendall’s Wa .793
Chi-Square 52.342
df 3
Asymp. Sig. .000
a. Kendall’s Coefficient of Concordance

● Assumption #3: Samples do NOT need to be normally distributed.

Since the basic Friedman test does not tell us the effect size, further analysis of the result is
needed. To do so, related samples Kendall’s coefficient of concordance (effect size) was run using
the same non-parametric test of the Friedman’s test on SPSS (following an alternative procedure of
the normal one. The magnitude of the effect size is labeled as follows:

● <.2 = Small effect

● .2—.5 = Medium effect
● >.5 = Large effect

5. Results

5.1. Effect of training in ICT-assisted English language teaching on the pedagogical

knowledge of English language teachers
To test the effect of training in ICT-assisted ELT on English language teachers’ pedagogical
knowledge, four rounds of repeated measurements were conducted before, during, and after the
intervention. This section presents the results of the statistical analysis of this test.

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The following procedures were applied to analyze the results of the tests. Accordingly, to check if
the teachers’ mean scores on the four rounds of repeated measures(tests) have a statistically
significant difference, the Friedman test which examined differences in medians among the four
rounds of test results was conducted using the K related -samples (Friedman) test on the SPSS
version 25. Table 1 below presents the results of the analysis.

As shown in the table above, the mean rank for each round: round one (mean rank = 1.11),
round two (mean rank = 1.98), round three (mean rank = 3.05), and round four (mean rank = 3.86)
was obtained for each of the four rounds of repeated measurements on the English language
teachers’ pedagogical knowledge. The mean score shows the test score is highest in the fourth-
round measurement followed by the third, second, and first-round measurements respectively.
The K-related -samples (Friedman) test analysis result also indicated the result presented in Table 2
below.

The Friedman test, which examined differences in mean scores among the four rounds of
measurements on the teachers’ ELT methodology knowledge test results is significant, x2 (3,
N = 22) = 57.712, p < .001(Table 2). Consequently, it is possible to reject the null hypothesis (H0)
which stated training in ICT-assisted ELT does not bring a statistically significant effect on tea­
chers’ ELT methodology knowledge. Next, Kendall’s coefficient of concordance was conducted
using the same Friedman test to examine the degree of the effect, and the following result was
obtained.

As the above table shows, Kendall’s coefficient of concordance of .874(Table 3) is obtained which
indicates a large effect revealing the ICT-assisted ELT training has brought large effect on the
English language teachers’ pedagogical knowledge as measured over the four rounds of tests
taken at the different time points (pre-, in-between, and post-) of the intervention.

5.2. Effect of training in ICT-assisted teaching on English language teachers’ English

language proficiency
A test on the professional English language skills of the English language teachers was adminis­
tered four times at the different stages of the intervention to examine if training in ICT-assisted
English language teaching has a statistically significant effect on thier English language proficiency.
This section presents the results of the statistical analysis of this test.

. To check if the teachers’ mean scores on the four rounds of repeated measures(tests) have
a statistically significant difference, the Friedman test, which evaluated differences in the mean
scores among the four rounds of test results was conducted using the K related -samples
(Friedman) test on the SPSS version 25. Table 4 below presents the results.

As the table above depicts, the mean rank for each round: round one (mean rank = 1.16), round
two (mean rank = 2.18), round three (mean rank = 2.75), and round four (mean rank = 3.91) was
obtained for each of the four rounds of repeated measures on the teachers’ test scores for the test
on English language proficiency. The mean scores indicate that the test scores are highest in the
fourth-round measurement followed by the third, second, and first-round measurements respec­
tively. The K-related -samples (Friedman) test analysis result also indicated the result presented in
Table 5 below.

The Friedman test, which examined differences in the mean scores among the four rounds of
measurements on the English language proficiency test results is significant, x2 (3,
N = 22) = 52.342, p < .01(Table 6). Therefore, this study rejected the null hypothesis (H0) which
stated ICT -assisted ELT training does not bring a statistically significant effect on English language
teachers’ English language proficiency. To see the degree of the effect, Kendall’s coefficient of
concordance was run using the same Friedman test and the following result was obtained.

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As the above table shows, Kendall’s coefficient of concordance of .793 is obtained and which
indicates a large effect showing the ICT-assisted English language proficiency training has brought
large effect on the English language teachers’ proficiency as measured over the four rounds of
measurements taken at the different time points during the intervention.

6. Discussion
The first objective of the current study aimed to examine the effects of ICT integrated English
language teaching training on teachers’ pedagogical knowledge. The quasi-experimental design of
a single group participant was carried out while measuring the effects of the independent variable
on the dependent variables. The data collected at four phases of the intervention were analyzed
quantitatively using inferential statistics, particularly the non-parametric Friedman test. The
results showed that the training resulted in a statistically significant effect (p < .01) on the
participant teachers’ English language pedagogical knowledge. This shows a well-designed train­
ing conducted for a relatively long period with locally available ICT tools can enhance the profes­
sional competency of teachers. Early work also corroborates the current findings that training in
ICT-assisted ELT on secondary schools English language teachers’ pedagogical knowledge has
brought significant improvements on the pedagogical knowledge of teachers. Nevertheless, the
possession of basic ICT skills such as word processors, PowerPoint, video editor, and access to the
Internet alone may not be adequate unless teachers develop pedagogical knowledge to efficiently
integrate ICT into their teaching (Quin &Shuo, 2011, as cited in Parra, (2012). On the same line of
discussion, Martí (2006) argues that the use and deployment of ICT in foreign language teaching is
certain only if teachers are equipped with the pedagogical and technological knowledge.

The second issue of this study was examining the effect of ICT-assisted English language
proficiency training on teachers’ English language proficiency. The results indicated that there is
a statistically significant effect (p < .01) on the participant teachers’ English language proficiency.
As noted in the study, the various ICT tools such as English language learning websites, mobile
applications, social media sites helped the teachers to get involved in the practices of utilizing the
resources for improving their English language proficiency.

As demonstrated in this study, the effects of the ICT-assisted pedagogical and English language
proficiency training were not significant just after the basic ICT knowledge and skills training
(phase one of the training). It was after the ICT-assisted pedagogical and English language
proficiency training that the participant teachers’ pedagogical knowledge and English language
proficiency were significantly improved.

Nazari et al. (2019) conducted a study in Tehran (Iran) to examine novice and experienced EFL
teachers’ TPACK and the ways they develop three bodies of knowledge in TPACK (TK, PK, CK) and its
influence to promote their professional development. They recommended further studies, particu­
larly experimental study investigate TPACK-focused professional development courses for novice
and experienced EFL teachers to identify the impact of the course on teachers’ knowledge base.
The present research is the one that can be said a response to such kinds of recommendations by
previous researchers to investigate the effects of ICT-assisted English language teaching training
on English language teachers’ professional development (pedagogical knowledge and English
language proficiency). The use of technological tools may affect teachers’ motivation and person­
alities that need further investigation (Khalilzadeh & Khodi, 2018).

As the participant teachers’ pre-test results indicated, they had a certain level of pedagogical
knowledge and English language proficiency. That was expected since they are in-service
teachers with professional qualifications and a certain experience in teaching. However, as
the second and latter measurements (rounds 3 and 4) demonstrated, their performance
started to improve over the period when they took the ICT-assisted ELT training. Specifically,
the ICT-integrated English language teaching methodology and English language proficiency
components of the training helped the teachers to improve their knowledge and skills. In the

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training, during the intervention, the teachers were exposed to various English language
teaching and learning websites, online courses, mobile applications, social media, and other
online platforms that can be accessed anytime and anywhere with the various ICT tools. This
has a clear implication that English language teachers can benefit from the available ICT tools
at their disposal to design, deliver and assess teaching and learning resources to enhance their
students learning and their professional development.

Unless such interventions take place, many of the non-native English language teachers
around the world may not reach the benchmarks required of them(Richards, 2017). Previous
works also revealed that teachers’ English language proficiency were significantly improved
after the ICT-assisted pedagogical and English language proficiency training (Kwangsawad &
Thooptong, 2017; Quin &Shuo, 2011, as cited in Parra, 2012). As Tseng et al. (2020) reported,
TPACK research specific to language teachers’ knowledge about language teaching with tech­
nology been lacking. Thus, it is not easy to find recent and sufficient empirical studies in the
area.

7. Conclusions
The main purpose of the present study was to examine the effects of ICT-assisted English
language teaching training on teachers’ pedagogical knowledge and English language profi­
ciency. To this end, a months-long quasi-experimental study with one group only time series
(also called repeated measures) design was conducted on 22 study participants and the
following conclusions have been made. Based on the findings of the study, it is possible to
conclude that a well-designed training in ICT-assisted English language teacher training
significantly improves English language teachers’ pedagogical knowledge and English lan­
guage proficiency. Thus, the findings of the study notes that capacitating English language
teachers with the knowledge and skills of ICT tools for teaching English along with the
English language proficiency and methodological knowledge is a key strategy in the process
of enhancing the professional competency of English language teachers.

Since the majority of the current secondary school English language teachers in Ethiopia
have not been trained in ICT-assisted English language teaching and professional develop­
ment during their pre-service and in-service pieces of training, addressing this gap is very
important make them be competent teachers who are capable of addressing their students’
need. This can be realized through arranging ongoing professional development opportunities
related to the practices of using ICT tools in ELT.

As the actual classroom practices of the teachers were not considered in the present study,
further studies that look into the teachers’ actual English language teaching practices in the
classroom can be investigated to better examine the improvements in their pedagogical practices
and English language proficiency as the result of the intervention.

Acknowledgements Abate Demissie2

The authors acknowledge Arba Minch University for spon­
soring this research project and the study participants for
their willingness to participate in this demanding quasi-
experimental research project. The authors are also grate­
ful to the anonymous reviewers whose invaluable com­
ments helped them to improve this article.
1
Department of English Language and Literature, College
of Social Sciences and Humanities, Arba Minch
University, Arba Minch, Ethiopia.
2
Department of English Language and Literature, College
of Social Sciences and Humanities, Hawassa University,
Hawassa, Ethiopia.

Funding Disclosure statement

This work was supported by Arba Minch University. No potential conflict of interest was reported by the author(s).

Author details Statement of declaration

Mihireteab Abraham1 The authors declare no onflict of interest in this research work.
E-mail: mretabbeneche@gmail.com
ORCID ID: http://orcid.org/0000-0002-3876-4327 Authors contributions
Zeleke Arficho2 All the authors contributed to the study’s conception and
Tesfaye Habtemariam2 design. Material preparation, data collection, and analysis

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Abraham et al., Cogent Education (2022), 9: 2028336
https://doi.org/10.1080/2331186X.2022.2028336
were performed by Mihireteab Abraham. The first draft of
the manuscript was also written by him. All the authors
commented on the draft and revised versions of the
manuscript as well as read and approved the final
manuscript.
Citation information
Cite this article as: Effects of information communication
technology-assisted teaching training on English lan­
guage teachers’ pedagogical knowledge and English lan­
guage proficiency, Mihireteab Abraham, Zeleke Arficho,
Tesfaye Habtemariam & Abate Demissie, Cogent
Education (2022), 9: 2028336.
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