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TEACHERS' EXPERIENCES OF USING INFORMATION COMMUNICATION

TECHNOLOGY IN ENGLISH LANGUAGE EDUCATION: A PHENOMENOLOGICAL
STUDY

Thesis · November 2023

DOI: 10.13140/RG.2.2.35690.90563

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TEACHERS’ EXPERIENCES OF USING INFORMATION COMMUNICATION
TECHNOLOGY IN ENGLISH LANGUAGE EDUCATION: A
PHENOMENOLOGICAL STUDY

Dammar Singh Saud

A Dissertation

Submitted to
School of Education

In Partial Fulfillment of the Requirement for the Degree of

Master of Philosophy in English Language Education

Kathmandu University
Dhulikhel, Nepal

November 2023
 AN ABSTRACT

of the dissertation of Dammar Singh Saud for the degree of Master of Philosophy in
English Language Education presented on 01 November 2023, entitled Teachers’
Experiences of Using Information Communication Technology in English Language
Education: A Phenomenological Study.

APPROVED BY

…………………..…………………………..
Prof. Suman Laudari, PhD
Dissertation Supervisor

The phenomenon of my interest began with my experience of embedding digital

technologies in English Language Teaching. This dissertation is a culmination of my
research on the experiences of English Language Teachers in Sudurpaschim, Nepal,
regarding integrating Information and Communication Technology (ICT) in English
Language Teaching (ELT). The main objective of this hermeneutic phenomenological
study was to explore the lived experiences and perceptions of English language
teachers in incorporating ICT into their teaching practices. Additionally, the research
aimed to analyze these experiences through the lens of the DigCompEdu framework
to gain a deeper understanding of the phenomenon.
I gathered rich qualitative data from four English language teachers in
Sudurpaschim through semi-structured interviews, which were subsequently
interpreted using thematic analysis techniques on constructing meanings. The insights
revealed that the integration of ICT in English language education offers numerous
benefits. English language teachers expressed positive attitudes towards using ICT,
recognizing its potential to enrich teaching, and learning experiences, increase student
engagement, and provide access to a wide range of learning resources. Furthermore,
ICT was particularly effective in catering to diverse learning styles and fostering
student motivation.
 Nonetheless, the study uncovered various challenges encountered by English
language teachers in the region, as they provided insights into their experiences with
ICT integration in ELT. Notably, technical obstacles, such as unreliable internet
connectivity and equipment malfunctions, emerged as substantial impediments to the
smooth incorporation of ICT. Furthermore, concerns were voiced regarding an
excessive reliance on online resources and the potential distractions posed by
technology use within the classroom setting.
Utilising the DigCompEdu framework, the guiding principle that it embodies
emphasises the critical significance of digital competence among teacher educators
within the current socio-cultural context, and the research illuminated English
language teachers' professional involvement, utilization of digital resources, teaching
methods, evaluation techniques, and the enhancement of students' digital skills. The
framework offered a holistic lens for understanding the essential role of English
language teachers’ digital competencies in the digital age to interpret their
experiences of ICT integration in their classrooms.
Based on the insights derived from the English language teachers’
phenomenological experiences and their subjective interpretations, insights are
offered to optimize the use of ICT in English language education. These include
investing in infrastructure and technical support, providing professional development
opportunities for English language teachers, promoting responsible ICT usage among
learners, fostering collaboration and knowledge sharing, conducting further research
and evaluation, and ensuring policy support at institutional and governmental levels.
In conclusion, this dissertation enhances the current pool of knowledge by
offering valuable perspectives on the experiences of English language teachers in
Sudurpaschim regarding the utilization of ICT in English language teaching. By
addressing the challenges and utilizing the insights, English language teachers and
policymakers can work towards enhancing English language education in these areas,
harnessing the benefits of ICT integration, and preparing learners to thrive in the
digital era.

………………………….
Dammar Singh Saud 01 November 2023
Degree Candidate
 This dissertation entitled Teachers’ Experiences of Using Information
Communication Technology in English Language Education: A Phenomenological
Study presented by Dammar Singh Saud on 01 November 2023

APPROVED BY

………………………………………………… 01 November 2023

Prof. Suman Laudari, PhD
Dissertation Supervisor

------------------------------------ 01 November 2023

Dev Raj Paneru, PhD
External Examiner

------------------------------------- 01 November 2023

Prof. Bal Chandra Luitel, PhD
Dean / Chair of Research Committee
I acknowledge that my dissertation will become a permanent collection of the
library of Kathmandu University Library's collection. My signature below authorizes
the release of my dissertation to any reader upon request for scholarly purposes.

-------------------------------------- 01 November 2023

Dammar Singh Saud
Degree Candidate
© Copyright by Dammar Singh Saud
2023
All rights reserved.
 DECLARATION

I hereby declare that this dissertation is my original work, and it has not been
submitted for candidature for any other degree at any other university.

………………….……. 01 November 2023

Dammar Singh Saud
Degree Candidate
 DEDICATION

This endeavour is devoted with profound gratitude to my parents, esteemed

professors, supportive friends, and the wider community, all of whom have played
invaluable roles throughout my life. Their unwavering patience and constant
encouragement have been crucial in accomplishing my MPhil journey. I am forever
indebted to them for their unwavering support.
 i

ACKNOWLEDGEMENTS

I want to thank the individuals who offered invaluable assistance and direction
during the dissertation writing process. Their contributions played a pivotal role in
moulding this work into its ultimate state.
To begin with, I want to express my gratitude to my supervisor, Dr. Suman
Laudari, from Charles Darwin University Australia. His unwavering guidance and
support have been pivotal in every dissertation stage. Dr. Laudari's persistent
dedication to research, profound knowledge of the subject, and motivating presence
have significantly contributed to the completion of this study. Without his thorough
guidance, this dissertation would have remained incomplete.
I sincerely thank Prof. Dr. Jai Raj Awasthi for his valuable insights and
research materials. It has been an honour to be his student, and his kind words and
suggestions have been a constant source of inspiration. His involvement and
encouragement have made my journey of dissertation writing highly enriching and
encouraging.
Likewise, I am indebted to Prof. Dr. Laxman Gnawali, whose passion for
phenomenological research on the lived experiences of teachers using ICT in ELE has
profoundly influenced my thinking. His invaluable insights and feedback during the
proposal writing stage have pivotally influenced the present work.
I would also like to convey my thanks to Dr. Hem Raj Kafle, the Department
Head of KUSOED, for his valuable time and unwavering support. His willingness to
listen to my thoughts and assist in resolving confusion and misunderstandings has
been invaluable. I am grateful for his insightful feedback, which has helped me refine
my ideas and further develop my writing. His sessions on Academic Writing and
Research have enhanced my skills in these areas, contributing significantly to
completing this work.
I also want to acknowledge the contributions of Dr. Bal Chandra Luitel, Dr.
Lava Deo Awasthi, Dr. Tika Ram Poudel, Dr. Krishna Parajuli, Dr. Dhanapati Subedi,
and Dr. Dev Raj Paneru. Their insights and feedback have significantly influenced the
development of my work.
 ii

Finally, I want to express my deep gratitude to my family for their unwavering

and tremendous support, particularly my wife, Asha Saud. Her understanding and
love during the challenging moments of working on this dissertation have been
unwavering. I am also grateful to my children, Siddhartha and Aarohi, whose
unwavering support and encouragement have been indispensable. Despite their young
age, they have stood by me and offered their voices whenever I faced difficulties. I
acknowledge that it was not always easy for them, but their support throughout this
dissertation has been irreplaceable in my journey towards completion and degree
attainment. I wouldn't have been able to achieve this without their constant support
and their prayers for my success.
In conclusion, I am profoundly grateful to all the individuals mentioned above
for their guidance, support, and encouragement. Their input has been instrumental in
the successful culmination of this dissertation.
 iii

ABBREVIATIONS

DigCompEdu The European Framework for the Digital Competence of Educators

EFL English as a Foreign Language
ELE English Language Education
ELT English Language Teaching
ESL English as a Second Language
ICT Information Communication Technology
KU Kathmandu University
KUSOED Kathmandu University School of Education
MoE Ministry of Education
MPhil Master of Philosophy
SSDP School Sector Development Plan
 iv

TABLE OF CONTENTS

ACKNOWLEDGEMENTS ............................................................................................ i
ABBREVIATIONS ..................................................................................................... iii
TABLE OF CONTENTS .............................................................................................. iv
CHAPTER I ................................................................................................................... 1
INTRODUCTION ......................................................................................................... 1
Context of Study......................................................................................................... 2

ICT in English Language Teaching ........................................................................... 3

The Rationale of the Research ................................................................................... 4

Problem Statement ..................................................................................................... 6

Purpose of Study ........................................................................................................ 9

Research Questions .................................................................................................... 9

Delimitations ............................................................................................................ 10

Structure of the Study Report ................................................................................... 10

Chapter Summary ..................................................................................................... 10

CHAPTER II................................................................................................................ 11
REVIEW OF RELATED LITERATURE ................................................................... 11
Information and Communication Technology ......................................................... 11

Practices of Using ICT in English Language Teaching ........................................... 12

Theoretical Review .................................................................................................. 14

DigCompEdu Framework..................................................................................... 14

Area 1: Professional Engagement......................................................................... 16

Area 2: Digital Resources ..................................................................................... 17

 v

Area 3: Teaching and Learning ............................................................................ 18

Area 4: Assessment .............................................................................................. 19

Area 5: Empowering Learners .............................................................................. 19

Area 6: Facilitating Learners' Digital Competence .............................................. 20

Policy Review .......................................................................................................... 23

Review of Previous Studies...................................................................................... 24

Gap Analysis ............................................................................................................ 28

Conceptual Framework ............................................................................................ 28

Chapter Summary ..................................................................................................... 30

CHAPTER III .............................................................................................................. 32

RESEARCH METHODOLOGY................................................................................. 32
Philosophical Considerations ................................................................................... 32

Ontology ............................................................................................................... 32

Epistemology ........................................................................................................ 33

Axiology ............................................................................................................... 33

Interpretative Research Paradigm ......................................................................... 33

Hermeneutic Phenomenological Inquiry as a Research Method ............................. 34

Hermeneutic Phenomenological Research Design .................................................. 36

Place and Participant Selection ................................................................................ 38

Data Collection Techniques and Process ................................................................. 38

Data Explication ....................................................................................................... 39

Quality Standards ..................................................................................................... 41

Verisimilitude or Truthfulness.............................................................................. 41

Authenticity .......................................................................................................... 41
 vi

Praxis .................................................................................................................... 42

Meaningfulness ..................................................................................................... 42

Ethical Considerations.............................................................................................. 42

Confidentiality ...................................................................................................... 42

Respect for Autonomy .......................................................................................... 43

Justice ................................................................................................................... 43

Chapter Summary ..................................................................................................... 43

CHAPTER IV .............................................................................................................. 45
FINDINGS AND DISCUSSIONS .............................................................................. 45
English Language Teachers' Lived Experiences of ICT in ELT .............................. 45

Attitudes Towards the Use of ICT in ELT ........................................................... 45

Benefits of Using ICT in ELT .............................................................................. 48

Challenges of Using ICT in ELT .......................................................................... 50

Professional Engagement ......................................................................................... 53

Organisational Communication ............................................................................ 54

Professional Collaboration ................................................................................... 56

Reflective Practice ................................................................................................ 58

Digital Continuous Professional Development .................................................... 60

Digital Resources ..................................................................................................... 62

Selecting Digital Resources .................................................................................. 63

Creating and Modifying Digital Resources .......................................................... 64

Managing, Protecting and Sharing Digital Resources .......................................... 66

Teaching and Learning ............................................................................................. 68

Teaching ............................................................................................................... 69

Guidance ............................................................................................................... 72

Collaborative Learning ......................................................................................... 74

 vii

Self-Regulated Learning ....................................................................................... 76

Assessment ............................................................................................................... 78

Assessment Strategies........................................................................................... 78

Analyzing Evidence .............................................................................................. 81

Feedback and Planning ......................................................................................... 82

Empowering Learners .............................................................................................. 84

Accessibility and Inclusion ................................................................................... 84

Differentiation and Personalization ...................................................................... 86

Actively Engaging Learners ................................................................................. 88

Facilitating Learners’ Digital Competence .............................................................. 90

Information and Media Literacy ........................................................................... 90

Digital Communication and Collaboration........................................................... 92

Digital Content Creation ....................................................................................... 94

Responsible Use ................................................................................................... 96

Digital Problem Solving ....................................................................................... 98

Chapter Summary ................................................................................................... 100

CHAPTER V ............................................................................................................. 102

INSIGHTS AND CONCLUSIONS ........................................................................... 102
How do English language teacher educators describe their lived experiences and

perceptions about using ICT in ELT? .................................................................... 102

How do English language teachers’ lived experiences and perceptions about using

ICT in ELT provide deeper insights into the phenomenon through the lens of the

DigCompEdu framework? ..................................................................................... 103

Insights ................................................................................................................... 104

Theoretical Implications ......................................................................................... 105

 viii

Pedagogical Implications ....................................................................................... 105

Policy Implications ................................................................................................. 106

Suggestions for Further Research .......................................................................... 106

Contribution ........................................................................................................... 107

REFERENCES .......................................................................................................... 109

APPENDIX A: ETHICS APPROVAL LETTER ...................................................... 125
APPENDIX B: PARTICIPANT INFORMATION SHEET ..................................... 126
TEACHERS’ EXPERIENCES OF USING INFORMATION COMMUNICATION
TECHNOLOGY IN ENGLISH LANGUAGE EDUCATION: A
PHENOMENOLOGICAL STUDY........................................................................... 126
APPENDIX C: INFORMANT CONSENT SHEET ................................................. 128
APPENDIX D: SEMI-STRUCTURE INTERVIEW SCHEDULE .......................... 130
APPENDIX E: EXCERPT OF INTERVIEW WITH ENGLISH LANGUAGE
TEACHERS ............................................................................................................... 136
 1

CHAPTER I
INTRODUCTION

The rapid advancements in science and technology have significantly elevated

the importance of digital technologies in the daily lives of people, with a particular
focus on their crucial role in English Language Education. Consequently, the effective
integration of Information and Communication Technology (ICT) in English
Language Teaching (ELT) has become a major concern. This study seeks to delve
into the lived experiences of English language teachers in the mountainous district of
Nepal as they actively incorporate ICT into their day-to-day teaching practices.
Employing a phenomenological approach, this research aims to provide a deeply
personal and introspective exploration of this phenomenon. By doing so, it aspires to
gain a profound understanding of the realities English language teachers face as they
navigate the intricate landscape of ICT integration within the context of ELT. This
approach is particularly significant as it allows for a unique and nuanced perspective
on the prospects, challenges and complexities encountered by English language
teachers in their daily professional lives, shedding light on the specific issues
surrounding ICT integration in ELT within the geographic and educational context of
Nepal's mountainous regions.
Several studies show that ICT is integrated into academic settings, making
teaching-learning interesting and effective. Learners are benefiting from the
integration of ICTs such as computers, smartphones, multimedia smart boards, apps,
and web resources. Similarly, students can access rich resources for their study by
using several digital and educational tools.
Gao (2021), Hung (2021), and Abutalebi and Clahsen (2022) suggested
making the latest digital tools more relevant and useful, combining them with the
existing educational tools of learning, and applying them to enhance teachers’
performance and learner understanding. Adequate application of educational
technology in ELT classrooms is challenging for English language teachers,
especially in developing countries like Nepal.
In this chapter, I commence by recounting my extensive engagement and
firsthand experience in English language Teaching at the undergraduate level within
 2

the context of Far Western University. I also reflect on the pivotal incident of
undergoing ICT training to facilitate online classes during the pandemic, significantly
influencing my perspective. Within this chapter, I comprehensively explore the
research's rationale, the contextual grounding underpinning it, and the genesis of the
research idea itself. Additionally, I delineate the research's overarching purpose,
elucidate the central research inquiries that will guide our investigation, and define the
scope and boundaries within which this research unfolds.
Context of Study
My pedagogical career began at Darchula Multiple Campus in Khalanga,
Darchula, Nepal in the year 2009, immediately following my Master of Arts degree in
English Literature from Tribhuvan University. I came to the Darchula Multiple
Campus in response to one of my acquaintances' invitations. Still, I was unsure
whether teaching would be my passion and profession for the future at that time. It
was my first teaching experience at the university level, though I was not from an
ELT background then. So, I felt a bit nervous during the initial stages of my teaching
journey, but I started to enjoy teaching ELT when I got positive responses and
appreciation from my students and my colleagues.
As a result, I realized that teaching is my passion and decided to make it my
professional career. Subsequently, I pursued a one-year Bachelor of Education (B.Ed.)
program and a two-year Master of Education (M.Ed.) program in English Language
Education at Tribhuvan University. This educational trajectory significantly
contributed to the enhancement of my pedagogical competencies and the acquisition
of specialized expertise in the field of English Language Teaching. I consistently tried
to stay current with emerging pedagogical methods and information and
communication technology, and I strived to incorporate them into the English
Language Teaching classroom. I realized that ICT could positively impact language
teaching when we got ICT infrastructure such as computer labs, laptops, projectors,
multimedia smart boards, and internet facilities from the University Grant
Commission Grants in 2014.
Upon the initial integration of ICT within the English Language Teaching
classroom, a notable surge in motivation and active engagement was observed among
both teachers and students. This phenomenon transpired during the process of
imparting instruction and facilitating the acquisition of knowledge. Though it was
 3

challenging to embed digital technologies in language classrooms effectively, we

began to cope with them gradually, but to some extent only when we started
participating in training, workshops, webinars, and conferences and learning from
YouTube videos.
Most of my colleagues were not so good at using ICT in ELT. They often
sought technical support from me and the members who were somehow good at using
ICT to find solutions to the issues related to using ICT and educational software such
as MS Teams and Zoom when our university was running online classes during a
pandemic. Moreover, I also enjoyed and learned many things related to ICT in ELT
from different YouTube videos and webinars during the pandemic.
What motivated me to undertake this research agenda was the incident that
happened on 5th July 2021 when I got an opportunity to give ICT training to my
colleagues for online classes during a pandemic. It was organized by Far Western
University Darchula Multiple Campus, Khalanga, Darchula. It was about how to use
Microsoft Teams (MS Teams) for online classes. There were about 30 faculty
members as trainees. I was surprised when I found out that most of the trainees were
little aware of using ICT in education and had rarely used ICT in their classrooms
though they displayed a strong eagerness to acquire knowledge on how to utilize MS
Teams for online classes. I started the training session with basic things about MS
Teams. I made them practice how to create a schedule of class, add students as
members, start class, share screens, use breakout rooms for group discussion, conduct
quizzes, use forms, give assignments, assess assignments and so on in a
straightforward way. It was an interesting and engaging training session, and I
received encouraging comments from the participants and the dean.
Following the training, I started to reflect on how university teachers perceive
their lived experiences regarding integrating ICT into English language teaching. It
motivated me to integrate ICT in ELT classrooms. It developed my interest and skills
in ICT, making my perspective more positive toward using ICT in the ELT
classroom. Given this context, I decided to explore the lived experiences of English
language teachers using ICT in ELT classrooms.
ICT in English Language Teaching
In this era of digital advancement, emerging digital technologies and tools
such as smart mobiles, computers, the internet, web sources and apps, and social
 4

networking sites reduce geographical distances for education. Therefore, technology

has become useful for educational instruction and acquiring knowledge. Running a
single class successfully without technology in the digital realm is quite challenging.
Technology significantly contributes to the efficacy of language instruction. Bashyal
(2022) states that ICT has allowed everyone free access to a vast repertoire of
knowledge in all disciplines. It can significantly support the teachers in teaching the
English language from elementary to tertiary education.
From a theoretical perspective, the European Framework for the Digital
Competence of Educators (DigCompEdu) by Redecker (2017), holds significant
promise in enhancing educators' skills and strategies for integrating ICT in ELT.
DigCompEdu, a comprehensive guideline, delineates the requisite skills and
knowledge that educators should possess to proficiently incorporate digital
technologies into their teaching methodologies. Consequently, the lived experiences,
perspectives, and practices of teachers employing ICT in English language teaching
play a pivotal role in determining the success and efficacy of this pedagogical
approach.
The Rationale of the Research
Rapid development and advancement in digital technologies enable us to use
several digital tools in English language classrooms. Different educational websites
and digital apps have a positive influence on language instructions. According to
UNESCO (2013), the expansion of equal access to education, provision of quick
feedback and assessment, ease of personal and self-learning, and improvement of
communication and administration have become possible only due to the
advancement of information communication technology. Several studies (Blattner &
Fiori, 2009; Barrs, 2012; Wang et al., 2015; Barak et al., 2016) have also shown that
students’ engagement in learning and their academic achievement is highly influenced
by how the ICTs are embedded in the teaching-learning process. In recent years,
information and communication technologies have been progressively integrated into
English language classrooms across the globe.
However, integrating ICT effectively in English language education is a
significant issue in the teaching-learning activity of developing countries, exemplified
by Nepal. For these countries to be adequately equipped to face the modern
generation's demands, educational institutions and teachers must possess a strong
 5

command of ICT and receive comprehensive training in its effective implementation.

Recognizing the significance of this issue, I have selected "Using ICT in ELT" as the
central point of my MPhil research, aiming to explore and contribute to understanding
and advancing this phenomenon.
Integrating ICT in language classrooms for effective learning is a widely
accepted and highly desired area for teachers and researchers. As a result, much
research has been carried out on the area related to ICT in ELT. Khan and Kuddus
(2020), Bhattarai (2021), Khadka (2021), Maru et al. (2021) and Rintaningrum (2023)
collectively highlighted the increasing role of ICT in English language instruction
during the COVID-19 pandemic. While recognizing its potential benefits, they also
identified challenges such as infrastructure limitations and motivation issues and
suggested further research to thoroughly assess the pedagogical implications and
overall impact of ICT integration in English language education. However, in the
context of the rural part of Sudurpaschim Province of Nepal, the research related to
exploring English language teachers’ lived experiences of using ICT in the language
classroom is new. The research also sheds light on the challenges they face, the
successes they achieve, and their degree of proficiency in digital skills. This
knowledge gap in understanding teachers' specific circumstances and experiences in
integrating ICT for ELT can contribute valuable insights for developing effective
strategies, policies, and training programs tailored to the needs of English language
teachers in this region.
Therefore, the rationale of this research is to understand the subjective
interpretation of ICT in ELT among English language teachers. As a researcher, I
planned to present how English language teachers' stories and lived experiences
contribute to understanding their experiences of embedding technologies in ELT
classrooms. So, this holds importance for all teachers and students involved in English
Language Teaching.
This research is significant in the context of Sudurpaschim and similar
regional areas where limited resources in ELT classrooms are prevalent. The results
of the research work can provide practical insights to educators in these regions that
can be applied in teaching, learning, research, and training. Additionally, this research
may offer the subjects’ real practice-based insights which may inspire the curriculum
developers, authors of educational materials, educational leaders, policymakers,
 6

educators, trainers, and aspiring researchers in Information Communication and

Technology within English Language Education. It can serve as a cornerstone for
educators seeking to use ICT in their ELT activities and bridge the disparities between
the theoretical concepts and practical application of ICT within English Language
Teaching.
Furthermore, the research offers valuable insights into current perspectives
and practices of technology in ELT, benefiting all stakeholders in the teaching
profession. By drawing on literature on ICT in ELT and incorporating narratives of
lived experiences and perceptions from participants, this research ensures its
practicality. It establishes a strong rationale for its undertaking.
Problem Statement
The use of ICT has gained popularity in the field of English language
education, with both English language teachers and learners acknowledging the
advantages of integrating contemporary technologies into the learning environment.
This demand projects the desire to enhance engagement, interactivity, and
collaboration in language learning. Educators can create dynamic learning
environments that foster creativity and effective communication skills by integrating
ICT tools, such as multimedia resources and online platforms.
Advancement in the invention and use of technology has resulted in
considerable promises and difficulties together. Cakici (2016) researched the
application of ICT in ELT and highlighted several benefits of its use. To begin with,
ICT enhances the effectiveness of language teaching, leading to improved learning
outcomes. Additionally, it increases student engagement by providing interactive and
multimedia-rich learning experiences. Finally, ICT enables access to authentic
learning materials, exposing learners to real-world language use.
However, Cakici also acknowledged that there are drawbacks to incorporating
digital tools in ELT. These may include challenges related to technological
infrastructure, access to resources, and the need for teachers to acquire digital
competence. Despite these drawbacks, Cakici's research offers a thorough
understanding of the benefits and drawbacks of integrating ICT in ELT, offering
valuable insights into meeting the educational demands of the digital age.
In the examination of the role of Information and Communication Technology
in English Language Education, as explored by Sabiri (2020) and Nguyen (2021), a
 7

multifaceted enhancement of various educational dimensions emerges. ICT's

pronounced impact is evident in its ability to bolster language skills, foster student-
centred pedagogical approaches, provide access to a plethora of online educational
resources, offer personalized feedback, stimulate heightened student motivation and
engagement, facilitate adaptable learning modes, encourage collaborative knowledge
dissemination, cultivate improved critical thinking abilities, hone research skills, and
mitigate barriers to educational access. Sabiri's comprehensive assessment, reinforced
by Nguyen's research, underscores ICT's pivotal role in reshaping and optimizing
educational landscapes, impacting multiple facets of the learning process.
The integration of Information and Communication Technology into English
Language Teaching brings forth a multitude of advantages. Still, its effective adoption
is impeded by several noteworthy challenges, as illuminated by Hashemi and Kew
(2021) and Saud (2023). These scholarly works have identified three principal
barriers: teachers' self-assurance in utilizing technology, inadequate training, and the
constraints imposed by limited time resources. It is evident from their research that a
pressing need exists for comprehensive training initiatives and a more substantial
allocation of time to enhance teachers' proficiency in utilizing ICT tools. Such
endeavours significantly impact the future landscape of English language education,
promising a more technologically adept cadre of educators and an enriched learning
experience for students.
Many nations have recognized the advantages of using ICT in ELT and have
officially incorporated it into their policies and plans, expressing their commitment to
its implementation. However, the actual implementation of ICT in ELT often falls
short due to various challenges. These challenges encompass a lack of adequate
materials, a predominant emphasis on theoretical knowledge related to ICT-based
technologies, and issues related to motivation and enthusiasm among educators.
Moreover, ELT teachers' lack of digital competencies creates challenging
situations for embedding digital tools effectively in English language classrooms.
Insufficient digital competencies among English language teachers impede their
ability to guide teachers in using digital tools effectively (Cote & Milliner, 2018;
Nugroho & Mutiaraningrum, 2020). This limits their understanding of technology's
benefits, resulting in missed learning opportunities. Additionally, the lack of digital
competencies hinders their support in troubleshooting technical issues.
 8

All digital competencies for teacher educators should be combined in teacher

education and training because they are the major focus of the DigCompEdu
framework. It underscores the importance of digital skills in effectively using
technology for a productive teaching and learning experience. Therefore, to optimize
digital competencies for an effective teaching-learning process, teacher educators can
perceive essential insights from the DigCompEdu framework (Redecker, 2017). Few
ICT resources are used in ELT, and many English language teachers have problems
effectively employing the technology in their classrooms.
Martínez-Soto and Prendes-Espinosa's (2023) systematic review underscores
the potential benefits of ICT in CLIL for compulsory education, but it highlights
persistent challenges, such as resource limitations and teacher training needs. In
contrast, Herdina and Ningrum's (2023) study confirms the positive impact of
technology on English reading instruction but identifies infrastructure and motivation
issues as key challenges. Both studies emphasize the need for bridging the gap
between the positive outlook on technology and practical constraints in language
education, calling for comprehensive support and resources.
The restricted utilization of information and communication technology
resources by educators in their instructional practices, as highlighted by Rana and
Rana's (2020) findings in Nepal, reflects the challenges faced by an older generation
of teachers less familiar with web technologies. The utilization of ICT in language
classrooms was largely confined to multimedia projectors and smart boards for
showing slides and videos to the students, limiting its potential benefits for learners
before the pandemic.
However, the COVID-19 pandemic has expedited the acceptance and
assimilation of technology in higher education in Nepal. This global crisis has
heightened awareness among educators regarding the potential of technology and has
catalyzed them to enhance their skills in incorporating technological tools into the
learning process. The pandemic-induced shift towards online education has provided
opportunities for educators to acquire proficiency in ICT and conduct virtual classes
using diverse technological platforms. Moreover, the pandemic has significantly
contributed to English language teachers becoming more aware of digital
technologies, resulting in a higher adoption of these tools for English Language
Teaching (Pradhan et al., 2021).
 9

Similarly, English language teachers at Nepalese Universities began

integrating ICT into English Language Education and actively worked on enhancing
their digital skills. As a result, English language instructors have cultivated favourable
dispositions when it comes to incorporating information and communication
technology into English Language Teaching and enhanced their digital practices in
language teaching during the pandemic in the general sense (Bidari, 2021). However,
there has not been any recent research about the lived experiences and perceptions of
university English language teachers towards embracing ICT in English language
teaching in the remote part of Sudurpaschim province of Nepal.
The research topic was chosen to delve into the lived experiences and
perceptions of university English language teachers regarding the integration of ICT
in ELT classrooms, alongside an exploration of their digital competencies. This
decision was driven by the recognition that investigating the lived experiences and
perspectives of English language teachers in utilizing technology within ELT settings
can offer a deeper understanding of the underlying essence of this phenomenon.
Moreover, Laudari and Prior’s (2020) findings highlight that teacher educators
exhibit limited confidence in using digital tools for collaboration while displaying
higher proficiency in teaching methods and subject matter expertise than in
technology knowledge. This indicates the existence of disparities between theoretical
knowledge and practical application, emphasizing the need to bridge this gap.
Therefore, the research aims to address these disparities by providing insight into the
encounters and perceptions of English language teachers about ICT integration,
ultimately facilitating the proficient utilization of technology within English
Language Teaching classrooms.
Purpose of Study
The primary purpose of the research was to explore how the English language
teachers describe their lived experiences, and perceptions about the integration of
Information Communication Technology in English Language Education in the
remote part of Sudurpaschim Province of Nepal.
Research Questions
This study was centred around the subsequent inquiries:
• How do English language teachers describe their lived experiences and
perceptions about using ICT in ELT?
 10

• How do English language teachers’ lived experiences and perceptions about using
ICT in ELT provide deeper insights into their digital competencies through the
lens of the DigCompEdu framework?
Delimitations
This research explored the lived experiences and perceptions of university
English language teachers using ICT in ELT classrooms. More specifically, it
explored how English language teachers deal with ICT in ELT to make language
classrooms more effective and meaningful. ICT in ELT involves many facets, but this
study is delimited to the research of ELT teachers’ lived experiences of embedding
digital technologies within English language teaching classrooms and how they
describe and give meaning to their real-life encounters with this phenomenon.
Structure of the Study Report
As a layout of the research, the structure of the dissertation is as follows: The
research report has five chapters. The first chapter introduces my research agenda
whereas the second includes the literature review. Similarly, there is a research
methodology in the third chapter, findings and discussions in the fourth chapter and
conclusions in the fifth chapter. Before these chapters, there is a preliminary section
of the study report with a cover page and table of contents. After the chapters, there is
a supplementary section of the research report with references.
Chapter Summary
I included my research agenda in this chapter. It started with my story, which
made me think about the issue of the research study. I wrote about my own
experiences of teaching the English language at the undergraduate level at Far
Western University and providing ICT training to university teachers. I noticed how
ICT in ELT could positively impact language teaching. The story of my colleagues
and online teaching experiences during the pandemic also allowed me to build the
study concept. I began thinking about how university teachers explain their lived
experiences and perceptions of ICT in ELT classrooms. I was inspired to explore the
lived experiences and perceptions of the university English language teachers using
ICT in ELT classrooms. Finally, I delineated the research questions that limited the
scope of the study to explore the lived experiences and perceptions of four English
language teachers from two different university campuses in the Darchula district,
specifically focused on their use of ICT in ELT classrooms at Far Western University.
 11

CHAPTER II
REVIEW OF RELATED LITERATURE

This section initiates a thematic review of the notion of Information and

Communication Technology in the context of English language teaching and the
application of ICT in ELT within Nepal. Subsequently, the chapter encompasses
theoretical and policy reviews, along with a review of prior research about the
functions and applications of ICT in ELT across various settings. Finally, the chapter
concludes by outlining the research gap and introducing the conceptual framework.
Information and Communication Technology
Information Communication Technology (ICT) is a critical and multifaceted
tool that has permeated almost every facet of contemporary life, enabling the access
and exchange of information through the extensive support of telecommunication
networks. The breadth of its utility encompasses a wide array of electronic tools, all
seamlessly interwoven to facilitate a myriad of activities, from data gathering and
recording to the secure storage and efficient distribution of information. This
comprehensive definition of ICT, as articulated by Anderson (2010) and substantiated
by UNESCO (2010), underscores the far-reaching scope of ICT in today's
interconnected world, highlighting its pivotal role in enabling the seamless exchange
of communication and information.
In the modern age, the pervasive use of ICT has brought about a profound
transformation in the way information is collected, processed, stored, refined, and
transmitted. Its influence extends across numerous sectors, with education being a
particularly significant domain of impact. Within this educational context, teachers
occupy a central and pivotal role. They are not just conduits of educational curricula
but also catalysts for driving positive societal changes. To fulfil these multifaceted
roles, teachers must increasingly integrate ICT into their classrooms (Alshuraiaan &
Almefleh, 2023). This integration empowers them with access to a diverse suite of
digital tools and technologies that promise to enhance the quality of teaching and
significantly improve their students' learning experiences.
Today, in an information-centric world, the integration of ICT into education
transcends the realm of convenience. It has become a compelling necessity. This
 12

integration opens a wealth of opportunities for interactive and engaging learning,

allowing students to access a vast repository of educational resources (Jamil et al.,
2023).
Furthermore, it facilitates collaborative engagement among peers and plays a
crucial role in fostering the development of essential digital skills. The transformation
of the educational system to effectively incorporate ICT represents an earnest effort
on the part of nations to realize their educational objectives and better equip students
to thrive in the era of digital technology. In essence, this integration serves as a
catalyst, propelling the transformation of teaching and learning practices and, in turn,
contributing to the overall advancement of education at the national level.
Considering these developments, it is imperative to consider contemporary
studies and research, which provide valuable insights into ICT's ongoing relevance
and evolving role in education. Recent research conducted by Kilag et al. (2023) has
delved into the transformative potential of ICT in the educational context,
highlighting the pivotal role of teachers in this process. Similarly, Schmidt and Tang
(2020) have emphasized the capacity of ICT to foster collaborative and interactive
learning experiences, adding another layer of depth to the discussion.
Yilmaz (2021) has extensively examined the broader impact of ICT
integration in education, underscoring its significant role in enhancing educational
quality and supporting national educational objectives. These recent studies
collectively underscore the enduring relevance and significance of ICT in education,
shedding light on how it continues to shape and redefine the educational landscape.
In conclusion, ICT's role in education has evolved from being merely a
technological tool to a transformative force that has the potential to revolutionize
teaching and learning. By examining the broad definitions, considering recent
research, and acknowledging the multifaceted impact, we can appreciate the depth of
ICT's influence and its essential place in modern education.
Practices of Using ICT in English Language Teaching
The global significance of incorporating Information and Communication
Technology (ICT) into English Language Teaching (ELT) has been on the rise, and
this trend also extends to Nepal. English Language Teaching in Nepal involves
teaching and learning English as a subject, its use as a medium of instruction, and its
role as a language of focus within educational contexts (Sharma, 2010). The language
 13

teaching profession emerged in the early twentieth century, with significant

contributions from applied linguists who formulated principles and procedures for
designing teaching materials and methodologies influenced by psychology and
linguistics (Saville-Troike, 2012).
The global significance of learning the English language cannot be
understated, as it has become intertwined with the modern reliance on energy sources
and computers. Individuals may face limited opportunities and potential
unemployment without proficient English language skills and technological
knowledge (Mar, 2020). Consequently, teachers endeavour to enhance their teaching
performance by incorporating various methods and strategies that cater to their
students' needs. Computer-based and android-based technologies provide teachers and
students with collaborative and engaging opportunities for learning (Ward &
Thomason, 2022).
In the Nepalese context, the utilization of ICT in English Language Teaching
has been acknowledged and accepted, although challenges persist in perception,
skills, resources, and infrastructure (Paudyal & Rana, 2021). There is unequal access
to digital devices and facilities, primarily because of economic limitations and the
commodification of the education system, creating a digital divide among educational
institutions in Nepal (Acharya, 2014).
However, the COVID-19 pandemic compelled educational authorities to
develop and manage the necessary infrastructure to incorporate ICT into education
effectively. The shift to online education highlighted the increased need for digital
devices and internet access. Nonetheless, the shift from conventional, in-person
classes to online education incorporating information and communication technology
proved challenging due to limited digital skills, slow internet speeds, and the absence
of technological assistance provided by educational establishments (Shrestha et al.,
2021). Nevertheless, the pandemic catalyzed both ELT teachers and students to
realize the necessity and potential of ICTs for effective English language teaching
(Heng et al., 2023).
Despite the challenges, there are positive signs of embedding ICT in ELT
classrooms within Nepalese academic institutions. Recognizing the importance of ICT
in ELT, along with ongoing efforts to bridge the digital divide, provides opportunities
for effectively utilizing digital technologies in language instruction in Nepal. With the
 14

ongoing progression of technology, the possibility exists for greater incorporation of

ICT within English language teaching, which can ultimately improve the educational
experiences of English language learners in Nepal.
Theoretical Review
This section delves into the European Framework for the Digital Competence
of Educators (DigCompEdu), as conceptualized by Christine Redecker (2017). This
theoretical foundation serves as the cornerstone of my research study, as it offers a
robust framework for exploring the use of Information and Communication
Technologies in English Language Teaching. The DigCompEdu proves highly
relevant as it provides a comprehensive lens to explore and critically analyze the
practical experiences and perspectives of English language teachers who integrate
ICT into their English language classrooms. This theoretical framework is
instrumental in exploring the evolving landscape of technology-enhanced language
education, offering a structured approach to dissect educators' pedagogical practices
and viewpoints navigating this digital realm.
DigCompEdu Framework
The working behaviours and practices of human beings have been drastically
changed by the revolution and innovation in ICT. Similar drastic changes are being
seen in the language teaching profession due to the incorporation of cutting-edge
technologies in the field of education.
The European Framework for the Digital Competence of Educators
(DigCompEdu) is a comprehensive set of guidelines aiming to equip educators with
the expertise and understanding required to incorporate digital technologies into their
teaching methods effectively and meaningfully (Dias-Trindade et al., 2021). This
framework is founded upon the belief that digital competencies are essential for the
education of citizens in the digital age and that educators play a key role in
developing these competencies in their students (Ghomi & Redecker, 2019; García-
Vandewalle García et al., 2023).
The choice to use DigCompEdu, a common framework not originally
designed for English Language Teaching, is justified because of its versatility and
adaptability. This framework can effectively provide a structured approach to
understanding English language teachers’ experiences and teaching practices with
technology.
 15

The DigCompEdu framework is useful for exploring ICT-related issues in

English Language Education. I believe that the DigCompEdu framework can assist us
in having a deeper comprehension of the English language teachers’ lived experiences
and perceptions about the phenomenon, i.e., using ICT in ELT classrooms
holistically. It covers three dimensions, six sub-dimensions and twenty-two specific
areas of skills of educators’ overall competencies required for effective digital
practices in language classrooms (Dias-Trindade & Moreira, 2020).
By examining teachers' lived experiences of using ICT in ELT and reported
competencies through these dimensions and sub-areas, we can better understand their
integration of technology in ELT classrooms. This can also inform us of our
recommendations for supporting their competencies. For example, suppose a teacher
is strong in digital content creation but lacks experience in digital security and
privacy. In that case, we might recommend professional development opportunities or
resources focusing on these areas. Its comprehensive coverage, relevance to the ELT
context, alignment with ELT goals, and support for evidence-based recommendations
make it an ideal tool for understanding teachers’ lived experiences of using ICT in
their teaching practices and identifying improvement areas. Thus, the DigCompEdu
framework is a useful theoretical framework for exploring teachers' experiences of
using ICT in ELT.
Caena and Redecker (2019) reported that the DigCompEdu framework can
assist teachers in their daily practice and career development at the micro level, help
shape schools into effective learning environments encourage communication and
reflection among professional groups at the meso level and serve as a benchmark for
initial teacher training and evaluate the quality of education professionals throughout
their careers at the macro level. According to Zhao et al., (2021), university students
and educators possess a certain baseline of digital proficiency, and higher education
institutions are urged to prioritize the continued enhancement of these abilities.
The framework comprises six main areas: Professional Engagement, Digital
Resources, Teaching and Learning, Assessment, Empowering Learners, and
Facilitating Learners' Digital Competence (Redecker, 2017). These areas, discussed in
the ensuing sections, include specific competencies that educators should possess.
 16

Figure 1 DigCompEdu Competencies and Their Connections

Area 1: Professional Engagement

Professional Engagement emphasizes the significance of educators utilizing
digital tools to enrich organizational communication, including interactions with
students, parents, and external stakeholders. It also plays a role in advancing and
refining communication strategies within the organization (Redecker, 2017). They
should be able to collaborate with fellow educators, actively participate in knowledge
and experience sharing, and contribute to developing innovative teaching methods.
Reflective practice plays a vital role in this field, prompting educators to engage in
self-reflection and group discussions, critically evaluate their digital teaching
methods, and actively enhance both their own and their educational community's
digital pedagogy. Additionally, educators should utilize digital materials and
resources for ongoing professional growth to inform themselves about the latest
technologies and optimal approaches.
Organisational Communication: The goal is to improve organizational
communication by utilizing digital technologies to better connect with learners,
parents, and other parties involved. The objective is to work together to create and
enhance communication strategies.
Professional Collaboration: The goal is to use digital technologies to foster
collaboration among educators. Educators can share their knowledge and experiences
through these technologies and collectively innovate teaching methods.
 17

Reflective Practice: The aim is to engage in self-reflection and critical assessment,

both as an individual and as a community, to actively enhance and refine one's digital
teaching methods and those of the broader educational community.
Digital Continuous Professional Development: The goal is to actively participate in
ongoing professional growth using digital materials and tools.
Area 2: Digital Resources
Digital Resources focuses on the significance of educators' roles in the
selection, generation, and administration of digital materials. They should be able to
recognize, evaluate, and opt for digital materials suitable for teaching and learning,
considering learning goals, the teaching context, pedagogical strategies, and the
learner group (Redecker, 2017). Furthermore, they should have the ability to adapt
and enhance openly licensed materials and other permissible resources, fashion or co-
develop fresh digital educational materials, and carefully consider the specific
learning objectives, context, pedagogical methods, and audience when creating them.
Educators should also be proficient in arranging digital content for accessibility by
learners, parents, and fellow educators, safeguarding sensitive digital content,
adhering to privacy and copyright regulations, and comprehending the utilization and
development of open licenses and open educational resources, along with their
appropriate attribution.
Selecting Digital Resources: The objective is to pick and assess suitable digital
materials for teaching and learning. When making choices and strategizing the
utilization of digital materials, it's crucial to consider the learners' educational goals,
the setting, the teaching method, and the learners' traits.
Creating and Modifying Digital Resources: The objective is to enhance and modify
currently available openly licensed materials and other authorized resources and
develop fresh digital educational materials independently or in cooperation with
others. The intention is to consider the learning goals, setting, teaching methods, and
the target audience when crafting these materials and strategizing their utilization.
Managing, Protecting and Sharing Digital Resources: The goal is to structure
digital resources and make them accessible to students systematically, parents, and
fellow educators. Protecting sensitive digital content and adhering to privacy and
copyright laws is essential. Understanding the generation and utilization of open
 18

licenses and educational resources is crucial, along with giving proper credit where
it's due.
Area 3: Teaching and Learning
The emphasis in Teaching and Learning lies in educators' essential roles in
incorporating digital devices and resources into their teaching methods, effectively
managing digital teaching interventions, and exploring innovative formats and
pedagogical approaches. They should also be able to utilize digital technologies and
services to improve their engagement with learners, both individually and
collectively, both inside and outside formal learning sessions. Furthermore, they
should offer timely and tailored guidance and assistance, experimenting with novel
methods and formats for providing support (Redecker, 2017). Collaborative learning
is another pivotal element, encouraging educators to leverage digital technologies to
foster and enhance learner collaboration. It enables learners to use digital tools in
collaborative assignments to enhance communication, collaboration, and the co-
creation of knowledge. Self-regulated learning is also a significant aspect, prompting
educators to harness digital technologies to support learners in planning, monitoring,
and reflecting on their learning journeys, showcasing their progress, sharing insights,
and devising innovative solutions.
Teaching: The goal is to incorporate digital tools and materials into the educational
process to enhance the efficacy of teaching methods. Properly handling and
organizing digital teaching approaches is crucial. Moreover, there is a requirement to
investigate and develop fresh instructional formats and pedagogical techniques.
Guidance: The goal is to leverage digital tools and services to enhance engagement
with learners, whether it's within or beyond the actual learning session. The aim is to
deliver timely and tailored guidance and support, while also innovating and
discovering fresh approaches for assisting.
Collaborative Learning: The goal is to leverage digital tools to foster and enhance
cooperation among students. The objective is to enable students to integrate digital
technologies into collaborative tasks, thereby boosting communication, teamwork,
and the generation of shared knowledge.
Self-Regulated Learning: The goal is to leverage digital technologies to support
learners in self-directed learning, encompassing assistance with planning, monitoring,
and self-reflection on their progress. Additionally, it aims to enable learners to
 19

showcase their accomplishments, exchange ideas, and foster creative problem-

solving.
Area 4: Assessment
The evaluation emphasizes the significance of educators employing digital
tools for both formative and summative assessments. This helps broaden the range of
assessment styles and methods (Redecker, 2017). Educators should possess the skills
to create, choose, critically assess, and interpret digital data related to learner
activities, performance, and progress. This information should be used to enhance
teaching and learning. Additionally, educators should utilize digital technologies to
deliver precise and timely feedback to learners. They should adjust their teaching
methods and offer tailored support based on the insights gained from the digital tools.
Furthermore, educators should enable learners and parents to comprehend the data
provided by digital technologies and utilize it for decision-making.
Assessment Strategies: The goal is to leverage digital technologies for both ongoing
and final evaluations, enhancing the diversity and suitability of assessment styles and
approaches.
Analysing Evidence: The goal is to employ digital resources for the collection,
selection, evaluation, and presentation of evidence about learners' activities,
accomplishments, and progress. This is undertaken to provide direction and enhance
the teaching and learning process.
Feedback and Planning: The objective is to utilize digital technologies for delivering
precise and timely feedback to learners. By leveraging the data generated by these
technologies, the goal is to adapt teaching methods and offer tailored support.
Additionally, the intention is to enable learners and parents to understand and utilize
the evidence provided by digital technology to make informed decisions.
Area 5: Empowering Learners
The concept of Empowering Learners emphasizes the significance of ensuring
that all learners, including those with special needs, have access to learning materials
and activities. It also underscores the importance of considering learners'
expectations, abilities, digital proficiency, misconceptions, and diverse cultural,
linguistic, and contextual backgrounds (Redecker, 2017). Furthermore, digital literacy
is a key element in this field, with educators expected to help learners acquire the
knowledge, skills, attitudes, and values necessary for responsible engagement in the
 20

digital realm. This includes promoting the safe and responsible use of digital
technologies while fostering the development of digital literacy, critical thinking, and
creativity. Additionally, entrepreneurship is vital in this domain, as educators guide
learners in cultivating an entrepreneurial mindset and skills. This involves nurturing
creativity, innovation, and initiative and preparing students for opportunities within
the digital economy and society.
Accessibility and Inclusion: The goal is to ensure that every student, including those
with unique requirements, can access educational materials and tasks. This entails
considering students' digital preferences, skills, practices, misunderstandings, and any
environmental, physical, or cognitive obstacles they may encounter when using digital
tools.
Differentiation and Personalization: The goal is to cater to the varied educational
requirements of students by leveraging digital tools, allowing them to advance
according to their timelines and pursue customized learning journeys and objectives.
Actively Engaging Learners: The objective is to harness digital tools to motivate
learners to participate and foster creativity while studying a specific subject actively.
These digital technologies will be integrated into teaching methods to foster the
development of versatile skills, promote critical thinking, and enable creative
expression among learners. Furthermore, digital technologies will incorporate real-
world scenarios into the learning experience, involving learners in practical exercises,
scientific inquiries, intricate problem-solving tasks, and other endeavours that
encourage active involvement in the challenging subject matter.
Area 6: Facilitating Learners' Digital Competence
Facilitating Learners' Digital Competence focuses on the importance of
educators having knowledge of and being able to use the necessary digital
infrastructure to support teaching, learning and assessment, such as virtual classrooms
and learning management systems, and being able to connect and use digital devices
such as interactive whiteboards, tablets, and laptops (Redecker, 2017). Digital security
is also an important aspect of this area, as educators should have knowledge of and be
able to implement digital security measures to protect the digital infrastructure and the
data and information associated with it and be able to take measures to protect against
cyber-attacks, data breaches, and other security threats. Digital emergency
preparedness and recovery are essential facets in this domain. Educators must possess
 21

the ability to strategize and react to digital crises, execute recovery protocols in the
event of service disruptions, and create and execute a digital continuity strategy to
guarantee uninterrupted teaching and learning during emergencies.
Information and Media Literacy: The objective is to incorporate educational
exercises, assignments, and assessments that compel students to articulate their
information requirements, seek out information and resources within digital
environments, handle, assess, and comprehend the located information, and critically
assess both the trustworthiness and reliability of information and its origins.
Digital Communication and Collaboration: The goal is to incorporate educational
tasks, assignments, and evaluations that motivate learners to employ digital tools
responsibly and efficiently for communication, teamwork, and engagement in civic
activities.
Digital Content Creation: The aim is to incorporate educational tasks, assignments,
and evaluations that motivate students to employ digital tools for self-expression and
content creation in different forms. The objective is to instruct learners on digital
content copyrights and licenses and how to properly cite sources and acknowledge
licensing.
Responsible Use: The goal is to safeguard the well-being of learners, encompassing
their physical, mental, and social aspects, as they engage with digital technologies by
implementing essential safety measures. Furthermore, the objective is to empower
learners with the capacity to effectively handle potential risks and utilize digital
technologies securely and conscientiously.
Digital Problem Solving: The goal is to incorporate educational activities,
assignments, and assessments that push students to recognize and tackle technical
problems, or to innovatively utilize their technological expertise in unique situations.
Literature on teachers’ digital competencies notes discrepancies between teachers’
perceptions of their competencies and the skills they possess. For instance, Zhao et al.
(2020) found that although teachers generally viewed themselves as proficient in
various aspects of digital competencies, they acknowledged a lack of skills in creating
digital content.
Monteiro and Leite (2021) mentioned that the insufficient involvement of a
substantial portion of educators with the available pedagogical support is a barrier to
 22

achieving a comprehensive digital transformation within higher education, whether in

moments of emergency or the years ahead.
Bond et al. (2018) emphasized that universities are focusing on enhancing the
digital skills of upcoming professionals to support them in navigating the increasing
relevance of ICT in all contexts, particularly in the workplace, and to be able to
problem-solve and search for solutions effectively.
The DigCompEdu framework has been used in numerous research endeavours
to assess educators' abilities in technology utilization in the educational context.
These investigations consistently reveal a deficiency in digital skills among many
teachers, which is perceived as an obstacle hindering the seamless incorporation of
technology into their teaching methodologies. The research underscores the
significance of implementing professional development initiatives to assist teachers in
enhancing these competencies. Considering their specific teaching context, these
programs should be tailored to the teachers’ and their students’ specific needs and
challenges. The studies recognize the benefits of technology integration in education,
including improved student engagement, enhanced critical thinking skills, and greater
opportunities for collaboration and communication. However, they also emphasize the
need for customized tailored assistance and training initiatives to assist educators in
effectively incorporating technology into their teaching methods within specific
contexts (Caena & Redecker, 2019; Monteiro & Leite, 2021; Zhao et al., 2020). Thus,
the DigCompEdu framework provides a valuable tool for examining teachers'
competencies related to technology in education and for making evidence-based
recommendations for professional development and support.
In conclusion, the DigCompEdu framework brings together the enhancement
of teachers' and students' digital skills and can be associated with strengthening the
capacities of educational institutions. It is flexible enough to be applied in different
educational environments and can be adjusted as technological opportunities and
limitations evolve (Caena & Redecker, 2019). This framework provides a useful
guide for my research project because it gives a holistic approach to integrating digital
technologies in education. It encourages ongoing professional growth and cultivates
digital skills, equipping learners for roles in the digital economy and society. It also
acts as a guide for crafting policies, curricula, and professional development
 23

initiatives on both a national and regional scale, guaranteeing that educators are well-
prepared to address the evolving demands of students in today's digital era.
Policy Review
This comprehensive review critically examines the policy landscape governing
the integration of Information and Communication Technology in the context of
English language education in Nepal. Given that my research areas are closely tied to
ICT in English language teaching, this examination is crucial. In recent years, Nepal
has undertaken significant policy initiatives to foster the use of ICT in education. This
review aims to critically evaluate these policies, highlighting their potential impacts
and addressing the challenges encountered during their implementation. The policies
under examination include the ICT in Education Master Plan 2013, ICT Policy 2015,
School Sector Development Plan (SSDP) 2016-2023, and the National Curriculum
Framework for School Education 2020, collectively forming the bedrock of ICT
integration in Nepalese education.
The ICT in Education Master Plan 2013 represents a pivotal turning point in
Nepal's commitment to leveraging ICT for educational advancement. This strategic
blueprint outlines a comprehensive approach to overhauling the Nepalese education
system by integrating information communication technologies. Notably, it delineates
the crucial components vital for the seamless integration of ICT, which include
providing high-speed internet access, nurturing skilled ICT professionals, ensuring the
availability of relevant educational materials, and establishing robust support systems.
The Master Plan specializes in utilizing these essential elements to harness ICT's
potential to elevate the quality of education in Nepal (MoEST, 2013).
The ICT Policy of 2015 takes a holistic approach to ICT integration, extending
its reach across various sectors, with a special focus on education. This policy
articulates measures to facilitate and promote ICT integration throughout Nepal's
educational system. It underlines the overarching objective of improving the quality
of education and broadening access to learning. It recognizes ICT's pivotal role in
supporting administration, pedagogy, learning, and research at all levels of education.
Furthermore, it underscores the importance of ensuring that ICT becomes an
indispensable tool for achieving these objectives (MoCIT, 2015).
The SSDP for Nepal, spanning 2016-2023, prominently places ICT within the
education sector's agenda. This plan introduces provisions to foster ICT-supported
 24

teaching and learning across all educational institutions. The SSDP prioritizes the
development of ICT infrastructure within schools and advocates for implementing
ICT-integrated teaching and learning methodologies. It acknowledges the necessity of
enhancing the digital competencies of teachers and educational personnel to integrate
ICT into education successfully. The Ministry of Education is central in driving these
efforts and aims to equip students with ICT skills while leveraging ICT to enhance
classroom delivery and management effectiveness (MoEST, 2016).
The National Curriculum Framework for School Education in 2020 establishes
policy provisions that advocate for embracing ICT as an integral component of the
teaching and learning process. It accentuates the importance of making the teaching-
learning process tech-friendly, practical, and product-oriented through the effective
incorporation of ICT. The framework recognizes the transformative potential of ICT
in improving the overall quality of education in Nepal (MoEST, 2020).
Notwithstanding the formulation of robust and comprehensive policies, the
effective implementation of ICT within Nepalese classrooms is fraught with
numerous challenges. The considerable gap between policy intent and practical
application remains a substantial hurdle to overcome. Challenges encompass limited
access to requisite infrastructure and resources, inadequate digital literacy among
educators and students, and disparities in ICT integration across schools and regions.
These issues underscore the need for a more concerted and sustained effort to bridge
the divide between policy aspirations and effective implementation in Nepalese
education (Joshi, 2017; Rana, 2018).
In conclusion, Nepal's efforts in formulating comprehensive policies for
integrating ICT in education, particularly in English language teaching, represent a
significant stride toward improving educational practices. However, the gap between
policy objectives and their practical realization presents a formidable challenge.
Addressing these challenges requires dedicated efforts to surmount practical barriers
and ensure that ICT's potential in education is fully harnessed within Nepalese
classrooms. This can result in a transformative impact on Nepal's education quality.
Review of Previous Studies
Here, I attempted to present literature from some of the previous research
works directly related to my study to provide a nuanced and comprehensive
perspective on the intricate landscape of Information and Communication Technology
 25

(ICT) integration in the realm of English Language Teaching (ELT). It illuminates

this integration's multifaceted impacts and challenges, drawing upon empirical
evidence and scholarly insights from various countries, particularly Nepal, Indonesia,
South Africa, and beyond.
Gnawali (2020) and Hidayati (2016) emerge as pivotal contributors by
articulating the transformative potential of ICT in ELT. Gnawali's research
underscores how students, pursuing a range of academic courses at Kathmandu
University, develop their digital competencies and become agents of digital literacy
dissemination once they graduate and enter academic institutions as educators. This
phenomenon alludes to the concept of a cascading effect, where digital skills acquired
by students extend to the learners they subsequently teach. Hidayati, in the Indonesian
context, provides valuable insights into the benefits of infusing ICT into ELT,
offering a pathway towards enhancing the contemporary state of English language
education in Indonesia. Both studies underscore how leveraging ICT can usher in a
transformative era in English Language Teaching.
However, embedded within these optimistic narratives is a recurring theme of
challenges. Muslem et al. (2018) draw attention to English instructors' paradoxical
situation. While ICT is hailed as highly beneficial for teaching, numerous hurdles
obstruct its seamless integration into ELT. These barriers include inadequate internet
infrastructure, teachers' limited digital proficiency, and a dearth of ICT training
opportunities. The inextricable link between the positive impact of ICT and the
necessity for professional development among educators becomes evident.
Acharya (2014) and Laudari (2019) delve into the tools and practices ELT
teachers adopt. Acharya's work offers a glimpse into the increasing adoption of
contemporary digital tools, applications, and websites in Nepalese ELT classrooms.
Educators' growing inclination to incorporate these tools to augment their teaching
methods reflects a growing inclination. Similarly, Laudari's qualitative research in
Nepal unveils a commendable willingness among teacher educators to enhance their
digital literacy. This inclination towards digital transformation within the pedagogical
realm is highly promising. However, a parallel narrative underscores the persisting
barriers, with a call to overcome these hurdles to realize the potential of ICT in ELT
fully.
 26

The international context further enriches this discussion. Romorola (2010)

presents a South African case study that mirrors some of the challenges found in the
Nepalese context. It emphasizes the need for comprehensive ICT training, robust
digital infrastructure, and institutional support to facilitate effective ICT practices in
educational institutions. This cross-continental resonance indicates that the barriers to
ICT integration transcend geographical boundaries.
Paudel's (2021) mixed-method investigation adds depth to the Nepalese
context, shedding light on the significant roles and practices of ICT in EFL
classrooms. The research underscores the positive contributions of digital
technologies, even in the face of challenges educators encounter. While the outlook is
promising, it underscores the necessity for addressing these impediments to unleash
the full potential of ICT in language education.
The studies by Amrullah et al. (2023) and Tipayavaravan et al. (2023) explore
technology's role in English language education but from different angles. Amrullah
et al.'s research focuses on students' perspectives on ICT-based learning, revealing a
positive correlation between the use of ICT and improved language learning. In
contrast, Tipayavaravan et al. emphasize the potential of ChatGPT in Vietnamese
high schools but caution about its limitations. While Amrullah et al. provide empirical
evidence supporting the use of ICT, Tipayavaravan et al. offer practical insights for
educators using AI tools like ChatGPT.
Gayatri et al. (2023) take a broader approach, advocating for the integration of
sustainability principles and ICT in EFL teaching, presenting a conceptual framework.
While this perspective is forward-looking, practical implementation and empirical
validation are needed. Overall, these studies collectively underscore the evolving role
of technology in language education and the importance of empirical research and
practical guidance to fully harness its potential.
Wright (2014) takes a broader view, projecting a future where ICT practices in
EFL classrooms are poised for rapid expansion in developing countries. Nevertheless,
the author highlights the criticality of addressing foundational issues such as
electricity access, high-speed internet connectivity, practical teacher training, teacher
motivation, and the sustainability of ICT implementation. This projection offers a
glimpse into the roadmap for fully embedding digital literacy in educational
institutions.
 27

Incorporating a broader scope, Jha (2020) and Pangeni (2017) delve into using
ICT in virtual platforms and online education in Nepal. They emphasize the pivotal
role ICT plays in advancing online and distance education, aligning with the global
shift towards digital learning modes. However, their findings also underscore that
successful implementation hinges on addressing infrastructure and teacher motivation
issues, reiterating the persistent theme of challenges to ICT integration.
Rana's (2018) case study on ICT policy implementation in rural Nepali
primary schools, sheds light on a critical issue within educational technology. The
research underscores a glaring incongruity between the formulated ICT policies and
their effective execution on the ground, mainly ascribed to many impediments. This
divergence is not only a concern for the educational landscape in Nepal but also
reflects a wider challenge that many developing regions face in integrating
information and communication technologies into their education systems. By
unearthing the underlying constraints and disparities, Rana's study provides valuable
insights into the intricacies of ICT policy implementation, particularly in the context
of English Language Teaching in rural areas. Nevertheless, this research allows
further investigation into the barriers hindering policy enactment and how these issues
may be addressed to bridge the existing gap between intent and action in ICT
integration within rural education settings.
In closing, the extensive and insightful literature reviewed here underlines the
immense potential of ICT integration in ELT while also sounding a clarion call
regarding the hurdles that must be overcome for its successful implementation. As a
pathway to further research, scholars and educators should focus on crafting
comprehensive strategies for enhancing digital literacy among educators, addressing
infrastructural limitations, improving ICT policy implementation, and ensuring the
long-term sustainability of ICT practices in diverse educational contexts. Comparative
studies traversing different countries and regions could provide invaluable insights
into best practices for effectively integrating ICT in ELT. The journey towards
realizing the transformative potential of ICT in English Language Teaching continues,
underpinned by both opportunities and obstacles, as revealed by this extensive
literature review.
 28

Gap Analysis
Though several research studies have been done on ICT-related topics in ELT
at home and abroad, limited studies have been conducted in the remote part of
Sudurpachim Province of Nepal. Similarly, I did not find many studies that used a
method rooted in phenomenology for investigating the firsthand encounter or
perception of the experience of university English language teachers about using ICT
in language classrooms in my review, especially in this area.
Previous studies mainly emphasized investigating the role of ICT in ELT
(Gnawali, 2020; Hidayati, 2016; Wright, 2014), promises and barriers to integrating
ICT in ELT (Acharya, 2014; Laudari, 2019, Muslem et al., 2018; Romorola, 2010),
the gap between ICT related policies and practices (Rana, 2018), ICT in online
education (Jha, 2020; Pangeni, 2017) and ELT teachers’ digital competences and
practices in ELT classroom (Poudel, 2021). Therefore, the major gap I noticed here is
the area of exploration, the context, and the research methods and theories in the
study. Embedding ICT in ELT is significant, and the pandemic has changed the
teachers’ lived experiences and perceptions about using ICT in ELT. Still, it is yet to
be explored, especially in the university campuses located in the rural part of
Sudurpaschim province of Nepal.
Therefore, this research aims to explore the firsthand encounters and
viewpoints of English language teachers in a university setting concerning integrating
Information and Communication Technology within English Language Teaching
classrooms.
Conceptual Framework
This conceptual framework as the guideline for my research shows the
relationship among aspects related to my research. It is the frame for the overall
planning of the study: “Teachers’ Experiences of Using Information Communication
Technology in English Language Education: A Phenomenological Study”. In this
research, I liked seeing English language teachers’ lived experiences and perceptions
about ICT use in ELT classrooms.
The phenomenological research approach was employed to gather insights
from English language instructors regarding their real-life encounters and viewpoints
regarding integrating information and communication technology in English language
teaching. This involved conducting comprehensive phenomenological interviews,
 29

making reflective observations, and taking field notes as data collection methods.
Multiple interviews and extensive notetaking were conducted. After transcribing the
collected information, I collaborated with the participants to validate and refine the
data.
Subsequently, I revisited the data and encountered a sense of uncertainty. For
the subsequent data preparation and analysis steps, I followed Braun and Clarke's
(2006) thematic analysis approach. To shape the major themes, I referred to the
DigCompEdu framework. The process involved immersing myself in the data,
carefully examining and labelling meaningful units, and identifying patterns and
connections among them, to achieve a deeper understanding of the phenomenon.
Thus, the discussion and meaning-making were accomplished by triangulating the
data and employing DigCompEdu as a theoretical framework.
 30

Teachers’ Experiences of Using ICT in

ELE

Methodology

Qualitative

Essence of the Lived

DigCompEdu Experiences of ELT
Interpretive
Framework Teachers with the
Phenomenon

Hermeneutic
Phenomenology
Text
Generation:
Interview;
Reflection
Text
Interpretation:
Drawing Phenomena Meaning
Making
 31

Chapter Summary
In this chapter, I dealt with thematic, theoretical, policy, and empirical reviews
of related literature. As the thematic basis of the research, I discussed the concept of
the key terms of the study with the help of related thematic literature. As the
theoretical foundation for this research work, I employed the DigCompEdu
framework. I also discussed the existing ICT policy provisions for embracing digital
technologies in the Nepalese education system. Then I discussed some previous
studies that were helpful to my study. Finally, I presented a conceptual framework
and analysis of the research gap as exploring the ELT teachers’ lived experiences and
perceptions about using ICT in ELT in the rural mountains of Sudurpaschim province
is a new area of exploration.
 32

CHAPTER III
RESEARCH METHODOLOGY

In this section, I described the philosophical considerations and

methodological foundations used in the research study. The chapter begins with
philosophical considerations and the research paradigm – the interpretative paradigm.
Then it discusses the research method – the hermeneutic phenomenological inquiry. It
follows the information about the research place, participants, and data collection
techniques. The chapter also deals with the data analysis process. The final part of the
section includes the quality standards and ethical considerations of the research work
for its authentication and validation.
Philosophical Considerations
Examining philosophical aspects aids in our comprehension of the nature of
assertions about knowledge. They offer a reflective basis for evaluating the
relationship between a researcher's philosophical beliefs and their research
methodologies. According to Willis (2007), a research paradigm refers to the holistic
ways of viewing the world that determine research design and practice. In
philosophical terms, ontology delves into the exploration of what is real, while
epistemology focuses on examining the process of acquiring knowledge. Further
axiology must deal with ways of valuing.
Ontology
I believe realities are always multiple, constructed, and holistic. Our senses
shape our perceptions, and consciousness gives meaning to our world (Scotland,
2012). The research participants have their understanding, experience, and perception.
I interviewed them and recorded the data about their lived experiences and
perceptions from their perspectives. Therefore, my ontological stance is relativist as
there is no fixed single, absolute and universal truth. Thus, my research findings have
multiple realities constructed from the context of my research participants. In this
research, the teachers have different stories, lived experiences, and opinions toward
using ICT in their ELT contexts. Therefore, there exist multiple realities.
 33

Epistemology
In this study, my epistemological stance is subjective as every individual is
unique; he/she constructs knowledge by internalizing a process of understanding
his/her surroundings, his/her experiences, and stories (Riessman, 2008). Adopting the
hermeneutic phenomenological inquiry method, the basis of epistemology lies in the
lived experiences and perspectives of the research participants. Therefore, my
interactions as a researcher and ELT teacher educators working in the rural mountains
generated knowledge.
Axiology
Axiology, for me, refers to the value of people as every individual is different
from each other. In the research context, axiology pertains to the researcher's
perspective on what is considered valuable and ethical (Killam, 2013). The
participants in this research - their understanding, knowledge, lived experiences,
feelings, and perceptions are not value-free but value-laden. So, the truth is greatly
affected by the individual perceptions and realization of things or the world. Hence,
different participants have different perspectives, lived experiences, and values
towards the world.
Interpretative Research Paradigm
The research paradigm, shaped by the research objectives and inquiries,
encompasses a collection of underlying assumptions and perspectives that shape the
researcher's actions (Guba, 1990). I selected an interpretive research paradigm for my
study in alignment with the objectives and inquiries of my research. Interpretive
researchers believe in the subjective reality of the world based on people’s subjective
experiences, relativist ontology, and value-laden axiology. “The interpretive
fisherman enters the water, establishes rapport with the fish, and swims with them,
striving to understand their experience of being in the water” (Taylor & Medina,
2013).
As an interpretive researcher, I built a good rapport with the participants,
delved into their world, and attempted to identify their experience by being a part of
their context to gain a more profound insight into the phenomenon. Hence, the
interpretive paradigm has supported the aims of my research project as it explores the
lived experiences, stories, and textural and structural descriptions of English language
 34

teachers’ ICT practices in their profession to grasp the fundamental nature of the
phenomenon.
Interpretive research primarily emphasizes the meaning and may use several
ways to reflect on all aspects of the phenomenon. According to Cohen and Crabtree
(2006), “Interpretivist positions are founded on the theoretical belief that reality is
socially constructed and fluid” (p.1). Thus, our understanding or knowledge about any
phenomenon is always influenced by socio-cultural factors. Interpretivism posits that
individuals typically possess diverse viewpoints and perceive social reality through
various lenses. It recognizes these multiple perspectives as rich sources for thinking
about issues.
I prefer an interpretive paradigm for explicating the stories of English
language teachers to make meaning in the context (Al-Ababneh, 2020). Interpretive
research does not rely on statistical analysis; instead, it delves into the realms of
individual perceptions, personal constructs, negotiated interpretations, and how
people define various situations. The study analysed and captured the experiences,
perceptions, stories, and interpretations of ELT teachers.
Hermeneutic Phenomenological Inquiry as a Research Method
Phenomenology, as a philosophical tradition rooted in the pioneering work of
Edmund Husserl (1913), has been profoundly enriched and expanded by subsequent
philosophers such as Martin Heidegger, Maurice Merleau-Ponty, and Max van
Manen. Husserl's foundational concepts, including the epoche, intentionality, and
phenomenological reduction, laid the groundwork for the rigorous examination of
consciousness and human experience.
Building upon this foundation, Heidegger introduced the concept of Dasein
and the inseparable relationship between human existence and the world (Heidegger,
1927), while Merleau-Ponty emphasized the embodied nature of perception and the
significance of the lived body in our engagement with the world (Merleau-Ponty,
1962). In the realm of hermeneutical phenomenological research, these foundational
concepts of hermeneutics play a crucial role in understanding and exploring the
intricate nature of human experiences.
Perception, as elucidated by Hans-Georg Gadamer, underscores the subjective
and interpretive aspects of human perception, making it relevant in phenomenological
inquiry, where the focus often lies in understanding lived experiences and the
 35

subjective meanings attributed to them (Gadamer, 2013). Retention or memory, as

highlighted by Paul Ricoeur, becomes instrumental in hermeneutical
phenomenological research as it helps researchers delve into the interplay between
past experiences and present interpretations, allowing for a deeper exploration of the
temporal dimension in human experiences (Ricoeur, 2004).
Similarly, critical reflection and introspection, concepts advocated by Lyotard
(1979) and Heidegger (1977), respectively, find their place in hermeneutical
phenomenological research by encouraging researchers to engage in a reflective and
self-aware process that is essential for gaining insight into the nuances of lived
experiences. Lastly, retrospection, as conceptualized by Gadamer (2013), adds depth
to the research by allowing for the reevaluation of past interpretations considering
new insights, which is in line with the iterative and dynamic nature of
phenomenological inquiry. These hermeneutical principles collectively enrich and
deepen the exploration of human experiences, making them invaluable tools for
understanding the rich tapestry of human existence in phenomenological research.
More recently, Max van Manen (2014) extended phenomenology's reach into
the realm of pedagogy and education, demonstrating its practical applications in
understanding teaching and learning experiences. This ongoing development and
diversification of phenomenological thought continue to shape contemporary
philosophy, demonstrating the enduring significance of this tradition in exploring the
structure and meaning of human experience and the world it inhabits. The academic
discipline of philosophy and psychology has a significant influence on
phenomenology. It is also a well-known qualitative research method for describing
human lived experiences and understanding their essence. It is a very useful approach
for exploring the deeper insights and essence of the everyday experiences of human
life.
The phenomenological inquiry focuses on the phenomenon experienced in the
person's consciousness and the epoche process has a great role in reaching the actual
essence of the phenomenon (Husserl, 1927; as cited in Smith, 2009). Husserl’s
phenomenology is transcendental because it attempts to scientifically investigate the
fundamental nature of phenomena as they manifest within our consciousness.
Transcendental phenomenology attempts to use bracketing, i.e., being unbiased by
 36

keeping preconceptions and assumptions about a phenomenon away while

investigating it.
Hermeneutic phenomenology, also known as interpretive phenomenology,
originates in Martin Heidegger's work. He began his philosophical career as a student
of Husserl. However, he believes that it is very challenging to bracket our
assumptions and biases because we always live with other people in situations of
existence. Thus, we should make our personal biases explicit to grasp the fundamental
nature of the phenomenon (Heidegger, 1962; as cited in Smith, 2009).
In hermeneutical phenomenology, the researcher provides descriptions and an
interpretation of the lived experiences by fusing the horizons and examining the part
and whole relationship of the hermeneutic circle. We revise our judgment and biases
when we interpret how people make sense. We generally revise our understanding of
the whole text as we understand the parts of the text and vice versa. In this way, new
information arises, and we revise our comprehension of the underlying significance of
the phenomenon within the framework of hermeneutic phenomenology.
To shed light on the real-life experiences of English language teachers as they
employ digital tools within their profession across various situations, I employed the
hermeneutic phenomenological inquiry research method in my research work. As
human lived experiences are portrayed in the form of in-depth descriptions and
stories, I attempted to record and make meaning out of the teachers’ narratives of their
lived experiences and perceptions about using ICT in their professional lives.
Therefore, the method helps expose the reality of the university teachers’ practices,
feelings, attitudes, beliefs, and perspectives about using ICT in English language
teaching.
Hermeneutic Phenomenological Research Design
The primary objective of this research is to explore how English language
teachers in the remote Sudurpachim region of Nepal articulate and comprehend their
personal experiences and viewpoints regarding the utilization of Information and
Communication Technology. The study aims to uncover responses to its research
inquiries.
Phenomenological research, in response to the limitations of objectification,
delves into the subjective experiences of individuals in their interpretation of events.
It goes beyond quantifiable aspects to explore the essence and authenticity of
 37

phenomena, as described by Husserl (1913). According to Heidegger (2005),

individuals use their concepts to interpret the world, leading to varying
understandings of reality. Communication, in turn, serves to convey one's unique
perceptions to others. Given the inherent interconnectedness of individuals with the
surrounding world, Heidegger underscores the importance of personal interpretation
in ascribing meaning to one's existence in the context of people and objects. He posits
that this meaning-making process relies more on Dasein (the individual's being-in-
the-world) than on the conventional link between perception and consciousness, in
contrast to Husserl's concept of intentionality (Larsen & Adu, 2022).
According to van Manen (2014), hermeneutic phenomenology takes us to the
deeper meaning of the phenomenon and seeks a descriptive interpretation that
recognizes the intricate nature of that encounter. The hermeneutic phenomenological
research method is generally used to search for reality from the research participants
sharing their lived experiences, feelings, and perceptions and to generate deeper
insights into the phenomenon (Yuksel & Yidirim, 2015). I employed a hermeneutic
phenomenology research methodology for collecting data and explication in this
research. Smith et al. (2009) state that hermeneutic phenomenology is considered
significant and useful to apply particularly in teaching pedagogy and education.
In this research, English language teachers' narratives were my primary data
source, revealing their interactions with ICT in teaching. To facilitate an environment
conducive to this exploration, I meticulously designed a methodology deeply rooted
in hermeneutic phenomenology, fostering rapport and trust through both formal and
informal interactions with the participants. The cornerstone of data collection was the
deliberate use of semi-structured interviews, carefully structured to strike a delicate
balance between flexibility and adherence to the research inquiries, with a steadfast
focus on prioritizing the perspectives of the participants. This iterative process
allowed for a nuanced exploration of the profound layers of meaning that participants
associated with their experiences, ultimately shedding light on the deeper significance
of the phenomenon under investigation.
The hermeneutic phenomenological research design is a frequently employed
qualitative research approach in education and the social sciences. This method
involves delving into individuals' personal experiences, emotions, and perspectives as
we inquire about their qualitative data concerning the phenomenon they encounter. In
 38

the phenomenological research methods, the researcher first builds rapport with the
participants and gathers qualitative information or collaborates with individuals who
have personally encountered and have insights, emotions, and understandings of the
phenomenon from multiple interviews and field notes and analyzes the results with a
thematic data analysis procedure. I used the hermeneutic phenomenological inquiry
method as a research design in my research.
Place and Participant Selection
For my research, the two university campuses are research places. They are
situated in a remote part of the Sudurpaschim Province of Nepal. I selected this study
place as I have a long experience observing and working with ICT-integrated
language classrooms in this region. I selected four English language teachers from
two university campuses, two from each, working in the mountainous region. The
participants were selected purposively. Before the research, preliminary interviews
were undertaken to choose suitable candidates carefully. The chosen participants
consist of university instructors with over five years of experience teaching English at
the undergraduate level in Nepalese universities and have encountered the
phenomenon being studied.
Data Collection Techniques and Process
In this study, I utilized English language teachers' narratives of their lived
experiences as the primary source of data to explore the specific phenomenon. The
data collection process was guided by the method of semi-structured interviews, an
approach thoughtfully designed to maintain a harmonious equilibrium between
flexibility and adherence to the research inquiries. This methodology finds support in
the recommendations of Peoples (2020) and is consistent with the guidance provided
by van Manen (1990) for guiding the data collection process. These interviews were
designed around a set of carefully crafted questions aimed at directing the
conversation. To ensure data comprehensiveness, methodological triangulation, and
data validation, I conducted in-depth interviews twice, both in physical and online
settings, with the participants' consent. The dual interviews, conducted through
different modalities, were instrumental in facilitating a deeper understanding of the
phenomenon. Moreover, I maintained regular, informal contact with the participants
in both physical and virtual realms, which added richness and depth to the data under
investigation.
 39

In the initial stage of data collection, I conducted pilot interviews and

transcribed the participants' responses meticulously. This allowed me to gain an initial
understanding of their experiences. Building upon this comprehension, I refined my
data collection strategies to ensure the acquisition of rich and substantial information.
In the subsequent round of in-depth interviews, I gathered authentic accounts that
spanned the participants' experiences from the past to the present, focusing on their
journey with information and communication technology (ICT) in their teaching
careers. These interviews followed a semi-structured format, primarily comprising
open-ended inquiries, which provided the participants with ample space to recount
their lived experiences, reflect on their past encounters, and share their perspectives.
To maintain data integrity, I recorded all the information on smartphones with the
explicit consent of the participants.
Additionally, I conducted face-to-face meetings with the participants to
present the transcribed conversations in hard copy, allowing for further verification.
To complement the interview data, I made field notes during the data collection
period, capturing valuable insights into the participants' attitudes and actions. These
field notes proved instrumental in corroborating the information gathered during
interviews. Furthermore, I conducted observations in the field during the interview
phase, which offered an additional dimension of information pertinent to the research.
Reflective writings, a process of recollecting past experiences with the specific
phenomenon, were also employed to generate information related to the research
topic, drawing on insights from van Manen (1997, as cited in Sloan & Bowe, 2014).
The utilization of semi-structured interview schedules was pivotal in my
hermeneutical research. These schedules provided a balanced framework that offered
guidance while fostering a participant-centred approach, allowing for an in-depth
exploration of the intricate layers of meaning participants associated with their lived
experiences. The carefully crafted questions and open-ended inquiries ensured that the
participants' perspectives took precedence, and the iterative process of interpretation
resulted in nuanced and in-depth insights into their worldviews about the
phenomenon.
Data Explication
The hermeneutic phenomenological method involves the process of
elucidating and explaining the fundamental patterns within the experiences of
 40

individuals involved with a particular phenomenon. This is done to uncover a

profound understanding of its educational implications. According to Van Manen
(2003, as cited in Fuster-Guillén, 2019), anecdotes are powerful methodological tools
to uncover the hidden essence of the phenomenon. Upon reviewing and verifying the
transcribed textural descriptions provided by the teachers, I meticulously edited the
data, assigning pseudonyms to ensure the anonymity and confidentiality of the
participants. These pseudonyms, namely Arjun, Bharat, Chandra, and Dinesh, were
applied as a protective measure to safeguard the identities of the individuals involved
in the study.
In my study, I utilized Braun and Clarke's (2006) method for conducting a
thematic analysis of the gathered data. To shape the major themes, I referred to the
DigCompEdu framework. The process involved immersing myself in the data,
carefully examining and labelling meaningful units, and identifying patterns and
connections among them. I then refined the themes to ensure their validity and
coherence.
To accurately represent the data, I provided clear definitions for each theme.
By following this rigorous analytical process, I could compile the analysis into a
coherent narrative. This narrative effectively highlighted the main themes and
demonstrated their significance in addressing my research objectives, drawing upon
the insights from Braun & Clarke (2006).
In my research, I encountered the distinction between conventional analysis
and phenomenological inquiry. Conventional analysis involves breaking down a
subject into its constituent elements, while phenomenological inquiry seeks to
comprehend a phenomenon as a whole. This perspective introduced me to the concept
of "explication" in phenomenological analysis, emphasizing the meticulous
examination of a phenomenon's parts and their interrelation within the broader whole
(Hycner, 1999). This approach aligns with the hermeneutic circle's philosophy,
emphasizing the interdependence between these parts and the overarching whole.
Failure to reintegrate these parts into a coherent whole results in a loss of the
phenomenon's holistic essence. To gain a comprehensive understanding of these
individual parts within the holistic context, I followed Hycner's (1999) suggestion to
regularly review audio recordings of each interview, providing deeper insights into
the words and expressions used by each participant.
 41

To ensure the credibility of my analysis, I took additional steps. The data

collection and validation process in this study unfolded in a specific sequence. After
transcribing the data, I conducted a member-checking process to ensure the
trustworthiness and understanding of the results. This member checking took place
individually with each participant, with one-on-one interactions. Subsequently, after
completing the initial draft of my analysis, I engaged in debriefing sessions. Like the
member checking, these debriefing sessions were conducted individually, allowing
me to seek feedback and validation from each participant separately. This approach,
which involved one-on-one interactions for both member checking and debriefing,
helped maintain the precision and credibility of the research findings. These efforts
contributed to the robustness and trustworthiness of the research results.
Quality Standards
In the pursuit of maintaining rigorous research quality, this study adhered to
the principles of verisimilitude or truthfulness, authenticity, praxis, and
meaningfulness as its overarching quality standards:
Verisimilitude or Truthfulness
Verisimilitude, which refers to how closely one's understanding of reality
aligns with the truth, had a significant impact on the development of research
methodology. Adopting an insider perspective, the research sought to generate
comprehensive and authentic depictions and interpretations of the observed
phenomenon as perceived by those involved. This endeavour relied on the acquisition
of rich and nuanced data directly from participants, thereby engendering a sense of
authenticity and truthfulness within the ensuing report, ultimately allowing readers to
resonate with the participants' genuine experiences.
Authenticity
The establishment of authenticity was meticulously attended to through
consistent member checks and data triangulation. Encompassing both fairness and
ontological authenticity, the research delved into the participants' voices, accentuating
their unique perspectives. Prolonged engagement and ongoing observation within the
research context fostered rapport and trust with the participants, serving to mitigate
potential distortions or inaccuracies in the study's depiction of issues. Authenticity,
thus, remained a guiding principle throughout the research, ensuring fidelity to the
participants' lived experiences.
 42

Praxis
Praxis, involving the active application and realization of acquired knowledge,
was pivotal in this research. By illuminating the practical application of Information
and Communication Technology in teaching English, this research inspires English
Language Teaching instructors. This investigation highlights the possible advantages
of incorporating ICT into ELT, not only for professional growth but also for
enhancing the efficacy of the teaching-learning process itself.
Meaningfulness
This research prioritized the quest for significance, focusing on the detailed
documentation and presentation of the real-life experiences of ELT teachers. These
experiences were embedded in the authentic context of participants' lives, rendering
them meaningful and contextually relevant. The study's focus on the lived experiences
of university teachers yielded insights that resonate with the broader academic
landscape. As such, meaningfulness emerged as a crucial facet of qualitative research,
encapsulating the essence of the study's narrative.
Ethical Considerations
When conducting this research, an unwavering dedication to ethical concerns
was paramount to safeguard the participants' dignity, privacy, and rights. Ethical
approvals were sought and obtained for this research. The research project, titled
"Teachers’ Experiences of Using Information Communication Technology in English
Language Education: A Phenomenological Study," received ethical approval from the
Kathmandu University School of Education's Research Committee. The approval
aligns with the institution's Ethical Approval Guidelines for 2019. To address the
various aspects of ethics, several fundamental principles were adhered to:
Confidentiality
To uphold the privacy and confidentiality of the data provided by participants,
thorough measures were implemented. A strong protective barrier was established by
the assignment of pseudonyms to each participant, ensuring that no personal
identifiers, such as names or institutional affiliations, were disclosed. This meticulous
approach was employed to demonstrate a commitment to respecting the trust of the
participants and to shield their identities from potential exposure. These pseudonyms,
specifically Arjun, Bharat, Chandra, and Dinesh, were employed as a precautionary
 43

measure to safeguard the anonymity and confidentiality of the individuals engaged in

the study.
Respect for Autonomy
Respect for participants' autonomy was a foundational principle. Informed
consent was sought, ensuring participants were fully aware of the research's
objectives, methodology, and potential implications. Voluntary participation was
emphasized, allowing participants to make an informed decision about their
involvement and exit the study at any time without worrying about repercussions.
This principle aimed to empower participants, acknowledging their agency and right
to choose.
Justice
A non-discriminatory stance was maintained throughout the research process
by upholding principles of justice and equity. Participants were handled fairly and
impartially, irrespective of gender, ethnicity, religion, qualifications, or experience.
Each participant's voice was valued equally, ensuring that diverse perspectives
enriched the research findings. This approach aimed to eliminate bias and ensure that
all participants' contributions were acknowledged and respected.
The ethical considerations in this research underscored the commitment to
responsible and respectful research practices. By safeguarding confidentiality,
honouring autonomy, and ensuring justice, the ethical framework fostered an
environment of trust, transparency, and integrity in the pursuit of knowledge.
Chapter Summary
In this chapter, I introduced the methodological framework for my research
study. I chose an interpretative research paradigm because English language teachers
have different stories, lived experiences, feelings, and opinions toward integrating
ICT into their profession. Adopting the phenomenological method, I was conscious
that epistemology is rooted in the context of my participants’ real narratives of their
lived experiences with the phenomenon. Then, my interactions as a researcher and
ELT teachers working in the rural mountains generated knowledge. I employed the
hermeneutic phenomenological inquiry research method to shed light on the
fundamental aspects of the university teachers’ life experiences, feelings, attitudes,
beliefs, and perspectives about using ICT in ELT in the rural part of the
Sudurpaschim province of Nepal.
 44

For my research, four English language teachers from the two university
campuses were the research participants, situated in the Darchula district and the
selection of participants was purposive. As the data, I used teachers’ explication of
lived experiences with the phenomenon to generate information in this research. Then
I presented the data analysis procedure employing the thematic data analysis
procedure to grasp the core of the participants' actual encounter with the phenomenon.
I followed verisimilitude, authenticity, praxis, and meaningfulness as quality
standards of my research and confidentiality, respect for autonomy, and justice as
ethical considerations.
 45

CHAPTER IV
FINDINGS AND DISCUSSIONS

The findings and discussions section of this dissertation explores the

experiences and perceptions of English language teachers regarding the use of
Information and Communication Technology (ICT) in English Language Teaching
(ELT) in the context of Darchula. The study aims to offer a profound comprehension
of ELT teachers' perspectives on integrating information and communication
technology in ELT and explore how their experiences align with the DigCompEdu
framework. This section delves into the responses obtained from ELT teachers
through a phenomenological inquiry. It tackles the research questions: How do
English language teachers explain their lived experiences and perceptions about using
ICT in ELT? How do these experiences convey the essence of the phenomenon
through the lens of the DigCompEdu framework? By interpreting the data, valuable
insights are gained into the attitudes and beliefs of English language teachers towards
ICT in ELT, shedding light on the potential benefits and challenges associated with its
implementation.
English Language Teachers' Lived Experiences of ICT in ELT
Incorporating Information and Communication Technology into teaching the
English language has become increasingly popular over the years, resulting in a shift
from traditional classroom practices. This theme aims to delve into the real-life
experiences of English Language Teachers regarding ICT in ELT. Specifically, this
theme examines the attitudes of English language teachers regarding the utilization of
Information and Communication Technology in English Language Teaching the
advantages associated with incorporating ICT in ELT, and the challenges of its
implementation. By exploring these subthemes, we aim to shed light on how English
language teachers adjust to incorporating Information and Communication
Technology in English Language Teaching and assess how it affects their teaching
methods and students' learning achievements.
Attitudes Towards the Use of ICT in ELT
The findings of the study reveal that English language teachers in Darchula
exhibit positive attitudes towards the incorporation of Information and
 46

Communication Technology into the instruction of the English language. All English
language teachers (Arjun, Bharat, Chandra, and Dinesh) contributed to the data
collected, providing substantial evidence supporting this finding.
Firstly, the English language teachers expressed their confidence in the
capacity of information and communication technology to improve the educational
journey and foster the development of vital digital skills. They acknowledged that
multimedia and interactive content could address students' varied learning
requirements and inclinations, making it more appealing to them. The English
language teachers also stressed the importance of providing resources and support for
ICT professional development to enhance the standard of education and more
effectively equip students for the future. Arjun excitedly mentioned, “As an ELT
educator, I wholeheartedly embrace the integration of ICT in my teaching practice. I
firmly believe that technology has the power to enhance the learning experience and
equip students with essential digital skills. By incorporating multimedia and
interactive content, I have witnessed a remarkable transformation in my classroom.
Students are more engaged and motivated as they explore language concepts through
videos, interactive games, and virtual simulations”.
Incorporating Information and Communication Technology in English
Language Teaching was perceived as a positive experience by the English language
teachers. They firmly believed that ICT could significantly contribute to effective
language teaching and learning by providing opportunities for interaction, autonomy,
and creativity and promoting student-centred approaches. The utilisation of online
platforms, digital resources, and multimedia was regarded as beneficial for creating
engaging and interactive lessons and providing opportunities for authentic language
use. Bharat enthusiastically stated, “Ever since I embarked on integrating ICT in ELT
as a teacher educator, it has been an overwhelmingly positive and transformative
experience. From the outset, I firmly believe that technology is not just an optional
add-on but an essential tool for providing quality education to students. As I
incorporated online platforms, digital resources, and multimedia into my teaching, I
witnessed firsthand its tremendous impact on my students' learning journey. The
interactive and engaging lessons I designed fostered authentic language use,
promoted student-centred approaches, and unleashed their creativity. Throughout the
past two years, particularly during the challenging times of the pandemic, my
 47

perceptions of ICT in ELT have evolved, realising its indispensable role in facilitating
remote learning and empowering students to take charge of their language learning”.
Moreover, the teacher educators highlighted the impact of information and
communication technology on their instructional methods. They acknowledged that
the incorporation of technologies in ELT classrooms had influenced their teaching
practices in various ways. Notably, the rapid adoption of ICT tools during the
pandemic played a particularly influential role, opening new possibilities for online
learning and facilitating stronger connections with students (Arjun). Integrating ICT
necessitated staying updated with the latest technologies and modifying instructional
methods to align with learners' changing requirements and anticipated desires (Arjun).
The data also revealed that English language teachers recognised the
significance of ICT skills for teachers (Arjun, Bharat). They emphasised that
possessing basic ICT skills is essential in today's digital age, as it facilitates teachers
to integrate technology into their teaching, create engaging and interactive lessons,
and provide students with a comprehensive learning experience. The availability and
quality of ICT resources were acknowledged as influential factors affecting teaching
practices (Dinesh).
Additionally, the English language teachers expressed positive perceptions of
using ICT in ELT, with some noting changes in their perceptions after experiencing
the impact of the pandemic (Chandra, Dinesh). They believed that integrating ICT
technologies had enhanced their students' learning experiences, making the content
more engaging and interactive and providing various resources for self-learning. The
benefits of using ICT in language teaching were seen to outweigh the drawbacks
(Chandra).
The findings demonstrate that English language teachers in Darchula hold
positive attitudes towards incorporating Information and Communication Technology
into English Language Teaching. As also highlighted in previous studies (Ozer,
2018), the teachers believe that it has the potential to enhance the learning experience,
develop students' digital skills, and establish a dynamic and captivating educational
setting. The integration of ICT is seen as beneficial for promoting student-centred
learning, increasing student motivation, and supporting self-learning (Jha, 2020;
Pangeni, 2017; Cakici, 2016). Acquiring ICT skills is considered essential for teachers
to integrate technology into their methods of teaching efficiently.
 48

These findings provide valuable insights into the perspectives of English

language teachers towards utilizing Information and Communication Technology in
ELT. They can inform educational policies and initiatives to promote the effective
integration of ICT in ELT, thus enhancing the overall quality of language education.
Benefits of Using ICT in ELT
The findings derived from the four English language teachers offer valuable
perspectives on the advantages of integrating Information and Communication
Technology into English Language Teaching. All four English language teachers
underscored the favourable influence of ICT on aspects such as student engagement,
the learning experience, and motivation.
Arjun highlighted the efficacy of ICT tools, such as interactive whiteboards
and online quizzes, in enhancing student engagement and making classes more
interesting. Video conferencing software during the pandemic supported remote
teaching and yielded rewarding experiences. Moreover, using ICT created a dynamic
and interactive learning environment that catered to diverse learning styles, resulting
in more effective classes. Access to online resources, dictionaries, and translation
tools improved students' language skills and stimulated discussions, ultimately
enhancing their motivation to learn.
Similarly, Bharat reported that ICT simplified teaching and learning processes
by providing quick access to information and enabling the creation of dynamic and
interactive lessons. Gamified learning platforms and educational apps were found to
motivate students, while digital tools streamlined administrative tasks and improved
personalised feedback and collaboration. Consequently, incorporating ICT led to
improved student engagement, better retention of material, and enhanced learning
experiences.
English language teachers emphasised that ICT was crucial in maintaining
student engagement and motivation, contributing to more effective teaching and
active participation. Chandra confidently mentioned, “Integrating ICT in ELT has
brought many benefits to my teaching practice, and I have witnessed its positive
impact on my student's engagement and motivation. Using ICT tools and platforms,
such as messaging apps and online search engines, my students can access and share
course materials effortlessly, both in and out of the classroom. This seamless
integration of ICT has made teaching and learning more engaging and effective,
 49

resulting in a happier and more active classroom environment. The interactive nature
of ICT has resonated with my students, as it allows them to participate actively and
access a wide range of resources and materials that were previously inaccessible.
Using ICT in my lessons, I have delivered content interactively, capturing my
students' attention and fostering their understanding of the lesson. Incorporating ICT
has made my classes more dynamic, interesting, and interactive, thus enabling my
students to grasp the content more effectively and become active and motivated
learners”.
Students found ICT practical and enjoyable, utilising it for searching and
sharing course materials. ICT's interactive and engaging nature facilitated
comprehension, rendering lessons more effective and enjoyable. The availability of
diverse resources and authentic materials promoted student-centred learning and
positively influenced learning outcomes.
English language teachers acknowledged that ICT facilitated the creation of
interactive and engaging learning experiences for students. Tools such as MS Teams,
Google Classroom, and Google Forms garnered positive student responses, fostering
collaboration and providing immediate feedback. Furthermore, using ICT resulted in
improved writing skills, high-quality essays, and increased student motivation. Dinesh
resolutely stated, “Incorporating ICT into my ELT practice has been a game-changer,
enabling me to create interactive and engaging learning experiences for my students.
Using various digital tools such as MS Teams, Google Classroom, and Google
Forms, I have witnessed firsthand the positive response from my students. They find
these platforms engaging and motivating, as they can actively participate,
collaborate, and receive immediate feedback. One notable project involved using ICT
to enhance student writing skills. By utilising online resources, peer editing features,
and real-time collaboration, my students produced high-quality essays that
showcased significant improvement”. However, it is worth emphasizing that while
ICT offered additional practice materials and immediate feedback, traditional teaching
methods were still preferred in certain situations.
The results demonstrate the multifaceted benefits of integrating ICT in ELT.
Teachers reported enhanced student engagement, motivation, and learning
experiences. ICT facilitates the delivery of interactive and dynamic lessons,
accommodating diverse learning styles and providing access to a vast array of
 50

resources and authentic materials (Gnawali, 2020; Hidayati, 2016). Tools like
interactive whiteboards, video conferencing software, and educational apps promoted
student-centred learning, improved collaboration, and stimulated discussions.
Additionally, the availability of online resources, dictionaries, and translation
tools empowered students to assume responsibility for their learning and
independently practice language skills. The positive impact of ICT on student
engagement, comprehension, and material retention was evident, leading to improved
learning outcomes.
Moreover, ICT facilitates communication and collaboration among students,
both in physical classrooms and during remote teaching.
The findings also underscored the benefits of ICT for teachers, streamlining
administrative tasks, facilitating streamlined feedback, and aiding in lesson planning.
The flexibility and adaptability of ICT allowed for creativity in designing and
delivering lessons, resulting in more authentic and engaging learning experiences. The
consensus among the participants highlighted the effectiveness and advantages of ICT
in creating interactive, engaging, and effective learning environments.
The discussions based on the results support the notion that using ICT in ELT
enhances teaching practices and improves the overall quality of education. The use of
ICT aligns with student-centred approaches and fosters collaboration. It provides
entry to an extensive array of resources, ultimately preparing students for the digital
age and equipping them with essential digital literacy skills.
Challenges of Using ICT in ELT
The data collected from the four ELT teachers shed light on a range of
challenges arising from using information and communication technology in English
language teaching. These challenges can be categorized into technical issues,
concerns about misuse or addiction, inadequate infrastructure and connectivity,
financial barriers, and insufficient training and support.
English language teachers recognized technical issues as a primary challenge
when integrating ICT in the classroom. These issues encompassed poor internet
connectivity, equipment malfunctions, compatibility problems, and power outages,
resulting in delays, disruptions, and frustration for both teachers and students. Arjun
expressed concerns about students excessively relying on online resources, potentially
leading to decreased creativity in problem-solving and assignment completion. The
 51

overuse of ICT and its potential consequences, such as addiction and reduced
productivity, were highlighted. Additionally, he mentioned the potential dangers
associated with ICT, including cybercrime and bullying, underscoring the importance
of promoting responsible and safe technology use.
Bharat emphasised the need for continuous adaptation to new software and
troubleshooting technical issues during class. The expenses associated with certain
ICT tools were identified as a barrier, particularly for universities and teachers with
limited funding. Inadequate internet speed and infrastructure were also noted as
challenges, along with the negative influence of politically appointed academic
leaders, which could impede the adoption of ICT in teaching. He strongly
complained, “As an educator passionate about integrating ICT in ELT, I have
personally experienced the challenges that arise due to the influence of politically
appointed academic leaders. It is disheartening to witness the impact of their
decisions on creating a conducive academic environment for promoting ICT in
teaching. Often, these leaders may lack the expertise or understanding needed to fully
grasp the potential of ICT and its benefits in the classroom. This lack of
understanding can hinder the adoption and implementation of technology-driven
approaches, limiting the opportunities for innovation and growth”.
The lack of practical and effective teacher training in the latest technology was
recognized as an obstacle, resulting in reluctance or ineffective use of ICT in the
classroom. Bharat further highlighted challenges such as unpredictable internet
shutdowns, outdated software, and lack of expertise.
Chandra highlighted challenges stemming from frequent power cuts, low
internet speeds, and inadequate availability of ICT devices. He openly stated,
“Integrating ICT in ELT has been an exciting journey for me as an educator,
although it hasn't been without its challenges. One of the major obstacles I've faced is
the frequent occurrence of power cuts and the unreliable nature of internet
connections. These technical limitations have disrupted the smooth implementation of
ICT in my classroom, causing frustrations for me and my students. It has been
disheartening to witness the enthusiasm of my students wane due to these
interruptions”.
Some students faced difficulties with ICT use due to limited access to digital
devices or the internet. Student motivation was identified as a challenge, as not all
 52

students may be equally interested or comfortable with technology, particularly those

who lack digital facilities at home. The potential misuse of ICT, leading to
distractions and reduced productivity, was also acknowledged. Furthermore, unstable
internet connections during online lessons, particularly during the pandemic, were
mentioned as a challenge faced by Chandra.
Dinesh echoed concerns about technical difficulties and glitches that disrupted
the flow of lessons. Slow internet connections and difficulties in loading videos
during classes were mentioned. The time-consuming nature of preparing and
delivering lessons using ICT was highlighted, including tasks such as creating or
adapting materials, learning new software, and troubleshooting technical issues.
Inequities in access to technology among students, with some lacking computers or
internet at home, were identified as a challenge. He also mentioned the need for
training, support, and the potential for distractions.
The results indicate the existence of several challenges associated with the use
of ICT in ELT. Technical issues, including poor internet connectivity, equipment
malfunctions, and power outages, can disrupt teaching and learning processes,
causing frustration for teachers and students alike, mirroring the concerns raised by
Fitria (2023). Concerns about excessive reliance on online resources and the potential
loss of student creativity were also highlighted.
Inadequate infrastructure and connectivity present significant challenges, as
slow internet speeds and power cuts can hinder the effective use of ICT in the
classroom, aligning with the observations made by Laudari (2019). Insufficient
funding may further limit access to necessary tools and resources, creating barriers for
universities and teachers. The influence of political factors and the need for a
collaborative and innovative culture within academic institutions can impede the
promotion and integration of ICT in teaching practices.
The findings underscore the importance of training and support for teachers to
integrate ICT into their teaching effectively. Lack of expertise, outdated software, and
reluctance to embrace technology due to inadequate training were identified as
challenges. Moreover, the unequal access to technology among students creates
disparities in the classroom, as some may lack the necessary devices or internet access
to participate in ICT activities fully, according to the conclusions drawn by Pradhan et
al. (2021).
 53

Addressing these challenges requires attention from various stakeholders,

including educational institutions, policymakers, and teacher training programs. To
overcome technical issues, it is essential to provide reliable infrastructure, including
stable internet connections and up-to-date ICT devices. Adequate funding should
ensure that campuses and teachers can access the necessary tools and resources.
To effectively incorporate ICT into their teaching, teachers should undergo
training and professional development programs to provide them with the necessary
knowledge and skills. (Caena & Redecker, 2019; Monteiro & Leite, 2021; Zhao et al.,
2020). This training should encompass troubleshooting technical issues, utilising
educational software and tools, and promoting responsible and safe technology use
among students. By enhancing teachers' confidence and competence in using ICT,
they can overcome barriers and make the most of the available resources.
Efforts should be made to create a supportive and collaborative culture within
educational institutions. This involves removing political influences that hinder
decision-making and promoting a culture of innovation and collaboration.
Encouraging the sharing of best practices and providing platforms for teachers to
exchange ideas and experiences can foster a positive environment for the integration
of ICT in ELT.
Furthermore, raising awareness among students about the responsible and
effective use of ICT is crucial. Educating them about technology's potential risks and
benefits, promoting digital literacy, and teaching them how to navigate online
resources safely are vital aspects of their ICT education.
Overall, while the challenges associated with using ICT in ELT are evident,
they can be overcome through a concerted effort from educational stakeholders. By
addressing technical issues, providing training and support, ensuring equitable access
to technology, and promoting a collaborative culture, the complete realization of the
advantages of information and communication technology in improving teaching and
learning can be achieved. This would ultimately contribute to a more effective and
engaging educational environment that prepares students for the demands of the
digital age and equips them with essential digital literacy skills.
Professional Engagement
Professional engagement is critical to a person's professional advancement and
progress. It refers to the active involvement of professionals in various activities that
 54

promote their growth, learning, and development (Cabero-Almenara et al., 2021).

This theme explores the subthemes of professional engagement: organizational
communication, professional collaboration, reflective practice, and continuous digital
professional development. By exploring these subthemes, this theme aims to provide
insights into how professionals can enhance their engagement, learning, and
development, leading to better performance and outcomes.
Organisational Communication
The subtheme of organizational communication explores how communication
between professionals and organizations can impact their engagement and
performance. The data collected from the four English language teachers indicate that
digital technologies play a crucial role in organizational communication in teaching
the English language. To facilitate effective communication and instruction, they
emphasized using various communication platforms, including email, messaging
apps, online forums, and social media.
Arjun exemplified how Zoom, a video conferencing tool, facilitated an
international academic conference during the pandemic. Scholars from diverse
locations participated, presenting their research and engaging in discussions without
the need for travel. This demonstrated the pivotal role of digital technologies in
overcoming geographical barriers and fostering global scholarly exchange.
Similarly, Bharat emphasized using messenger groups, such as WhatsApp, to
communicate with students, colleagues, and parents. Creating class-wise and staff
messenger groups facilitated efficient communication within the organization. He
eagerly mentioned, “In our organization, we have embraced various communication
tools to enhance organizational communication. Messenger groups, such as
WhatsApp, have proved to be invaluable in establishing seamless communication with
our students. We have created class-wise messenger groups to inform them about
important updates and assignments. Additionally, we maintain a staff messenger
group to facilitate effective communication among colleagues. Through this platform,
we upload essential notices and updates promptly, ensuring all staff members are on
the same page without needing individual emails or messages. Furthermore, we
utilize email and our Facebook page to communicate with parents and other
stakeholders involved in ELT.”
 55

Chandra also employed a range of digital platforms for communication,

including phone calls, messenger groups, Facebook pages, and email. Phone calls
were utilized for important discussions with staff, students, and parents. Messenger
groups provided a quick and convenient way to send messages, while a dedicated
Facebook page allowed for broader updates about the campus. He also shared an
example of using online surveys created with Google Forms to gather feedback from
staff members about a language teaching workshop. The digital questionnaire was
sent out through email and the staff messaging group, replacing traditional paper-
based surveys and facilitating efficient data collection.
Dinesh echoed using various communication platforms, such as email,
messaging apps, and online forums, to interact with learners and their parents.
Additionally, he mentioned the use of learning management systems to post
announcements, and assignments, provide feedback, and track students' progress. This
example showcases how digital technologies support instructional communication and
administrative tasks.
The findings suggest that digital technologies have become essential for
organizational communication in ELT, a trend that aligns with the observations made
by Hafifah (2019). English language teachers' use of various communication
platforms allows efficient and effective interaction with students, guardians,
coworkers, and interested parties. The examples demonstrate how digital technologies
facilitate communication, collaboration, and the dissemination of important
information within an organization.
Video conferencing tools, such as Zoom, enable TEs to conduct conferences,
workshops, and meetings remotely, ensuring the participation of individuals from
different locations. This saves time and resources, promotes inclusivity, and widens
the scope of engagement (Massner, 2022).
Messenger groups and social media platforms serve as convenient channels for
communication, allowing English language teachers to reach out to students,
colleagues, and parents on time. The ability to share updates, notices, and important
information within a staff messenger group fosters effective communication, ensuring
that all staff members are informed simultaneously.
Utilizing online surveys and learning management systems further highlights
the benefits of digital technologies in organizational communication. Online surveys
 56

streamline the data collection, replacing traditional paper-based methods and

facilitating efficient feedback gathering. Learning management systems provide a
centralized platform for instructional communication, allowing TEs to post
announcements, and assignments, provide feedback, and track students' progress in a
structured and organized manner, aligning with the findings of Gruba et al. (2016) and
Nawaila et al. (2020).
The findings indicate that digital technologies have transformed organizational
communication in ELT. Various communication platforms enhance collaboration,
engagement, and the dissemination of information within the organization (Lama,
2022). Incorporating digital technologies into organizational communication allows
for more efficient, timely, and inclusive communication, ultimately improving ELT
institutions' overall effectiveness and productivity.
Professional Collaboration
Professional collaboration examines how professionals work together to
achieve goals and enhance learning. The data collected from the four English
language teachers highlight the significant role of digital technologies in facilitating
professional collaboration in the teaching English language context. They utilize a
range of digital platforms and tools to collaborate with colleagues, share resources
and ideas, and engage in meaningful discussions.
Arjun mentioned using learning management systems to streamline
instructional processes, including posting announcements and assignments, providing
feedback, and tracking student progress. Communication with students, parents, and
other parties is facilitated through various channels, such as telephone, Facebook
messenger groups, smartphones, Zoom meetings, and Facebook pages. Additionally,
he shared an example of collaborating with educators to prepare a conference paper,
utilizing digital platforms like Messenger, video calling, and email for effective
communication.
Bharat emphasized collaborating with other educators through digital
technologies such as phone calls, messenger chats, video calling, and organizing
Zoom meetings. A specific example was when he collaborated with educators from
diverse locations to discuss experiences and share knowledge about using ICT in ELT.
The insightful discussion encompassed strategies for student engagement, managing
 57

ICT-integrated classrooms, and providing effective feedback, allowing for mutual

learning from successes and challenges.
Chandra highlighted the importance of sharing success stories, challenges, and
experiences in ELT through various digital platforms, including online webinars,
phone calls, chat groups, and comments on educational pages on Facebook. Chandra
passionately mentioned, “As educators, we believe in the power of professional
collaboration to enhance our teaching practices. We actively share our success stories
and challenges in ELT through various means, such as online webinars, phone calls,
and chat groups. One platform that has proven particularly valuable is our
community of practice, where we come together to exchange experiences and support
one another. A standout example of the impact of collaboration was when a colleague
shared a new online tool during our online meeting. Intrigued, I decided to
incorporate it into my classroom. The tool was a resounding success, greatly
improving student engagement and participation. This experience highlights the
effectiveness of our collaborative efforts in continually enriching our teaching
methodologies and fostering a supportive professional environment.”
Dinesh discussed utilizing online project management platforms to collaborate
on lesson planning, resource sharing, feedback provision, and task coordination.
Active participation in online communities of practice, attendance at webinars and
virtual conferences, and leveraging social media platforms to follow relevant hashtags
and share resources further contributed to professional collaboration in ELT. He also
shared an example of designing a course on academic writing collaboratively with
other teachers, employing a project management platform and video conferences to
ensure effective communication and task management.
The findings indicate that digital technologies play a vital role in promoting
professional collaboration among educators in ELT, as previously discussed by
Hafifah and Suli (2020). Various digital platforms and tools facilitate effective
communication, resource sharing, idea exchange, and collaboration on projects and
initiatives.
Digital technologies enable English language teachers to connect with
colleagues from different locations, promoting a diverse and inclusive professional
network. Collaborative discussions conducted through video calls, zoom meetings,
and online webinars created opportunities for sharing experiences, best practices, and
 58

strategies. The shared knowledge contributes to professional growth and enhances

teaching practices.
Digital platforms also served as repositories for resources, articles, and
educational materials, enabling educators to stay informed and updated with the latest
trends and developments in ELT. Following relevant hashtags and sharing resources
through social media platforms fostered a culture of continuous learning and resource
sharing.
Collaboration through online project management platforms ensured efficient
coordination, task assignment, and feedback provision. These platforms streamlined
communication, enhanced productivity, and promoted effective collaboration among
educators working on shared projects and initiatives.
The examples provided by the English language teachers demonstrate the
practical application and benefits of digital technologies in professional collaboration
in ELT. Through these technologies, educators can bridge geographical distances,
leverage collective knowledge, share resources, and engage in meaningful
discussions, ultimately leading to enhanced teaching practices, improved student
outcomes, and a supportive professional community (Wulantari et al., 2023).
Overall, the findings highlight the transformative potential of digital
technologies in fostering professional collaboration within ELT. Embracing these
technologies enables educators to tap into a global network of colleagues, exchange
ideas, share resources, and collectively contribute to improving ELT practices.
Reflective Practice
The reflective practice focuses on how individuals can learn from their
experiences and improve their practice. The data collected from the four English
language teachers emphasize the significance of reflective practice in the context of
digital pedagogical practice. Reflective practice involves self-assessment, seeking
feedback from students and colleagues, and engaging in critical thinking to improve
teaching and learning experiences.
Arjun emphasized the significance of reflective practice in developing and
enhancing digital pedagogical practice. He firmly mentioned, “I think reflective
practice is crucial to developing and improving my digital pedagogical practice.
(pause) I often reflect on my lessons and the activities that I use, (pause) and I ask
myself questions like, "Did this activity achieve its intended learning outcome?", "Did
 59

my students engage with the material?" and "Were there any technical issues that I
need to address?" (pause) I also seek feedback from my students and colleagues
(pause) and I try to incorporate their suggestions into my practice.”
Bharat mentioned actively seeking feedback from students and colleagues to
engage in reflective practice. This feedback provides valuable insights into teaching
practices and helps identify areas for improvement, thus contributing to the ongoing
development of digital pedagogical skills.
Chandra mentioned the habit of writing reflections about teaching experiences
involving digital technologies. This practice allows for deeper introspection, self-
evaluation, and the identification of successful strategies or areas needing
improvement in integrating digital tools into the teaching and learning process.
Dinesh emphasized the regular practice of reflection on teaching experiences.
Seeking feedback from learners and colleagues, maintaining a teaching journal, and
utilizing self-assessment tools are mentioned as strategies for evaluating digital
pedagogical competencies and identifying areas for growth.
The results indicate that reflective practice is considered essential by English
language teachers for the development and improvement of their digital pedagogical
practice, aligning with the conclusions drawn by Thu (2019). By engaging in
reflective practice, educators can evaluate the effectiveness of their teaching methods,
identify strengths and weaknesses, and make informed adjustments to optimize
learning outcomes (Sener & Mede, 2023).
The practice of seeking feedback from students and colleagues is highlighted
as an integral part of reflective practice. Feedback from students provides valuable
insights into their learning experiences, enabling teachers to adapt and refine their
instructional approaches to better meet students' needs. Feedback from colleagues
offers an external perspective, fostering professional growth and providing alternative
viewpoints and suggestions for improvement.
Writing reflections, as mentioned by Chandra, is a powerful strategy for
engaging in deep introspection and self-evaluation. Through written reflections,
educators can document their teaching experiences, analyze their instructional
choices, and critically reflect on the impact of digital technologies on student learning.
This reflective process promotes a deeper understanding of pedagogical practices and
supports ongoing professional development.
 60

As mentioned by Dinesh, keeping a teaching journal provides a dedicated

space for educators to document their thoughts, observations, and reflections. This
practice facilitates continuous self-reflection and the identification of patterns and
trends in teaching experiences. The journal is valuable for tracking progress, setting
goals, and refining teaching strategies.
Utilizing self-assessment tools, as mentioned by Dinesh, helps educators
evaluate their digital pedagogical competencies. These tools provide structured
frameworks and criteria for self-reflection, enabling teachers to assess their strengths
and areas for improvement. Self-assessment fosters a proactive approach to
professional growth and guides targeted efforts to enhance digital pedagogical skills.
The evidence provided by the English language teachers demonstrates a commitment
to reflective practice as a means of continuous improvement in digital pedagogical
practice. By critically evaluating their teaching experiences, seeking feedback, and
engaging in self-assessment, educators can enhance their teaching methods, optimize
the integration of digital technologies, and create more effective and engaging
learning experiences for their students.
Overall, the findings underscore the importance of reflective practice in digital
pedagogical practice. Engaging in reflection, seeking feedback, and utilizing self-
assessment tools enable educators to identify areas for growth, refine their teaching
approaches, and adapt to the evolving needs of their students in the digital age.
Reflective practice catalyzes professional development and continually improves the
quality of teaching and learning encounters.
Digital Continuous Professional Development
Digital continuous professional development looks at how professionals can
utilize technology to improve their educational experience and development. The data
collected from the four English language teachers provide insights into their
engagement in digital continuous professional development (CPD) in using ICT in
their teaching practices. The English language teachers emphasized various strategies
and sources through which they acquired new knowledge, skills, and pedagogical
approaches related to educational technology.
Arjun mentioned attending workshops, conferences, and ICT training sessions
organized at the university. The week-long ICT training session focused on teaching
faculty members how to conduct online classes using MS Teams during the pandemic.
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Additionally, he emphasized the importance of seeking help from IT experts and

utilizing online resources such as websites and YouTube videos to solve ICT issues,
learn new techniques, and evaluate the strengths and weaknesses of ICT in their
teaching.
Similarly, Bharat expressed engagement in professional development through
attending workshops, and conferences, and reading educational blogs. He also
mentioned gathering feedback from students through surveys to assess the
effectiveness of digital tools and techniques used in their classes. Moreover, he
highlighted the utilization of online sources, including YouTube videos and various
websites, to learn about updates and new tools in the field of educational technology.
Chandra emphasized informal learning from colleagues, websites, and YouTube
videos, which proved valuable for enhancing ICT competencies. Attending webinars
and conferences and presenting and receiving feedback on their pedagogical practices
were highlighted as crucial activities for evaluating and improving their digital
pedagogy.
Dinesh also engaged in professional development activities, including
attending workshops and conferences and reading research articles. He proudly stated,
“As an educator committed to continuous professional development in the digital
realm, I actively engage in various activities to enhance my teaching practice.
Attending professional development workshops and conferences, reading research
articles and publications, and participating in online communities and forums related
to education and technology are essential to my journey. Recently, I underwent ICT
training provided by the university over a few weeks, which proved highly valuable.
This training equipped me with new ideas and strategies for effectively integrating
ICT into my teaching, enriching the learning experience for my students.
Additionally, I regularly attend workshops and seminars on utilizing technology in the
classroom, covering topics such as online teaching, flipped classrooms, and blended
learning. I also seek to enhance my skills through online courses centred around
technology-enhanced learning. To assess the efficacy of ICT in my teaching, I employ
formative assessments to evaluate its impact on student learning outcomes. Moreover,
I actively participate in workshops and courses on digital pedagogy and engage in
online communities of practice, where I learn from other educators and stay updated
with emerging trends and innovations.”
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The findings indicate that English language teachers actively pursue digital
continuous professional development to enhance their ICT competencies and
pedagogical practices. They engage in a variety of activities, such as attending
workshops, conferences, training sessions, and webinars, as well as reading
educational blogs, research articles, and publications, as emphasized by Rodesiler
(2020). Utilizing online sources, including websites and YouTube videos, is a valuable
means of accessing information and learning about new tools and techniques.
The English language teachers' commitment to evaluating the effectiveness of
their ICT integration is evident through gathering feedback from students, conducting
formative assessments, and reflecting on their pedagogical practices. This evaluation
process allows them to pinpoint areas of excellence and areas that need enhancement,
take the essential steps for improvement, and adapt their teaching approaches
accordingly.
The engagement in informal learning, such as learning from colleagues and
participating in online communities of practice, reflects the English language teachers'
recognition of the significance of peer learning and collaboration in educational
technology. Sharing experiences, attending, presenting at webinars and conferences,
and receiving feedback contribute to their digital pedagogy's continuous growth and
advancement.
The findings highlight the English language teachers' proactive approach to
digital CPD, demonstrating their commitment to staying updated with the latest
trends, acquiring new skills and knowledge, and continuously improving their
teaching practices (Dhanavel, 2023). Engagement in various professional
development activities, both formal and informal, plays a crucial role in fostering their
ICT competencies and enabling the efficient incorporation of technology into their
educational settings for both teaching and learning purposes.
Digital Resources
Digital assets centre on incorporating technology into education,
encompassing the choice, generation, alteration, administration, safeguarding, and
distribution of these digital materials. Incorporating digital resources into the
educational process has gained significant traction because of its capacity to elevate
student involvement, foster collaboration, and improve learning results. This theme
explores the different subthemes of digital resources, including selecting, creating,
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modifying digital resources, and managing, protecting, and sharing digital resources.
By examining these underlying themes, this overarching theme aims to offer a deeper
understanding of the efficient integration of digital resources in education to improve
student performance and participation.
Selecting Digital Resources
The subtheme of selecting digital resources explores the factors considered
when choosing suitable digital materials for educational purposes. The data collected
from the four English language teachers shed light on their approaches to selecting
digital resources for their teaching practices. The English language teachers
highlighted various factors and criteria they consider when evaluating and choosing
resources, including alignment with learning outcomes, reliability, student
engagement, accessibility, and relevance.
Arjun mentioned comparing resources by reading and watching various
materials, including blogs, views, and comments. Arjun emphatically mentioned, “To
ensure the quality and reliability of the resources, I extensively read and watch
various materials, including blogs, views, and comments. Verifying the authority of
the channels and blogs is crucial to guarantee that the information is trustworthy and
up to date. Moreover, I carefully assess how well the resources align with the learning
outcomes and the specific needs of my students. For instance, I seek resources that
offer clear explanations and relevant examples when teaching a grammar point. To
evaluate the effectiveness of the resources, I incorporate them into my lessons and
solicit feedback from my students. Their insights prove invaluable in determining the
suitability of the resources for our learning objectives.”
Similarly, Bharat emphasized identifying learning objectives and goals as a
starting point for selecting digital resources. They highlighted the importance of
resources being engaging, interactive, and relevant to students' interests and learning
needs. Quality of content, ease of use, level of interactivity, and accessibility for all
students were mentioned as evaluation criteria.
Chandra highlighted the extensive search process and compared multiple
resources to select the most authentic and relevant ones. Student interests, level of
knowledge, and ease of understanding were considered when selecting resources. The
ability of the resources to engage students and capture their attention was also
mentioned as a crucial factor.
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Dinesh highlighted the importance of considering learning goals, the

surrounding environment, teaching methods, and the audience's characteristics when
choosing digital materials. Relevance, accuracy, currency, and appropriateness for the
intended audience were identified as evaluation criteria.
The findings suggest that English language teachers take a deliberate and
methodical approach when choosing digital materials for their teaching methods,
aligning with the conclusions reached by Kakoulli-Constantinou and Papadima-
Sophocleous (2020). They take into account a range of factors and criteria to ensure
that the selected resources effectively complement the educational goals and meet the
needs of their students.
Alignment with learning outcomes and student needs emerged as a common
consideration among English language teachers. They strive to select resources that
provide clear explanations, examples, and relevant content to facilitate effective
instruction. The English language teachers also value student engagement and
capturing their attention, as they recognize the importance of resources that are
interactive, engaging, and able to spark students' interest.
Reliability and authenticity are essential criteria for resource selection, as
mentioned by Arjun and Chandra. They consider the authority and credibility of the
sources, ensuring that the information provided is accurate and up to date. Chandra
also emphasizes the need to compare multiple resources to choose the most authentic
and relevant ones.
Accessibility and cost are additional factors considered by English language
teachers. They strive to find resources that are easily accessible for their students and
when possible, opt for free or low-cost options to ensure equity and affordability.
Overall, the findings highlight the English language teachers' commitment to
selecting digital resources aligned with learning objectives, catering to student needs
and interests, being reliable and authentic, and promoting student engagement
(Moorhouse, 2023). Their systematic approach to evaluating resources based on these
criteria contributes to the successful incorporation of digital assets into their
instructional practices, ultimately enhancing their students' learning experiences.
Creating and Modifying Digital Resources
The subtheme of creating and modifying digital resources will focus on the
tools and techniques used to craft and adjust digital assets to fulfil educational goals.
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The data collected from the four English language teachers reveals their practices of
creating and modifying digital resources to meet their teaching needs. The English
language teachers described instances where they modified existing resources or
created new ones to make them more suitable, focused, and accessible for their
students.
Arjun mentioned their frequent practice of modifying existing digital
resources or creating new ones. He provided an example of editing out unnecessary
content from videos or articles to focus on key learning points. Additionally, he
mentioned creating materials, such as worksheets or presentations, to supplement
existing resources.
Bharat shared an experience where they modified an existing digital resource
for their class. He dramatically mentioned, “I modified an existing digital resource for
my class. I found a video on YouTube relevant to the topic I was teaching, but it was
too long and had some sections that were unnecessary for my class. So, I edited the
video using a free online editor and removed the unnecessary parts to make it more
concise and focused.”
Chandra also highlighted their practice of modifying digital resources to align
them with their course objectives and improve student accessibility. He recalled
modifying a complex writing resource to make it more suitable for their students'
level. Simplifying the language, adding interactive activities, and adapting the
examples were mentioned as strategies to make the resource more appropriate and
engaging.
Dinesh provided an example of modifying an existing digital resource to
enhance interactivity and engagement. He modified a PowerPoint presentation by
adding animations, images, and interactive elements to help explain complex concepts
more effectively to students who struggled with understanding them.
The findings suggest that English language teachers are actively involved in
the development and modification of digital resources to better serve their teaching
objectives and meet the needs of their students. This is consistent with the
observations made by Siefert et al. (2019). The teachers either adapt existing
resources or create new ones to ensure that they are relevant, focused, accessible, and
engaging.
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Modifying existing resources is a common practice among English language

teachers. They recognize the value of tailoring resources to suit their specific teaching
contexts and student requirements. Removing irrelevant or excessive content,
simplifying language, and adapting examples are strategies the English language
teachers employ to enhance the suitability of resources for their students' levels and
learning objectives.
Creating new resources is another approach adopted by English language
teachers. They develop materials such as worksheets, presentations, and interactive
activities to supplement existing resources and fill gaps in instructional content. This
proactive approach allows English language teachers to address specific teaching
needs and provide tailored resources that align with their instructional goals.
The English language teachers' modifying and creating digital resources
reflect their commitment to delivering effective and engaging instruction. By
personalizing resources, they strive to optimize their students' learning experiences
and facilitate better comprehension, interaction, and retention of the content.
The capacity to modify and generate digital resources showcases the English language
teachers' digital literacy and instructional design skills. They leverage technology
tools and platforms to modify videos, presentations, and other resources,
demonstrating their adaptability and resourcefulness in utilizing digital tools for
educational purposes.
Overall, the findings highlight the English language teachers' active
involvement in the development and modification of digital materials, showcasing
their dedication to enhancing teaching and learning experiences (Heine et al., 2023).
By tailoring resources to meet their teaching needs and students' requirements, they
promote engagement, accessibility, and instructional effectiveness in their classrooms.
Managing, Protecting and Sharing Digital Resources
The subtheme of managing, protecting, and sharing digital resources examines
how to effectively manage them, ensure their security, and share them with other
educators and students. The data collected from the four English language teachers
reveals their practices and awareness of managing, protecting, and sharing digital
resources. The English language teachers discussed how they organize and store
digital content, the platforms they use for sharing, and their understanding of privacy
and copyright rules.
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Arjun mentioned their systematic organization of digital content on their

laptop by creating folders for each subject and subfolders for each unit or topic. He
also mentioned using OneDrive and Google Classroom to share files and materials
with students. Collaboration with other educators to share resources was highlighted
to build a collective pool of knowledge. However, he admitted his limited awareness
of privacy and copyright rules and expressed their commitment to improving in these
areas.
Bharat emphasized the application of messenger groups, Google Drive, and
Google Classroom for sharing digital resources with their students. He highlighted the
measures taken to protect sensitive content and ensure systematic organization and
limited access. Like Arjun, he acknowledged the need to work on understanding and
following copyright rules to avoid legal issues.
Chandra discussed organizing digital content on their laptop and providing
access to learners, parents, and fellow educators through platforms like Messenger
groups and Google Classroom. He committed to using their own words and properly
citing sources in their teaching materials. However, he acknowledged the need to be
more careful in this area, suggesting a potential lapse in properly showing sources.
Dinesh mentioned using MS Teams and Google Classroom for organizing and
distributing digital content. He explicitly stated, “I use MS Teams and Google
Classroom to organize and distribute digital content. I create folders for each unit
and upload resources such as videos, readings, and assignments. I also provide access
to other educators who need to view the content. We are not so serious about privacy
and copyright rules while using digital content for educational purposes in the
classrooms and sharing with learners.”
The results of the study indicate that English language teachers employ a
variety of practices to manage, safeguard, and share digital resources. They utilize
platforms such as Google Classroom, OneDrive, Google Drive, and Messenger
groups to store, organize, and distribute digital content. These findings are consistent
with those of Rahman et al. (2023). The systematic organization of files and folders
enables easy access and retrieval of resources for instructional purposes.
The English language teachers recognize the importance of protecting
sensitive digital content. They mentioned taking measures to ensure that content is
securely stored and only accessible to authorized parties. This demonstrates their
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commitment to safeguarding student privacy and maintaining the integrity of their

instructional materials.
However, the English language teachers' awareness and adherence to privacy
and copyright rules vary. While Chandra and Dinesh acknowledged their limited
knowledge in these areas, Arjun and Bharat mentioned the need to work on
understanding and following copyright rules more effectively. This indicates a
potential gap in their understanding of intellectual property rights and the importance
of respecting the rights of content creators.
Properly citing and referencing sources was mentioned by Chandra and
Dinesh as a practice they aim to improve. This suggests recognizing the significance
of acknowledging and giving credit to the sources of digital content used in their
instructional materials.
The discussions reveal the significance of continuous professional growth and
training to enhance the English language teachers' understanding of privacy and
copyright rules. By increasing their knowledge and awareness, English language
teachers can ensure ethical and legal practices in managing, protecting, and sharing
digital resources.
The findings highlight the English language teachers' efforts to manage,
protect, and share digital resources effectively. They demonstrate a commitment to
organizing resources, using secure platforms, and acknowledging the need to improve
their understanding of privacy and copyright rules (Inamorato dos Santos et al., 2023).
By continually developing their knowledge and skills in these areas, English language
teachers can enhance the quality of their instructional materials and ensure the
responsible use of digital resources in their teaching practice.
Teaching and Learning
Teaching and learning are fundamental aspects of education, and this theme
focuses on exploring various subthemes related to teaching and learning in
educational contexts. By exploring these subthemes, this theme aims to offer a deeper
understanding of the dynamics involved in the process of education and acquiring
knowledge to facilitate effective knowledge acquisition and skill development in
students.
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Teaching
The subtheme of teaching examines the different approaches and techniques
adopted by teachers to provide knowledge and skills to students. The data collected
from the four English language teachers sheds light on the use of digital tools and
technologies in their teaching practices. They discussed various tools and platforms
they employ, including social media, learning management systems, multimedia
projectors, interactive whiteboards, educational apps, online resources, and
communication platforms like Messenger groups and Google Classroom. The English
language teachers also highlighted their efforts to engage students, promote
interactive learning experiences, recommend educational resources, and incorporate
multimedia elements into their lessons.
Arjun described various digital instruments and platforms, such as PowerPoint
presentations, smartboards, online quiz platforms, Facebook, and Google Classroom.
He emphasized using digital technologies for teaching English, including advanced
smartboards and internet resources. He also mentioned the integration of digital tools
during the COVID-19 pandemic, enabling online teaching and collaborative projects.
Bharat effectively utilized diverse digital tools throughout its teaching practices,
resulting in significant improvements in teaching and learning experiences. He
happily mentioned, “In my teaching practice, I wholeheartedly embrace the effective
integration of ICT, constantly experimenting with various digital tools and
technologies. I utilize mobile devices, projectors, and other digital tools to create
engaging and interactive lessons for my students. Embracing platforms like MS
Teams, Zoom, Messenger, smart boards, and various software programs, I foster an
environment of active participation and collaboration. I leverage a wide array of
tools and applications, from educational apps and PPT slides to audio and video
materials, even incorporating social networking sites for discussions and group
projects. Google apps like Google Docs and Google Slides have become invaluable
assets in my teaching. The availability of smart boards and projectors in our
classrooms has significantly enhanced my lessons, enabling me to create multimedia-
rich and interactive learning experiences.
Moreover, a well-equipped computer lab on campus has been a valuable
resource in supporting my teaching endeavours. To cater to the tech-savvy student
population, I have introduced more interactive multimedia materials and educational
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apps into my lessons. A vivid example of this was during my teaching of the biography
of Helen Keller to my B.Ed. first-semester students, where I utilized a smartboard
with internet access to showcase a YouTube video about her life. The abundance of
smartphones and 4G internet access among the students further enrich the learning
experience, facilitating seamless access to digital resources and fostering engagement
in the classroom.”
Chandra demonstrated a comprehensive and innovative approach to
integrating digital tools in teaching and learning practices. Using multimedia elements
like a multimedia projector, audio, and video content, he created dynamic and
engaging lessons catering to diverse learning styles. Recording and uploading lessons
to YouTube allowed students to access and revisit the material, promote better
understanding, and accommodate varied learning schedules. Communication
platforms like Messenger groups facilitated instant feedback and ongoing discussions,
fostering a supportive learning environment beyond traditional class hours. The
recommendation of educational websites and apps empowered students to explore
supplementary resources independently, enhancing their learning experience.
Moreover, incorporating interactive tools like Mentimeter allowed him to engage
students actively, gather real-time feedback, and adapt their teaching strategies
accordingly.
Dinesh leveraged Google Classroom as their Learning Management System
(LMS), which was central to supporting their teaching practices and student learning.
Using the platform, he organized and delivered course materials efficiently, including
lecture notes, presentations, and multimedia content, ensuring easy accessibility for
students. Google Classroom's assessment capabilities enabled him to design various
quizzes and assignments, providing valuable student feedback and tracking their
progress throughout the course. The LMS's communication features allowed Dinesh
to post announcements, facilitate one-on-one interactions, and promote group
discussions, fostering a collaborative and interactive learning environment. By
harnessing the power of Google Classroom, he streamlined content delivery,
assessments, and communication, enhancing their teaching practices and student
learning experiences.
The findings suggest that all four English language teachers have incorporated
digital tools and technologies into their teaching practices. They employ a range of
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platforms and resources to augment engagement, interactivity, and personalized

learning experiences for their students. These practices are consistent with those
observed by Yuhana et al. (2023).
The English language teachers mentioned the use of multimedia projectors,
smartboards, and interactive whiteboards to display visuals, videos, and PowerPoint
slides, making their lessons more dynamic and engaging. Incorporating multimedia
elements allows for a multi-sensory learning experience, which can enhance
comprehension and memory of the content.
The English language teachers also utilize various online platforms and tools
for communication, collaboration, and resource sharing. Platforms like Google
Classroom, Messenger groups, and learning management systems enable them to
share teaching materials, communicate with students, and engage in collaborative
projects. This highlights the importance of digital platforms in facilitating remote
instruction amid the COVID-19 pandemic.
Furthermore, English language teachers recognize the importance of
recommending educational websites, apps, and resources to their students. They
encourage independent study and allow learners to practice language skills, access
additional learning materials, and engage in online discussions.
The English language teachers reported positive outcomes from integrating
digital technologies into their teaching practices. They enhanced student engagement
by using interactive presentations, videos, and simulations to make the lessons more
captivating. Communication and collaboration were improved by implementing
online forums, chat systems, and video conferencing tools. English language teachers
also emphasized contemporary pedagogical approaches by integrating multimedia
resources, online platforms, and educational apps, which fostered active and student-
centred learning experiences. The use of digital technology has contributed to creating
more interactive and engaging lessons, benefiting both teachers and students
(Qaddumi et al., 2023).
Overall, the findings demonstrate the English language teachers' adoption of
digital tools and technologies to enhance their teaching practices. By incorporating
multimedia elements, utilizing online platforms, and recommending educational
resources, they aim to craft compelling and efficient educational encounters for their
students. Integrating digital technologies in educational settings mirrors the changing
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landscape of education and acknowledges their advantages in enhancing the teaching

and learning experience.
Guidance
The subtheme of guidance explores the role of teachers in providing guidance
and support to students in their learning journeys. The data collected from the four
English language teachers highlights their use of digital technologies to guide and
support their students. They employ various communication channels, online
platforms, and digital tools to facilitate collaboration, offer feedback, provide
guidance, and track students' progress.
Arjun mentioned creating online discussion forums where learners can share
their thoughts and reflections and provide feedback to their peers. He confidently
stated, “I believe in providing my students with the necessary guidance to succeed in
their learning journey. I actively encouraged my students to utilize digital
technologies inside and outside the classroom to foster collaboration and idea-
sharing. I created online discussion forums where they could freely express their
thoughts and reflections on various topics, fostering a sense of community and peer
support. This platform also allowed them to provide valuable feedback to their peers,
enhancing their critical thinking and communication skills.”
Bharat emphasized sharing materials related to the class topics, such as
articles, videos, and podcasts, to encourage discussions and provide guidance. He also
uses video conferencing platforms like Zoom to conduct online meetings with
individual students or small groups, offering personalized support outside regular
class hours. He utilizes tools like tracking changes and comments in Microsoft Word
to provide feedback on assignments and papers, demonstrating the use of digital
technologies for effective feedback provision.
Chandra adopted a student-centred approach that focused on providing
guidance and support to learners, differentiating it from traditional teaching practices.
He actively utilized a messenger group and various communication channels like
email, instant messaging, and video conferencing to establish seamless student
interactions, offering personalized guidance and addressing individual queries outside
regular class hours. By prioritizing individualized guidance and supporting students'
self-directed learning, he created an enriched learning environment that encouraged
independent exploration and active engagement in the learning process.
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Dinesh utilizes similar communication channels and digital tools like email,
instant messaging, video conferencing, and learning management systems to provide
feedback, answer questions, and guide students through their assignments. This
demonstrates the application of digital technologies to establish effective
communication and support channels for students' learning process.
The findings suggest that English language teachers acknowledge the
significance of digital technologies in providing guidance and support to their
students, which is consistent with the observations made by Stringer et al. (2019).
They employ a range of digital tools, online platforms, and communication channels
to promote collaboration, provide timely feedback, and monitor students’ progress.
The use of online discussion forums, as mentioned by Arjun, allows students to share
their thoughts and reflections, promoting active engagement and peer interaction. This
enhances their understanding of the subject matter and encourages critical thinking
and collaborative learning.
Bharat's approach demonstrates a proactive use of digital technologies to
deliver personalized guidance and support to students. By sharing relevant materials
and utilizing video conferencing platforms for individual or small group meetings,
Bharat creates opportunities for direct and personalized interactions with students,
addressing their specific needs and concerns.
Moreover, tools like track changes in Microsoft Word enable efficient and
effective feedback provision, allowing students to receive timely and detailed
comments on their work. This personalized feedback enhances the learning
experience, facilitating student growth and improvement.
Chandra and Dinesh's use of various communication channels and digital
tools, such as email, instant messaging, video conferencing, and learning management
systems, highlights the importance of maintaining effective communication with
students and tracking their progress. By leveraging digital technologies, these English
language teachers can provide timely feedback, answer questions, and offer guidance,
creating a supportive learning environment within and beyond the classroom.
The discussions reveal that English language teachers perceive digital
technologies as valuable resources for guiding and supporting learners. Applying
digital tools, platforms, and communication channels allows for personalized
guidance, timely feedback, and access to additional resources (Ibrahim, 2023). The
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English language teachers facilitate student engagement, foster collaboration, and

provide a supportive learning environment by integrating digital technologies into
their guidance practices.
Overall, the findings emphasize the significance of digital technologies in the
guidance and support provided by English language teachers. Using online platforms,
communication channels, and digital tools, they promote active learning,
collaboration, and personalized guidance, ultimately enhancing the learning
experience and supporting students' academic development.
Collaborative Learning
The subtheme of collaborative learning examines how teachers can create
opportunities for learners to work together and gain knowledge from one another
while improving their abilities to think critically and solve problems. The data
collected from the four English language teachers highlights their utilization of digital
tools to enable cooperative learning among their students. They utilize online
discussion forums, share relevant materials, provide feedback, and use
communication channels to guide and support learners in their collaborative work.
Arjun mentions creating online discussion forums where students can post
their thoughts and reflections and provide feedback to their peers. He enthusiastically
exclaimed, “I actively encouraged my students to collaborate and share their ideas
through online discussion forums. These forums allowed them to engage in
meaningful discussions, post their thoughts and reflections on various topics, and
offer feedback to their peers."
Bharat emphasizes the sharing of materials related to class topics, such as
articles, videos, and podcasts, to encourage students to discuss and ask questions. By
providing clear guidelines and expectations for collaborative work, he ensures that
learners understand their roles and contributions within a group. Furthermore, he
employs video conferencing platforms like Zoom to conduct online meetings with
individual students or small groups, providing extra help and support outside regular
class hours.
Chandra utilizes a messenger group and various communication channels to
communicate with learners and provide guidance and support. Feedback on learners'
progress and suggestions for improving self-directed learning skills are offered using
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digital technologies. This enables continuous communication and support, fostering

collaborative learning outside the physical classroom.
Dinesh utilizes communication channels such as email, instant messaging, and
video conferencing to provide feedback, answer questions, and guide learners through
assignments. Using digital tools like learning management systems, he can track
learners' progress and offer personalized recommendations, facilitating collaborative
learning experiences.
The findings suggest that English language instructors acknowledge the
significance of digital technologies in fostering collaborative learning among their
pupils. Using online discussion forums, sharing pertinent materials, providing
feedback, and utilizing communication channels, English language teachers facilitate
active participation, engagement, and interaction among learners, which is consistent
with the study conducted by Li et al. (2023).
Implementing online discussion forums, as mentioned by Arjun, allows
students to engage in collaborative work and give feedback to their peers. This
promotes a sense of community and collective learning, as students can learn from
each other's perspectives and contribute to developing their understanding.
Bharat's practice of sharing relevant materials and encouraging discussions
among students fosters collaboration and critical thinking. By providing clear
guidelines for collaborative work, learners are empowered to contribute effectively
within their groups, leading to enhanced collaboration and developing teamwork
skills.
Chandra and Dinesh’s use of communication channels, such as messenger
groups, email, instant messaging, and video conferencing, facilitates ongoing
communication and guidance. Learners receive feedback on their progress, enabling
them to improve their self-directed learning skills using digital technologies. The use
of learning management systems by Dinesh further supports collaborative learning by
tracking progress and providing personalized recommendations.
The findings highlight that English language teachers leverage digital
technologies to create an environment conducive to collaborative learning. By
utilizing online platforms, sharing resources, and providing timely feedback, English
language teachers foster active engagement, critical thinking, and student
collaboration. Communication channels enable continuous guidance and support,
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promoting effective collaboration and the development of essential skills for

collaboration and teamwork.
Overall, the findings demonstrate the significance of digital technologies in
facilitating collaborative learning. The English language teachers' practices highlight
the value of online platforms, shared resources, clear guidelines, and ongoing
communication in promoting active participation, engagement, and the exchange of
ideas among students (Matee et al., 2023). By integrating digital technologies into
their teaching approaches, English language teachers enhance collaborative learning
experiences and prepare students for collaborative work in real-world contexts.
Self-Regulated Learning
The subtheme of self-regulated learning focuses on how students can develop
self-awareness, set goals, and regulate their learning to become more effective
learners. The data collected from the four English language teachers indicated their
utilization of digital technologies to promote self-regulated learning among their
students. They employed social media platforms, online discussion forums, chat
rooms, learning management systems, and various digital tools to facilitate students'
engagement in self-directed learning activities and track their progress.
Arjun mentioned using social media platforms like Facebook or WhatsApp to
share relevant news and updates about the course material, encouraging learners to
engage in self-directed learning. Online discussion forums and chat rooms fostered
interaction among students outside of class, creating a sense of community and
enhancing student engagement.
He also provided students with various resources and tools to explore different
topics independently. This included recommending websites, blogs, and forums for
relevant information and discussions. Furthermore, he encouraged students to use
search engines and online databases to find information on their own and critically
evaluate sources.
Bharat employed learning management systems like Moodle or Google
Classroom to provide self-assessment quizzes and assignments. Students could track
their progress and identify areas for improvement. Personalized feedback and
suggestions were given to enhance learning, accompanied by recommendations for
online resources, interactive websites, or mobile apps to practice and reinforce skills.
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Chandra emphasized student autonomy by encouraging them to explore

relevant materials from the internet. He proudly stated, “Well, you know, I encourage
my students to take charge of their learning by exploring relevant materials for their
learning from the internet, and I provide them with some useful links and websites to
get started. I also ask them to develop a habit of self-learning using digital tools by
assigning them individual research projects and encouraging them to use online
resources to find answers to their questions.”
Dinesh utilized digital tools such as online quizzes, self-assessment tools, and
digital portfolios. These tools enabled learners to track their progress and assume
ownership of their learning process.
The findings indicate that English language teachers acknowledge the
importance of digital technologies in promoting self-regulated learning among their
students, which is consistent with the study conducted by Yot-Domínguez and
Marcelo (2017). Using social media platforms, online discussion forums, and chat
rooms, English language teachers facilitate student interaction, engagement, and a
sense of community outside the traditional classroom setting.
Arjun's provision of diverse resources and tools encouraged students to
explore topics independently. By recommending websites, blogs, and forums, students
were exposed to diverse perspectives and had opportunities to engage in meaningful
discussions. The encouragement to use search engines and online databases fostered
information literacy and critical thinking skills.
Bharat's implementation of learning management systems allowed students to
monitor their progress through self-assessment quizzes and assignments. Personalized
feedback and suggestions further supported students in identifying areas for
improvement and guided their learning journey. Recommendations for online
resources and interactive platforms augmented their learning experiences.
Chandra emphasized student agency by encouraging them to take charge of
their learning. By assigning individual research projects and providing online
resources, he fostered independent exploration and the development of self-learning
habits. This approach empowered students to seek solutions to their inquiries and
cultivate a sense of ownership over their educational pursuits.
Dinesh's utilization of digital tools such as online quizzes, self-assessment
tools, and digital portfolios facilitated students' ability to track their progress and
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assume responsibility for their learning. These tools gave learners insights into their
strengths and weaknesses, allowing them to adjust their learning strategies
accordingly.
The discussions highlight that the English language teachers’ use of digital
technologies supported self-regulated learning among students. By providing
resources, encouraging exploration, tracking progress, and offering personalized
feedback, English language teachers empower students to become active learners,
capable of independently seeking knowledge and monitoring their growth.
Overall, the findings demonstrate the significance of digital technologies in
promoting self-regulated learning. The English language teachers' practices fostered
student autonomy, engagement, and critical thinking, while also providing necessary
support and guidance (Yang et al., 2023). By integrating digital tools into their
instructional approaches, TEs facilitated students' ability to take responsibility for
their education and cultivate the ability to guide their learning and become lifelong
learners in the digital age.
Assessment
Assessment is an essential aspect of the teaching and learning process, and this
theme focuses on exploring various subthemes, including assessment strategies,
analyzing evidence and feedback, and planning related to assessment in educational
contexts. By exploring these subthemes, this theme aims to provide insights into how
assessment can be used effectively to support student learning and achievement and
inform teaching practices.
Assessment Strategies
The subtheme of assessment strategies examines different approaches and
methods educators use to assess student learning outcomes and performance. The data
collected from the English language teachers indicated their varying experiences and
utilization of digital technologies for assessment strategies. While Arjun and Bharat
demonstrated extensive use of digital tools for assessment, Chandra and Dinesh
expressed less familiarity and limited exploration of such technologies.
Arjun mentioned using Google Forms to create quizzes with different question
types, allowing for easy grading and immediate feedback. Google Classroom was
utilized to assign diverse assignments, such as essays, presentations, and projects,
enabling progress monitoring and feedback provision. Additionally, he used
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messaging apps like Messenger to communicate and address students' assessment-

related questions.
Chandra also acknowledged feeling less aware and exploring fewer options to
improve the variety and appropriateness of digital technology assessment formats and
methods. He passionately confessed, “I must admit that I haven't devoted much
attention to this aspect. My awareness is limited, and I haven't explored diverse
options for using digital technologies to improve assessment diversity and suitability.
Additionally, I recognize the need to improve my source attribution practices,
ensuring I use appropriate methods consistently”. However, specific instances or
examples were not provided.
Bharat mentioned utilizing digital devices and tools primarily for formative
evaluation. Online quizzes and tests were employed to assess student learning
throughout the course, accompanied by digital tools for feedback provision. Like
Arjun, he acknowledged the capability of digital technologies to improve assessment
diversity and suitability but expressed limited skills and time for thorough
exploration. No specific examples were provided.
Dinesh discussed the transition to online assessments during the COVID-19
pandemic, utilizing MS Teams, Google Classroom, and the Messenger app for
formative and summative evaluations. He surprisedly mentioned, “As an educator, the
COVID-19 pandemic necessitated a shift to online assessments, prompting me to
embrace digital tools for collaborative learning. I utilized MS Teams for formative
and summative evaluations, ensuring seamless communication and evaluation during
remote learning. Additionally, Google Classroom and the Messenger app became
valuable platforms for conducting formative assessments. Assigning various tasks and
activities, such as quizzes, projects, and discussions, allowed me to track students'
progress and provide constructive feedback, fostering an interactive and supportive
learning environment. While I have not yet extensively explored diverse assessment
formats using digital technologies, I am actively seeking new tools and techniques to
cater to the needs of different learners.”
He expressed using diverse digital tools for assessment, such as online
quizzes, digital portfolios, and video recordings. Digital technologies were recognized
for offering diverse assessment formats and approaches, catering to different learning
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styles and abilities. A specific example was provided where learners created digital
portfolios using multimedia tools to showcase their learning creatively.
The findings reveal that English language teachers have varying experiences
and approaches towards the use of digital technologies for assessment strategies,
which is consistent with the study conducted by Bearman et al. (2023). While Arjun
and Dinesh demonstrated more extensive utilization and exploration of digital tools,
Bharat and Chandra expressed limited familiarity and ongoing exploration.
Arjun utilized Google Forms and Google Classroom for quizzes and
assignments, allowing for efficient grading, immediate feedback, and progress
monitoring. Communication through messaging apps facilitated addressing students'
questions. However, he acknowledged a need for further exploration of the capability
of digital technologies to improve assessment using digital technologies.
Bharat primarily employed digital tools for formative evaluation, such as online
quizzes and feedback provision. The potential of digital technologies for diverse
assessment formats and approaches was acknowledged, but limited skills and time
hindered further exploration.
Chandra's experience was influenced by the COVID-19 pandemic,
necessitating a shift to online assessments through platforms like MS Teams and
Google Classroom. Various assessment tasks were assigned, and digital tools were
used for progress tracking and feedback. Although the limited experience was
expressed in enhancing assessment formats and approaches using digital technologies,
he actively explored different tools and techniques.
Dinesh showcased a variety of digital tools for assessment, including online
quizzes, digital portfolios, and video recordings. The recognition of digital
technologies' potential for diverse assessment formats and approaches aligned with
his approach, catering to different learning styles and abilities. A specific example of
learners creating digital portfolios demonstrated creativity and understanding of the
subject matter.
Overall, the findings highlight both the utilization and the room for further
exploration and development of digital technologies in assessment strategies. While
some English language teachers demonstrated effective use of digital tools for
grading, feedback, and progress monitoring, others desired to explore and improve the
variety and appropriateness of assessment formats and methods (Aravind et al., 2023).
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Further professional development and sharing of best practices could support

integrating digital technologies into assessment strategies, enabling a more
comprehensive and engaging evaluation of student learning.
Analyzing Evidence
The subtheme of analyzing evidence explores how educators can interpret and
analyze assessment results to inform teaching and learning practices. The data
collected from the four English language teachers indicated their utilization of various
digital tools to generate and analyze evidence of student learning. The evidence was
obtained from work materials, online interactions, submissions, participation rates,
assessment scores, and completion rates. The English language teachers demonstrated
their engagement in analyzing evidence to gain insights into student progress, learning
behaviour, and areas that require improvement.
Arjun mentioned keeping a digital record of students' work materials in cloud
storage or on a computer. He openly stated, “I find it essential to analyze evidence of
my students' progress to inform my teaching strategies effectively. I diligently
maintain a digital record of their work materials, stored securely in cloud storage or
on my computer. This collection of evidence allows me to reflect on their development
and assess their academic growth over time. Regularly analyzing this data gives me
valuable insights into each student's strengths and areas that may require additional
support.”
Bharat primarily used a learning management system to track and analyze
student activity. By generating data from online interactions and submissions, he
gained insights into students' learning behaviour and progress. Digital tools were also
utilized for providing feedback and assessments, aiding in the evaluation of student
performance and the identification of areas for improvement. English language
teachers employed various digital tools, including learning management systems,
online quizzes, and surveys, to generate evidence on learner activity. The analysis of
this evidence involved examining participation rates, assessment scores, and
completion rates. These insights provided valuable information on how learners were
engaging with the content.
Dinesh utilized digital tools such as learning management systems, digital
assessment platforms, and data analytics software to collect and analyze learner
activity. The evidence generated through these tools was critically analyzed and
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interpreted to gain insights into learners' strengths and weaknesses. This information
assisted in tailoring instruction and assessment to meet learners' needs.
The findings of the study suggest that all four English language instructors
acknowledged the significance of scrutinizing evidence to gain insights into student
learning and progress. They employed a range of digital tools and techniques to
generate and analyze evidence effectively, which is consistent with the research
conducted by Imsa-ard and Tangkiengsirisin (2023). Arjun, Bharat, and Dinesh
specifically emphasized the use of learning management systems, underscoring their
importance in monitoring and analyzing student activity.
English language teachers’ approach focused on keeping a digital record of
students' work materials for reflection purposes, indicating a more individualized
approach to analyzing evidence. On the other hand, Arjun, Chandra and Dinesh
emphasized using digital tools and data analysis to gain comprehensive insights into
student learning behaviour, progress, and areas for improvement.
Chandra and Dinesh highlighted the examination of participation rates,
assessment scores, and completion rates as key indicators of learner engagement and
performance. These insights enable educators to identify areas where learners may
need additional support or interventions.
Overall, the discussions reveal that the English language teachers recognized
the value of analyzing evidence and utilized digital tools to collect, track, and
interpret data on student learning. By effectively analyzing this evidence, educators
can gain valuable insights into learners' strengths, weaknesses, and engagement
levels, allowing for tailored instruction and assessment practices (Hidayah &
Prihantoro (2022). Continued exploration of data analysis techniques and professional
development in digital tools can further enhance educators' abilities to analyze
evidence and optimize student learning experiences.
Feedback and Planning
The subtheme of feedback and planning examines the role of feedback in
supporting student learning, as well as how educators can use assessment data to plan
and adjust their teaching practices. The data collected from the four English language
teachers highlighted their utilization of various digital tools for providing feedback
and planning. The evidence showed the use of digital platforms, such as comments or
annotations on shared documents, messaging apps, email, and online portals, to
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communicate assessment results, provide feedback to learners and parents, and

improve teaching practices. The English language teachers also emphasized the
importance of privacy and security measures when handling assessment data.
Arjun mentioned using digital tools like comments or annotations on shared
documents and messaging apps for providing feedback. He also used messenger
groups and emails to inform learners or parents about assessment results. Posting
information on the campus website and notice board was another method to ensure
easy access for everyone. He also highlighted the importance of strict policies and
procedures to protect privacy and authorized access to assessment data.
Bharat discussed the efficiency of digital tools in grading assignments and
providing feedback without the need for physical papers or face-to-face meetings. He
used email, messenger groups, and online portals to share individual feedback with
students and group feedback with parents. Privacy and security were prioritized,
ensuring secure platforms and appropriate privacy policies were in place, with access
limited to authorized personnel and explicit consent obtained for sharing personal
information.
Chandra mentioned the importance of receiving student feedback on digital
tools and learning activities and using their perspectives to improve teaching
practices. He utilized messaging apps, email, and online portals like Google
Classroom to provide feedback and grades to learners and parents.
Dinesh highlighted the use of email, messaging apps, and online platforms for
sharing assessment results with learners, parents, and stakeholders. He passionately
emphasized, “As an educator, I utilize digital communication tools to share
assessment results with learners, parents, and stakeholders, providing clear
explanations and suggestions for improvement. I prioritize the privacy and security of
learner data through secure digital platforms and data backups.”
According to the findings, the English language teachers acknowledged the
importance of digital tools in providing feedback and planning, which is consistent
with the research conducted by Mahapatra (2021). They utilized a range of platforms
and methods to effectively communicate assessment results, offer feedback to learners
and parents, and enhance teaching practices.
Arjun and Dinesh emphasized the importance of privacy and security
measures when handling assessment data. They acknowledged the need for strict
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policies, secure digital platforms, and limited authorized access to protect learner
privacy and maintain data integrity.
Bharat and Chandra highlighted the efficiency and convenience of digital tools
in providing feedback. The use of email, messaging apps, and online portals allowed
for timely and personalized communication with students and parents. They also
emphasized the importance of obtaining consent and ensuring appropriate privacy
policies were in place to safeguard personal information.
The discussions demonstrate that the English language teachers integrated
digital tools into their feedback and planning practices to enhance communication,
efficiency, and personalization. The use of these tools not only facilitated the delivery
of feedback but also allowed for the continuous improvement of teaching practices
based on student perspectives and data analysis.
Overall, the findings suggest that leveraging digital tools in feedback and
planning processes can lead to more effective communication, streamlined assessment
workflows, and improved teaching practices (Wang et al., 2023). Continued
exploration and adoption of secure and user-friendly digital platforms can further
enhance feedback provision, data privacy, and overall assessment practices.
Empowering Learners
Empowering learners is a crucial aspect of education that involves providing
learners with the essential tools, knowledge, and skills to take ownership of their
learning and achieve their goals. This theme explores various subthemes related to
empowering learners, including accessibility and inclusion, differentiation and
personalization, and actively engaging learners. By exploring these subthemes, this
theme aims to provide insights into how English language teachers can empower
learners and promote their learning outcomes and success.
Accessibility and Inclusion
The subtheme of accessibility and inclusion examines how to make a
conducive learning environment that accommodates the diverse needs of all learners,
including those with disabilities and special needs. The data collected from the four
English language teachers highlighted their efforts to promote accessibility and
inclusion using digital tools and resources. The evidence demonstrated the use of
educational apps, online platforms, social media, and collaborative tools to support
learners, tailor learning experiences to individual needs, and address challenges
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related to access and resources. The English language teachers also emphasized the
importance of providing guidance and support to help students effectively utilize
these tools.
Arjun mentioned using diverse digital tools and platforms to help learners and
foster their skills development. The use of educational apps, online resources, and
social media resulted in increased engagement, better performance, and excitement
for learning. He passionately and emphatically asserted, “I promote accessibility and
inclusion by encouraging students to use their digital devices to access online
resources and tools. For group projects, I suggest using tools like Google Drive for
real-time collaboration. I also provide campus Wi-Fi and digital devices to support
students with limited resources. This ensures all learners can participate and tailor
their learning experience to their needs.”
Bharat acknowledged the importance of students sharing resources and
helping each other, particularly for those with limited access to digital technologies
and resources.
Chandra provided guidance and feedback to students on effectively using
digital tools to enhance their confidence and independence as learners. He also
encouraged peer support and utilized campus digital facilities, such as computer labs,
to ensure equal access.
Dinesh collaborated with their institution to provide access to digital tools and
resources for all learners, regardless of their background or financial situation.
The findings indicate that the English language teachers acknowledged the
importance of accessibility and inclusion in education and utilized digital tools to
address related challenges, which is consistent with the research conducted by
Wimpenny et al. (2022). They prioritized providing equal opportunities for all
learners and fostering a supportive and inclusive learning environment.
Arjun's use of diverse digital tools and platforms exemplifies its commitment
to meeting individual learning needs and fostering engagement. The integration of
digital collaboration tools allowed for enhanced collaboration and flexibility,
overcoming the limitations of time and physical presence.
Bharat emphasized the significance of peer support and resource-sharing,
highlighting the role of students in creating an inclusive learning community. This
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approach promotes inclusivity and encourages collaboration and a sense of belonging

among learners.
Chandra's provision of guidance and feedback on effective tool usage
demonstrates their dedication to empowering students and fostering independence.
Utilizing campus digital facilities further supports equal access to resources and
promotes inclusivity.
Dinesh's collaboration with the institution exemplifies a systemic approach to
promoting accessibility and inclusion. By working together, they ensure that all
learners, regardless of their background or financial situation, gain access to essential
digital tools and resources.
Overall, the findings suggest that using digital tools and resources can enhance
accessibility and inclusion in education. By leveraging these tools, educators can
tailor learning experiences to individual needs, foster collaboration and resource-
sharing among students, and provide equal access to resources and support. The
emphasis on guidance and support further empowers students to effectively utilize
digital tools and become confident and independent learners (Chung & Choi, 2023).
Collaborative efforts between educators and institutions are crucial for ensuring
equitable access to digital technologies and resources.
Differentiation and Personalization
The subtheme of differentiation and personalization explores how educators
can tailor their teaching practices to meet each student's individual learning needs and
preferences. The data collected from the four English language teachers indicated
varying levels of utilization of digital technologies to differentiate and personalize
learning experiences for learners. While Arjun acknowledged limited implementation
in this area, Bharat, Chandra, and Dinesh highlighted specific strategies that leveraged
digital tools to cater to individual needs and interests. These strategies included
providing access to online resources, utilizing collaborative platforms, and offering
flexibility in assignment formats.
Arjun admitted not having done much to personalize learning using digital
technologies for learners with different abilities or backgrounds. He confessed,
“Honestly, I haven't delved much into this field. I see the significant potential of using
digital technologies to diversify teaching and learning formats and approaches, but
limited skills and time have hindered my exploration. I must admit that I haven't put in
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substantial effort to personalize learning for diverse learners. I'm actively seeking
ways to utilize digital tools to address this aspect.”
Bharat demonstrated an approach to personalization by recommending online
resources that align with learners’ individual needs and interests. He mentioned,
“Well, one way I use digital technologies to personalize learning experiences for
learners is by providing them with access to online resources that cater to their
individual needs and interests. For example, I may suggest different websites or apps
that they can use to practice specific skills or explore topics that they are interested
in.”
Chandra shared an example of using a shared Google Drive folder to promote
collaboration and personalized learning. By providing access to this digital platform,
learners could work at their own pace and connect more closely with the learning
process.
Dinesh emphasized the importance of giving learners flexibility and freedom
to acquire knowledge at a speed and in a manner that suits their individual
preferences. He utilized digital tools such as learning management systems to support
this approach. Additionally, he mentioned providing multiple options for completing
assignments, accommodating diverse learning preferences, and enabling learners to
demonstrate their understanding through different mediums.
The findings revealed that while there were differing levels of implementation,
English language teachers recognized the significance of differentiation and
personalization in education, which aligns with the study of Prasetya and Nugraha
(2020). Utilizing digital technologies offers the chance to cater to unique learning
requirements and foster an inclusive and captivating learning environment.
Bharat’s strategy of recommending online resources aligned with learners’
needs and interests exemplifies how digital technologies can facilitate personalized
learning. By catering to individual preferences, learners can engage with relevant and
meaningful materials, fostering motivation and deeper understanding.
Chandra’s use of a shared Google Drive folder showcased the potential of
digital collaboration tools in promoting personalization. This method enabled students
to progress at their speeds and encouraged active engagement with the learning
process. Collaborative platforms facilitate differentiated instruction and promote peer
interaction and knowledge sharing.
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Dinesh’s commitment to flexibility and multiple assignment options

exemplified a learner-centred approach to personalization. By offering various
formats, learners can showcase their understanding in ways that align with their
strengths and preferences, accommodating diverse abilities and backgrounds.
While Arjun acknowledged limited implementation, its openness to leveraging digital
technologies for personalization signifies a willingness to adapt and improve its
teaching practices.
Overall, the findings suggest that digital technologies offer promising avenues
for educational differentiation and personalization. By providing access to online
resources, utilizing collaborative platforms, and allowing flexibility in assignment
formats, educators can tailor learning experiences to individual needs, interests, and
abilities. These approaches promote learner engagement, motivation, and a feeling of
possessing agency in one's learning journey. Ongoing exploration and professional
development in leveraging digital tools can further enhance differentiation and
personalization in education (Ayuningtyas et al., 2023).
Actively Engaging Learners
The subtheme of actively engaging learners examines how educators can
create opportunities for students to engage actively in the educational journey,
fostering the growth of critical thinking and problem-solving abilities. The data
collected from the four English language teachers highlighted various strategies to
actively engage learners using digital technologies. These strategies aimed to promote
learner independence, self-directed learning, and motivation.
Arjun discussed providing students with digital tools and resources to foster
independence and self-directed learning. By using online platforms to deliver course
content, learners could access materials at their own speed and convenience.
Bharat shared an example of actively engaging learners using digital technologies for
a group project. By suggesting online resources, recommending multimedia
presentation tools, and sharing study apps, students were empowered to research,
create, and review course-related material outside of the classroom.
Chandra emphasized empowering learners with digital tools and resources to
promote engagement and motivation. He passionately stressed, “I often give them
assignments that require them to use digital technologies, such as creating videos or
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multimedia presentations, and I encourage them to use these tools to research and
explore topics independently.”
Dinesh described an instance where learners were struggling with a concept.
Introducing a learning app with interactive exercises and quizzes allowed learners to
access the app at their own pace and time, ultimately helping them master the
challenging concept.
The findings revealed the English language teachers’ recognition of the value
of involving students actively through the utilization of digital tools and technologies.
By providing students with tools and resources, educators can empower students to
take responsibility for their learning process and explore topics beyond the classroom,
as emphasized by Zhao et al. (2021).
Arjun’s utilization of online platforms for content delivery showcased an
approach that enabled learners to access materials at their preferred speed and time.
This flexibility promoted independent learning and catered to individual learning
preferences.
Bharat’s example highlighted how recommending online resources,
multimedia tools, and study apps encouraged learners to leverage digital technologies
for research, content creation, and review. By incorporating these tools, students
enthusiastically participated in their educational journey, both within and beyond the
classroom setting.
Chandra’s approach to incorporating digital technologies into assignments
demonstrated the potential for learner engagement and motivation. Assignments that
required the incorporation of digital tools for research and multimedia creation
fostered a sense of ownership and autonomy among students.
Dinesh’s use of a learning app showcased how digital technologies can
address specific learning challenges. By providing learners with interactive exercises
and quizzes, they were able to engage with the subject actively at their own pace,
leading to improved mastery of the concept.
The findings suggest that actively engaging learners through digital
technologies can enhance motivation, independence, and self-directed learning. By
providing access to tools, resources, and recommendations, educators can empower
learners to explore, create, and review course content beyond the confines of the
classroom. Incorporating digital technologies into assignments and addressing
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specific learning challenges through interactive apps further contributes to learner

engagement and achievement (Iberahim, 2023). An ongoing exploration of digital
tools and their effective integration into instructional practices can maximize the
benefits of actively engaging learners in the digital age.
Facilitating Learners’ Digital Competence
Facilitating learners’ digital competence is an essential aspect of modern
education, as digital technologies are becoming increasingly prevalent in all areas of
life. This theme explores various subthemes related to facilitating learners’ digital
competence, including information and media literacy, digital communication and
collaboration, digital content creation, responsible use, and digital problem-solving.
By exploring these subthemes, this theme aims to provide insights into how educators
can facilitate learners’ digital competence and equip them for prosperity in the era of
technology.
Information and Media Literacy
The information and media literacy subtheme examines how learners can
critically evaluate and analyze information from various digital sources. The data
collected from the four English language teachers highlighted their approaches to
incorporating information and media literacy into their instruction. The strategies
employed aimed to equip learners with skills to find, evaluate, and effectively use
information from digital sources and promote responsible digital citizenship.
Arjun discussed incorporating digital literacy instruction by teaching learners how to
find, evaluate, and use information from digital sources. He emphasized the
importance of checking the date, reading views and comments, and comparing the
information with credible sources.
Bharat focused on teaching digital literacy skills emphasizing responsible
digital citizenship. He taught learners to critically evaluate information online,
considering factors such as author credibility, source reliability, publication date, bias,
and multiple perspectives.
Chandra highlighted the importance of suggesting learners visit authentic and
reliable digital resources. He encouraged students to seek information backed up by
data and to check the reliability of sources.
Dinesh believed in starting with the basics of using digital tools effectively
and efficiently while emphasizing responsible digital citizenship. He passionately and
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resolutely advocated, “In teaching information and media literacy, I start with the
basics and emphasize responsible digital citizenship. I guide learners in evaluating
source credibility, considering perspectives, and verifying information. Additionally, I
use a mix of lectures and hands-on activities to teach about copyright and licenses.
While some students may not take privacy and copyright rules seriously, I address this
through ongoing discussions and awareness-raising activities. This approach equips
students with vital skills to navigate the digital world responsibly and make informed
decisions as digital citizens.”
The findings revealed the English language teachers’ efforts to equip learners
with information and media literacy skills necessary to navigate the digital landscape,
as also highlighted in Bilotserkovets et al. (2021). By incorporating these skills,
learners are better prepared to find reliable information, critically evaluate sources,
and practice responsible digital citizenship.
Arjun’s emphasis on checking dates, reading views and comments, and
comparing the information with credible sources demonstrated a strategy to encourage
learners to evaluate the information they encounter online critically. This approach
promotes a discerning mindset and the ability to differentiate between reliable and
unreliable information.
Bharat’s approach to teaching responsible digital citizenship addressed issues
such as online safety, digital footprint, and critical evaluation of information.
Teaching learners to consider author credibility, source reliability, bias, and multiple
perspectives fostered a habit of critical thinking and analysis.
Chandra’s focus on suggesting authentic and reliable digital resources
emphasized the importance of seeking information from credible sources.
Encouraging learners to verify the information and consider the reliability of sources
promotes media literacy and responsible information consumption.
Dinesh’s holistic approach to information and media literacy covered both the
technical aspects of using digital tools effectively and the ethical considerations of
responsible digital citizenship. Teaching learners to evaluate source credibility,
consider the author’s perspective, and verify information with multiple sources
cultivated a comprehensive understanding of information literacy.
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However, Dinesh mentioned that some students may not prioritize privacy and
copyright rules. This indicates a potential area for further emphasis on the importance
of responsible digital citizenship and respecting intellectual property rights.
Overall, the findings suggest a shared commitment among the English
language teachers to equip students with the skills to navigate the digital information
landscape effectively. Strategies focusing on critical evaluation, source credibility,
multiple perspectives, and responsible digital citizenship contribute to developing
information and media-literate individuals capable of making informed decisions in
the digital age (Bilki et al., 2023). Ongoing efforts to address privacy and copyright
awareness can further enhance learners’ digital citizenship competencies.
Digital Communication and Collaboration
The digital communication and collaboration subtheme explores how learners
can effectively communicate and collaborate with others using digital technologies.
The data collected from the four English language teachers revealed their approaches
to integrating digital communication and collaboration skills into their teaching
practices. They emphasized the use of online platforms and tools to facilitate
collaboration among learners, foster communication, and provide opportunities for
sharing and expression.
Arjun mentioned encouraging learners to participate in online discussion
forums, group chats, and collaborative projects using digital tools. He steadfastly
underscored, “I always encourage learners to participate in online discussion forums,
group chats and collaborative projects using digital tools. For instance, I assign
group projects to learners, and each group must work on a collaborative presentation
or document using online platforms like Google Docs, Slides, or Sheets. They can
share and edit the document in real-time and communicate with each other through
the chat feature.”
Bharat utilized online discussion forums, Google Drive, and social media
platforms like Facebook Messenger and Viber groups to integrate digital
communication and collaboration skills into teaching. These platforms allowed
learners to engage in discussions, share files, and collaborate on projects, promoting
active participation and interaction.
Chandra described assigning group projects that required learners to utilize
digital technologies for communication and collaboration. Platforms such as Google
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Slides and Google Docs facilitated collaborative work, allowing learners to create
multimedia presentations on specific topics. This approach fostered teamwork, digital
communication skills, and the ability to work collectively on shared documents.
Dinesh encouraged learners to explore and experiment with different digital
tools and platforms. This approach allowed learners to express themselves uniquely
and created opportunities for collaboration and sharing. By engaging with various
digital tools, learners gained experience in digital communication and collaboration,
enhancing their technological literacy and interpersonal skills.
The findings highlighted the English language teachers’ commitment to
leveraging digital communication and collaboration to enhance learning experiences,
which aligns with the findings of the study conducted by Sari (2020). By integrating
online platforms and tools into their teaching practices, the English language teachers
provided learners with opportunities to engage actively, communicate effectively,
collaborate with peers, and express themselves creatively.
Arjun’s use of online collaborative projects through platforms like Google
Docs, Slides, or Sheets exemplified the facilitation of real-time communication and
synchronous collaboration. This approach fosters teamwork, promotes effective
communication skills, and encourages learners to work collectively towards a
common goal.
Bharat’s utilization of online discussion forums and social media platforms
demonstrated the integration of digital communication tools to engage learners in
discussions and collaborative activities. These platforms promote communication and
provide opportunities for file sharing and collaboration, expanding the scope of
learners’ interaction beyond the physical classroom.
Chandra’s emphasis on group projects requiring the incorporation of digital
tools for communication and collaboration showcased the integration of digital tools
to foster teamwork, critical thinking, and effective communication skills. Using
platforms like Google Slides and Docs, learners are exposed to collaborative work
environments that enhance their ability to work collectively and create shared
presentations.
Dinesh’s encouragement for learners to explore various digital tools and
platforms indicated a commitment to empowering learners to express themselves
uniquely and engage in collaborative activities. Learners develop digital
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communication skills, creative expression, and technological literacy by providing

opportunities for collaboration and sharing with a wider audience.
The collective findings underscore the significance of using digital
communication and collaboration skills in teaching practices. By leveraging online
platforms and tools, educators can establish engaging and interactive educational
settings that enhance learner engagement, develop effective communication, and
foster collaborative skills (Iskandar et al., 2022). These skills are crucial for learners
to thrive in the digital age and prepare them for future educational and professional
endeavours.
Digital Content Creation
The subtheme of digital content creation examines how learners can use
digital tools to create and share content for educational purposes. The data collected
from the four English language teachers shed light on their approaches to facilitating
digital content creation among their students. They emphasized the provision of
resources, guidance, and collaborative opportunities to foster creativity, digital
literacy skills, and the use of digital tools and resources for content creation.
Arjun discussed their facilitation of students’ digital content creation by
providing step-by-step instructions and resources. This approach involved assisting
students in planning, designing, and creating their digital projects. Additionally, he
encouraged collaboration among peers, enabling students to provide feedback to
enhance the calibre of their performance. This approach emphasized developing
digital content creation skills and promoted collaborative learning.
Bharat described providing students with opportunities to create digital
content, such as videos, presentations, podcasts, and blogs. Students could enhance
their digital literacy skills and foster creativity by engaging in these activities. This
approach encouraged students to utilize digital technologies and tools to express their
ideas, develop their creative abilities, and foster entrepreneurial skills.
Chandra explained their facilitation of digital content creation through
assigned projects that required digital tools and resources, such as multimedia
presentations, videos, and podcasts. He vehemently mentioned, “I facilitate my
students to create digital content by assigning them projects that require them to use
digital tools and resources, such as multimedia presentations, videos, and podcasts.”
By incorporating these elements into their assignments, Chandra fostered students’
 95

skills in utilizing digital tools for content creation, promoting active engagement and
digital literacy.
Dinesh highlighted a group project assignment where learners collaborated to
create a digital presentation using tools like Google Docs and Slides. He provided
guidelines on effective digital communication, emphasizing respectful and clear
messaging. Including feedback opportunities throughout the project encouraged
students to refine their work and develop their digital content creation skills.
The findings revealed English language teachers’ commitment to facilitating
digital content creation among their students, as also emphasized by Hazaea et al.
(2021). By providing resources, guidance, and collaborative opportunities, English
language teachers nurtured students’ creativity, digital literacy skills, and utilization of
digital tools for content creation.
Arjun’s approach of providing step-by-step instructions and resources aligned
with scaffolding techniques that supported students in planning, designing, and
creating their digital projects. Additionally, encouraging peer collaboration and
feedback fostered a supportive learning environment that facilitated continuous
improvement in content quality.
Bharat’s emphasis on providing students with opportunities to create various
digital content showcased a commitment to fostering creativity and digital literacy
skills. Students could explore their creative abilities and develop their technological
competencies by engaging in activities like creating videos, presentations, podcasts,
and blogs.
Chandra’s assignment of projects that required digital tools and resources
demonstrated an integration of digital content creation into the curriculum. By
incorporating multimedia presentations, videos, and podcasts, he encouraged students
to utilize digital technologies to convey their ideas effectively, promoting the
development of digital content creation skills.
Dinesh’s group project assignment using collaborative digital tools like
Google Docs and Slides promoted teamwork and effective digital communication. By
providing guidelines for respectful and clear messaging, he fostered an environment
conducive to constructive collaboration and content creation.
The collective findings highlight the significance of facilitating digital content
creation in education. By providing students with resources, guidance, and
 96

collaborative opportunities, educators can empower students to express their ideas

creatively, develop digital literacy skills, and utilize digital tools effectively for
content creation (Wu et al., 2023). These skills are essential in the digital age and
equip students with the ability to communicate, collaborate, and create in various
digital contexts.
Responsible Use
The subtheme of responsible use focuses on promoting the ethical and safe use
of digital technologies among learners. The data collected from the four English
language teachers provided insights into their approaches to promoting the
responsible use of digital technologies among learners. They discussed online safety,
privacy, cyberbullying, critical thinking, copyright, attribution, and ethical behaviour.
The English language teachers acknowledged the importance of these issues and
shared their strategies for addressing them in the classroom.
Arjun emphasized the significance of being responsible digital citizens by
discussing online safety, privacy, and cyberbullying. He guided the use of social
media platforms responsibly and distinguished between reliable and unreliable
sources of information online. However, he acknowledged the need to be more
serious about issues like copyright, plagiarism, and appropriate referencing and
attribution practices. He passionately voiced, “Acknowledging the need for
improvement, I'm dedicated to enhancing our understanding of privacy and copyright
rules. I'm committed to learning best practices for safeguarding sensitive digital
content and respecting content creators' rights. To address this, I use a mix of lectures
and hands-on activities to teach copyright and licenses. However, I know that some
students may not take privacy and copyright rules seriously, and I'm working to raise
awareness and compliance through ongoing efforts.”
Bharat addressed the tendency of students to rely heavily on Internet sources
and engage in copying and pasting information. He openly remarked, “I have
observed that some learners tend to rely excessively on internet sources, resorting to
copying and pasting information into their assignments without critical analysis. To
address this issue, I emphasize the importance of critical thinking and analyzing
information found online. I actively incorporate discussions on digital content
copyright and licenses into my lessons, underscoring the value of appropriate
referencing and attribution practices.”
 97

Chandra focused on teaching learners how to evaluate online sources for

credibility, privacy, and security. He promoted critical thinking, digital citizenship
skills, and ethical behaviour. He emphasized the importance of appropriate
referencing and attribution practices and cautioned against the spread of fake
information. They also highlighted the need for responsible use of digital content and
avoiding negative experiences on social networking sites.
Dinesh discussed the importance of digital safety and privacy, including not
sharing personal information online. He monitored learners’ use of digital
technologies during class and provided guidelines for appropriate use. He also
emphasized the importance of physical well-being, limiting screen time, and
encouraging breaks and stretches to avoid physical strain.
The findings revealed a shared commitment among the English language
teachers to promote the responsible use of digital technologies among learners. They
recognized the importance of addressing topics such as online safety, privacy, critical
thinking, copyright, attribution, and ethical behaviour, as also emphasized by Iskandar
et al. (2022). The English language teachers demonstrated a multifaceted approach to
incorporating these topics into their teaching practices.
Arjun’s emphasis on discussing online safety, privacy, and cyberbullying
demonstrated a proactive approach to guiding learners in responsible digital
citizenship. However, they acknowledged the need for more focus on issues such as
copyright, plagiarism, and appropriate referencing and attribution practices. This
highlights the ongoing challenge of promoting ethical behaviour in the use of digital
content.
Bharat’s focus on critical thinking, analysis of online information, and
appropriate referencing practices showcased an effort to counter the tendency of
learners to rely solely on internet sources and engage in copying and pasting. Bharat
aimed to foster responsible use and encourage learners to think critically about online
content by emphasizing the importance of critical evaluation and proper attribution.
Chandra’s approach to teaching learners how to evaluate online sources for
credibility, privacy, and security is aligned with developing critical thinking and
digital citizenship skills. Their focus is on appropriate referencing and attribution
practices aimed to instil an understanding of copyright rules and promote ethical
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behaviour in the use of digital content. Chandra also emphasized the importance of
avoiding spreading fake information and creating a positive virtual environment.
Dinesh’s emphasis on digital safety, privacy, and appropriate use of digital
technologies demonstrated a commitment to learners’ well-being. Dinesh aimed to
protect learners’ physical and psychological health by monitoring and providing
guidelines for responsible use. This approach acknowledges the importance of
balancing technology use with self-care and promoting a healthy relationship with
digital tools.
The collective findings highlight the need for comprehensive approaches to
promoting the responsible use of digital technologies. By addressing topics such as
online safety, privacy, critical thinking, copyright, attribution, and ethical behaviour,
educators can equip students with the skills and knowledge necessary for responsible
digital citizenship (Senel, 2022). These efforts contribute to creating a safe, inclusive,
and ethical digital learning environment.
Digital Problem Solving
The subtheme of digital problem-solving explores how learners can use digital
tools to identify and solve complex problems. The data collected from the four
English language teachers shed light on their approaches to fostering digital problem-
solving skills among learners. They discussed creating an environment that
encourages exploration, risk-taking, and creativity with digital tools. They also
mentioned the importance of challenging learners to apply their technical knowledge
to real-world problems and providing resources and support for skill development.
Arjun emphasized the potential of digital technologies to enhance students’
problem-solving skills and creativity. He aimed to create a conducive environment for
students to experiment with digital tools and encouraged them to take risks and try
new things. While acknowledging the need for improvement in this area, he suggested
that projects requiring learners to solve real-world problems using digital tools can
challenge them to apply their technological knowledge. He concisely pointed out, “I
comprehend the significance of encouraging learners to apply technical knowledge,
but time constraints often hinder comprehensive coverage of course content. While I
haven't extensively explored this aspect, one approach to foster problem-solving skills
is through projects that prompt learners to address real-world issues using digital
tools.”
 99

Bharat acknowledged the importance of challenging learners to apply their

technical knowledge but expressed constraints in terms of limited time to cover course
content adequately. This suggests a potential barrier to incorporating extensive digital
problem-solving activities within the curriculum.
Chandra highlighted project-based learning as a method to foster digital
problem-solving skills. By engaging learners in activities that involve problem
identification, solution design, and the use of digital tools, he aimed to develop their
problem-solving abilities. he stated, “Well, I usually encourage students to explore
and experiment with new digital tools or platforms using resources like YouTube
videos and ICT-related websites.”
Dinesh provided resources and support to help learners develop their technical
skills, particularly in editing and designing digital content. This emphasizes equipping
learners with the essential information and resources required to participate
proficiently in digital problem-solving tasks.
The discussions revealed a shared recognition among English language
teachers of the significance of digital problem-solving skills and the need to provide
chances for students to develop these skills, resembling insights from the study
conducted by Chehimi and Alameddine (2022). Arjun emphasized the potential of
digital technologies to enhance problem-solving and creativity, creating an
environment that encourages exploration and risk-taking. This approach fosters a
growth mindset and empowers learners to apply their knowledge novelty.
However, Bharat raised a valid concern regarding time constraints and the
challenge of balancing the coverage of course content with extensive digital problem-
solving activities. This highlights the need to carefully plan and integrate digital
problem-solving tasks within the curriculum to ensure a balanced and effective
learning experience.
Chandra’s focus on project-based learning aligned to develop learners’
problem-solving abilities. Chandra aimed to foster critical thinking, collaboration, and
creativity by engaging learners in real-world problem-solving scenarios and
leveraging digital tools. This approach provides learners with authentic experiences
that mirror their challenges in various domains.
Dinesh’s provision of resources and support for developing technical skills
indicates the significance of equipping students with the required tools and knowledge
 100

to engage in digital problem-solving effectively. This support system can empower

learners to overcome technical barriers and confidently tackle problem-solving tasks.
The findings suggest a collective commitment among English language
teachers to foster digital problem-solving skills. Their approaches varied, including
creating an exploratory environment, challenging learners with real-world problems,
encouraging exploration of new tools, and providing technical resources and support
(Merta et al., 2023). Balancing time constraints and curriculum coverage emerged as a
potential challenge that educators must navigate. By incorporating these strategies,
educators can help learners develop valuable problem-solving skills in the digital
realm.
Chapter Summary
The Findings and Discussions section of this research has given a
comprehensive insight into the experiences of English language teachers concerning
the utilization of Information and Communication Technology in their field.
Additionally, it explored the implications of the DigCompEdu framework on their
professional practices. The findings have shed light on various aspects of English
language teachers’ attitudes towards ICT, revealing an overall positive outlook and
recognition of the numerous benefits it brings to the field.
Among the benefits identified, English language teachers emphasized the
positive impact of ICT on student engagement. Adopting digital tools and resources
has led to more interactive and dynamic learning experiences, enhancing both
teaching and learning processes. Moreover, access to a wealth of digital resources has
expanded, providing educators with various materials to enrich their teaching
approaches and cater to diverse learning styles.
One of the significant findings is the role of ICT in empowering learners by
fostering the development of digital competencies. The DigCompEdu framework has
served as a valuable lens through which teachers could reflect on their professional
engagement. It has influenced their use of digital resources, teaching methodologies,
and assessment practices. The framework has also been instrumental in guiding
teachers to empower their students to become digitally competent, equipping them
with the necessary skills to thrive in the digital age.
Despite the apparent benefits of ICT integration in ELT, the study has
identified several challenges English language teachers encounter. These challenges
 101

include limited access to technology, particularly in certain regions or schools with

inadequate resources. Moreover, some teachers expressed concerns about the potential
digital distractions that may hinder effective learning. Striking a balance between
traditional and digital approaches to maintain the integrity of the learning process
emerged as another important consideration.
The study has demonstrated the significance of the DigCompEdu framework
in prompting English language teachers to examine and refine their practices
critically. It has encouraged a more thoughtful and purposeful use of ICT in the
classroom, fostering a deeper understanding of its potential benefits and challenges.
The framework has also helped English language teachers navigate the complexities
of digital resources and adapt their teaching methodologies to better align with the
needs of digitally proficient learners.
In conclusion, the study has provided valuable perspectives on how English
language teachers navigate incorporating ICT into their teaching. It emphasizes the
significance of using the DigCompEdu framework as a guiding resource to optimize
the advantages of technology in ELT while proactively dealing with potential
obstacles. Recognizing both the positive aspects and potential pitfalls allows English
language teachers to make well-informed choices and craft more stimulating and
efficient learning settings for their students.
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CHAPTER V
INSIGHTS AND CONCLUSIONS

In conclusion, the culmination of this dissertation marks a significant

milestone in exploring the incorporation of Information and Communication
Technology into English Language Teaching practices in Sudurpaschim, Nepal. This
research journey commenced with a personal experience of utilizing ICT in English
Language Education and evolved into a hermeneutic phenomenological study focused
on uncovering the lived experiences and perceptions of English language teachers in
the region. This study illuminated the multifaceted landscape of ICT integration in
ELT through rigorous semi-structured interviews and meticulous thematic analysis.
How do English language teacher educators describe their lived experiences and
perceptions about using ICT in ELT?
The integration of Information and Communication Technology in English
Language Teaching has reshaped traditional classroom practices, prompting an
investigation into how English language teachers view and experience its role. This
study explores English language teachers' attitudes towards ICT, its perceived
benefits, and the challenges they encounter during its implementation.
English language teachers in Darchula generally hold a positive view of ICT
in ELT. They appreciate its potential to enhance learning, develop digital skills, and
diversify teaching methods. Multimedia and interactive content cater to different
learning preferences and boost engagement, creating a dynamic learning environment.
The pedagogical landscape is evolving to prepare students for a digital future,
emphasizing the need for resources and support to improve ICT-related professional
development among educators.
Despite the optimism, teachers also face challenges. Technical issues like
unreliable connectivity, equipment problems, and power outages are common
concerns. There's also worry about overreliance on online resources potentially
hindering problem-solving creativity and favouring ICT over traditional learning
methods. Infrastructural limitations, financial constraints, and inadequate training
programs further complicate ICT integration.
 103

In conclusion, English language teachers overwhelmingly appreciate ICT in

ELT but acknowledge the need for practical solutions to address the challenges. This
requires enhancing infrastructure, implementing comprehensive teacher training, and
fostering a collaborative academic environment to fully leverage ICT's potential.
Aligning ICT's benefits with effective problem-solving can transform ELT into a
dynamic, digitally attuned space.
How do English language teachers’ lived experiences and perceptions about
using ICT in ELT provide deeper insights into the phenomenon through the lens
of the DigCompEdu framework?
This study delved into the experiences of English language teachers as they
integrated Information and Communication Technology into their English Language
Teaching practices, aligning with the DigCompEdu framework. It found that these
teachers adeptly utilized digital tools in various dimensions, such as communication,
digital resource management, teaching and learning, assessment, empowering
learners, and fostering learners' digital competence. The teachers successfully fostered
collaboration using learning management systems and digital platforms, emphasizing
global exchanges and mutual learning among teachers. This not only enhanced
communication but also mirrored the framework's emphasis on collaboration and its
transformative potential for educators' growth.
Furthermore, the study identified alignment with the DigCompEdu framework
in several key areas. Teachers were meticulous in their selection and management of
digital resources, with a focus on alignment, credibility, and privacy considerations,
reflecting the framework's emphasis on digital content creation. They effectively
integrated digital platforms to enhance teaching methodologies, encourage self-
regulated learning, and facilitate collaborative learning experiences, aligning with the
framework's dimensions. Additionally, their utilization of digital tools for diverse
assessment strategies and the incorporation of digital tools for data analysis and
feedback delivery matched the framework's focus on enhancing efficiency and
personalized feedback.
Despite these positive findings, some areas revealed room for improvement. In
"Managing, Protecting, and Sharing Digital Resources," teachers recognized the need
to bolster their understanding of privacy and copyright regulations. In "Assessment
Strategies," limited engagement and a need for better source attribution practices were
 104

acknowledged. "Differentiation and Personalization" were constrained by practical

limitations, hindering efforts to tailor learning experiences for diverse students.
Finally, "Digital Problem Solving" was hindered by time constraints, suggesting a
need for innovative strategies to encourage learners to apply technical knowledge to
real-world issues.
In conclusion, while the study showcased teachers' dedication to a digitally
proficient educational landscape, addressing these exceptions is essential for fully
realizing the envisioned digitally empowered educational environment.
Insights
The landscape of English language education is constantly evolving, with
Information and Communication Technology emerging as a potent force capable of
reshaping the teaching and learning paradigm. This dissertation delves into the
relationship between ICT and English Language Teaching through the experiences of
English language teachers. The research unequivocally highlights the significance of
ICT integration in ELT, showcasing its ability to enhance student engagement, create
dynamic learning environments, and foster digital competencies among learners.
English language teachers are overwhelmingly positive about incorporating ICT in
their teaching practices, recognizing the numerous benefits it brings. ICT not only
broadens educational content but also makes learning more inclusive by
accommodating various learning styles. It plays a pivotal role in sustaining student
motivation, a critical component for meaningful learning experiences.
The study also emphasizes the role of ICT in cultivating learners' digital
competencies, aligning with the DigCompEdu framework. This framework serves as a
blueprint for teachers to prepare students for the digital world, prompting them to
critically evaluate their pedagogical approaches and ensure effective technology
integration. However, the study also reveals challenges, including technical issues and
concerns about overreliance on technology. It underscores the need for a balanced
approach that harnesses the advantages of technology while preserving the integrity of
traditional teaching methods. In conclusion, this research provides a comprehensive
exploration of the interplay between ICT integration and English Language Teaching
and serves as a guiding compass for English language teachers navigating the
complex terrain of ICT integration in ELT.
 105

Theoretical Implications
The dissertation holds significant theoretical implications concerning the
European Framework for the Digital Competence of Educators (DigCompEdu). By
investigating English language teachers’ lived experiences and perceptions regarding
the integration of Information and Communication Technology in English Language
Teaching, the study provides a tangible application of the DigCompEdu framework
within the context of ELT. The alignment of the study's findings with the framework's
key dimensions, including areas such as information and media literacy, digital
content creation, digital communication and collaboration, and responsible use of
technology, underscores the relevance and practicality of the framework in guiding
and evaluating educators' digital competences in real-world teaching scenarios. The
dissertation contributes to a nuanced understanding of how the DigCompEdu
framework can be effectively operationalized in ELT, serving as a valuable reference
for educators, educational institutions, and policymakers seeking to enhance
educators' digital competencies in line with contemporary educational demands. The
study not only validates the framework's applicability but also enriches its scope by
showcasing how its components can be harnessed to navigate challenges and
maximize benefits in the dynamic landscape of ELT.
Pedagogical Implications
The dissertation bears significant pedagogical implications for the practice of
English Language Teaching in the digital era. The thorough examination of English
language teacher educators' lived experiences and perceptions about the use of
Information and Communication Technology in ELT underscores the need for a
student-centred approach. The findings underscore the potential of ICT to foster
engagement, motivation, and active participation among students, aligning with
pedagogical principles that prioritize learner agency and autonomy. The insights into
the benefits of utilizing diverse digital tools and platforms for enhancing
collaboration, content creation, and engaging educational encounters underscore the
importance of adapting teaching methods designed to adapt to the changing learning
preferences of modern students.
Moreover, the dissertation's identification of challenges such as technical
limitations and student misuse of technology informs pedagogical practices by
emphasizing the necessity of promoting responsible and ethical technology use.
 106

Overall, the dissertation's pedagogical implications advocate for the integration of

ICT to enhance student-centred instruction, promote active engagement, and cultivate
digital literacy skills, ultimately enriching the landscape of ELT pedagogy.
Policy Implications
The dissertation holds significant policy implications for educational
institutions and policymakers in the domain of English Language Teaching and
technology integration. The insights gained from the thorough examination of English
language teachers' experiences with ICT integration in ELT can inform the
development and refinement of policies that foster effective technology integration in
educational settings. Policymakers can utilize the dissertation's findings to design
evidence-based strategies that promote the use of digital tools and resources in ELT
curricula.
Moreover, the recognition of challenges faced by educators in adopting and
implementing ICT offers a foundation for policy initiatives that address technical,
infrastructural, and training needs. By aligning policy recommendations with the
study's insights, educational institutions can better navigate the complexities of
integrating technology in ELT, ultimately leading to enhanced learning experiences,
improved student outcomes, and a more digitally literate generation of learners.
Suggestions for Further Research
The acknowledgement of limitations in this dissertation underscores the
potential avenues for further investigation within ICT integration in English Language
Teaching (ELT). The study's primary focus on the perspectives of ELT teachers
implies a potential oversight of student and administrative viewpoints. Including these
additional perspectives would offer a more comprehensive comprehension of ICT's
impact on diverse stakeholders within the educational ecosystem.
Moreover, the study's contextual confinement to a specific geographical locale
raises questions about the generalizability of findings to broader educational
environments. Comparative analyses across varied cultural and institutional contexts
could yield a more nuanced understanding of ICT integration's intricate challenges
and advantages. While the study predominantly drew upon qualitative data to unveil
profound participant experiences, incorporating quantitative data might provide a
broader vantage point, capturing the prevalence and distribution of challenges and
benefits more comprehensively.
 107

Lastly, the research's predominant concentration on the higher education sector

points towards a potential avenue for investigating ICT integration practices across
diverse educational tiers, including school education. These identified limitations
prompt prospective research endeavours, poised to broaden both the scope and depth
of insights into ICT integration within ELT. Consequently, such endeavours contribute
substantively to the ongoing evolution of efficacious pedagogical methodologies.
Contribution
The dissertation offers a substantial and multifaceted contribution to English
Language Teaching by thoroughly investigating the use of Information and
Communication Technology within this educational context. Through a rigorous
examination of English language teachers’ lived experiences and perceptions, the
research provides a nuanced and in-depth understanding of the intricate dynamics
surrounding the adoption of ICT tools and strategies in ELT. This contribution is
particularly valuable as it explores educators' attitudes towards ICT integration and
delves into the practical benefits and challenges encountered during its
implementation.
The dissertation offers a comprehensive overview of the multifaceted impacts
of ICT integration in ELT by systematically exploring various themes such as
professional engagement, digital resources, teaching methodologies, assessment
strategies, learner empowerment, and digital competence. This comprehensive
approach enhances our understanding of how ICT influences pedagogical practices,
instructional methodologies, and student learning outcomes. By aligning these
findings with established frameworks like the DigCompEdu framework, the study
bridges the gap between empirical observations and theoretical constructs, providing a
well-rounded perspective on aligning English language teachers' experiences and
established educational paradigms.
Furthermore, the dissertation explores English language teachers' strategies to
empower learners through ICT and focuses on the challenges of using ICT to enrich
the educational discourse. By addressing the positive aspects and the barriers and
limitations of ICT integration, the research offers a holistic perspective that
acknowledges the complexities of integrating technology into educational practices.
This nuanced understanding has practical implications for curriculum development,
 108

teacher training programs, and policy decisions aimed at promoting effective ICT
integration in ELT.
Ultimately, the dissertation's thorough investigation and systematic analysis
contribute substantially to the ongoing evolution of effective pedagogical practices in
ELT. By providing empirically grounded insights into the integration of ICT, the study
offers a valuable resource for educators, researchers, policymakers, and educational
institutions seeking to increase the quality of ELT through informed and contextually
relevant ICT integration strategies.
In conclusion, this hermeneutic phenomenological study has offered valuable
insights into the experiences and perceptions of English language teachers in
Darchula regarding the use of ICT in ELT. The study emphasizes the potential
benefits of incorporating ICT while also highlighting the need to address technical
challenges and promote responsible usage. The study also highlights the
DigCompEdu framework's role in prompting ELT teachers to enhance their practices
through thoughtful technology integration, navigating digital complexities, and
aligning teaching with digitally proficient learners' needs. The framework is
underscored as pivotal for optimizing technology in ELT while addressing challenges.
By taking benefits from the insights, educational stakeholders can work towards
enhancing English language education in Darchula, optimizing the benefits of ICT
integration, and preparing learners to thrive in the digital age.
 109

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APPENDIX A: ETHICS APPROVAL LETTER

Dear Applicant
Mr. Dammar Singh Saud
We appreciate your reply concerning the Committee's feedback on your
project titled "Teachers’ Experiences of Using Information Communication
Technology in English Language Education: A Phenomenological Study". Your
response effectively resolves the Committee's queries and aligns with the Kathmandu
University School of Education's Ethical Approval Guidelines for 2019. I'm delighted
to convey that your project has received ethical approval.
If you have any questions regarding your ethics approval or need to make any
changes to your research in the future, please feel free to reach out to
bcluitel@kusoed.edu.np.
…………………………….
Dr Bal Chandra Luitel
Chairperson, Research Committee
Kathmandu University School of Education
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APPENDIX B: PARTICIPANT INFORMATION SHEET

TEACHERS’ EXPERIENCES OF USING INFORMATION COMMUNICATION
TECHNOLOGY IN ENGLISH LANGUAGE EDUCATION: A
PHENOMENOLOGICAL STUDY

WHO IS CONDUCTING THE RESEARCH?

I am Dammar Singh Saud, currently pursuing an MPhil degree at the School
of Education at Kathmandu University. Dr. Suman Laudari is serving as my
supervisor for this research project.
WHAT DOES THIS RESEARCH ENTAIL?
The main purpose of the research is to explore how the English language
teachers describe their lived experiences and perceptions about the use of ICT in
English Language Teaching in the remote part of Sudurpaschim of Nepal. The study
aims to explore the English language teachers’ digital competencies, how they
develop the skills required to teach with ICT and how they can overcome the
obstacles of embedding ICT in ELT.
WHAT WILL BE REQUIRED IF I AGREE?
1. I will invite you to provide me with time for frequent interviews, which will
take 45 to 60 minutes of your time. The interviews look at English language teachers'
lived experiences and perceptions about the use of ICT in English Language Teaching
in the remote part of Sudurpaschim of Nepal.
2. You will be contacted for a one-to-one semi-structured interview, which will
explore your digital competencies, how you develop the skills required to teach with
ICT and how you can overcome the obstacles of embedding ICT in ELT. The venue
for the interview will be a place of your convenience. In the semi-structured
interview, you will discuss how, where and when you learned digital skills and your
experiences of using ICT in English language classrooms. The interview will be audio
recorded.
ARE THERE ANY POTENTIAL INCONVENIENCES?
1. Yes, there are some inconveniences. You might feel uncomfortable sharing
information on what you think about your ICT knowledge, skills, experiences,
perceptions, and feelings about digital practices.
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2. You might feel discomfort when I ask you to share your opinions about how
your students demonstrate ICT skills in and outside your classroom.
3. You might not feel comfortable discussing the practices of your campus or
university.
WHY HAVE I BEEN QUESTIONED?
You have been contacted because you are an ELT teacher at one of the
universities/campuses in Darchula and you use digital technologies in your curricular
practices.
IS IT NECESSARY FOR ME TO AGREE?
Participation in this study is voluntary.
WHAT WILL HAPPEN IF I DECLINE?
I appreciate your time, and I won't reach out to you regarding this research
again. If you agree, please know that you can choose to stop participating in this study
at any point without facing any repercussions. Any data collected on you will be
destroyed.
IS IT POSSIBLE FOR ME TO CHANGE MY DECISION IF I AGREE?
You have the freedom to alter your decision at any point with no
repercussions. Any data collected on you will be destroyed.
WHAT SHOULD I DO IF I HAVE ANY WORRIES OR GRIEVANCES??
If you have any reservations regarding the research, you can think I (email-
dammar_mpele@kusoed.edu.np) or my supervisor Dr Suman Laudari (email-
laudari.sum@gmail.com) can assist you. Or please feel free to contact Dr Hemraj
Kafle, Head of the Department of English Language Education (email-
hemraj@kusoed.edu.np.
NOTE:
This research has been approved by the Kathmandu University School of
Education Research Committee. If you possess any worries or grievances related to
any facet of how this research is being conducted, please contact Dr Bal Chandra
Luitel, chairperson of the Research Committee (email- bcluitel@kusoed.edu.np). Any
issues brought up will be handled discreetly, and thoroughly investigated, and the
results will be communicated to you.
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APPENDIX C: INFORMANT CONSENT SHEET

TEACHERS’ EXPERIENCES OF USING INFORMATION COMMUNICATION

TECHNOLOGY IN ENGLISH LANGUAGE EDUCATION: A
PHENOMENOLOGICAL STUDY
I ………………………………………. (Name of the participant) consent to
take part in the research study "Teachers’ Experiences of Using Information
Communication Technology in English Language Education: A Phenomenological
Study" being conducted by Dammar Singh Saud, Mahakali- 04, Darchula, Nepal. The
research project has been approved by the Kathmandu University School of Education
Research Committee.
I comprehend that the objective of this research is to investigate how English
language teachers describe their lived experiences and perceptions about the use of
ICT in English Language Teaching in the remote part of Sudurpachim of Nepal. The
study aims to explore the English language teachers’ digital competencies, how they
develop the skills required to teach with ICT and how they can overcome the
obstacles of embedding ICT in ELT.
I comprehend that I've been invited to take part in this research due to my role
as an English as a Foreign Language instructor at a university campus in Darchula.
My involvement in this study will require me to engage in multiple semi-structured
interviews, each lasting approximately 60 minutes and being audio-recorded.
Furthermore, I acknowledge that my decision to decline participation will have no
repercussions on my personal or professional life, and I retain the option to withdraw
from the study at any point by reaching out to Mr. Saud.
I agree to maintain the confidentiality of all information, which encompasses
conversations, discussions, materials, and methods shared with me by the researcher
(if applicable).
I agree to be:
Audio Recorded ☐
Video Recorded ☐

Photographed ☐
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I agree that the research data collected through this project can be
disseminated in a manner that:
Identifies me ☐

Does not identify me in any way ☐

May be used for future research purposes ☐
I acknowledge that I have the option to reach out to Dammar Singh Saud
should I have any inquiries regarding the research. Additionally, I am aware that I
have the liberty to discontinue my involvement in this research endeavor at my
discretion, without facing any repercussions or needing to explain.
I affirm that Dammar Singh Saud has satisfactorily addressed all my
inquiries.
……………………………….. ….. / ….. /…..
Name and Signature (Participant) Date

………………………………… ….. / ….. / …..

Dammar Singh Saud, Researcher Date
Name and Signature (Researcher or Delegate)
NOTE:
The Kathmandu University School of Education Research Committee has
approved this study. If you have any questions or issues regarding any part of this
research's execution, please get in touch with Dr. Bal Chandra Luitel, who serves as
the chairperson of the Research Committee (bcluitel@kusoed.edu.np). Any concerns
raised will be handled with utmost confidentiality and thoroughly investigated, with
outcomes communicated to you.
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APPENDIX D: SEMI-STRUCTURE INTERVIEW SCHEDULE

Research Title: Teachers’ Experiences of Using Information Communication

Technology in English Language Education: A Phenomenological Study
Research Purpose: The main purpose of the study is to explore how English
language teachers describe their lived experiences and perceptions about the use of
ICT in English Language Teaching in the remote part of Sudurpaschim of Nepal.
Description of the purpose of the interview and ethical considerations
As a researcher, my objective in conducting semi-structured interviews is to
collect in-depth insights from English language teachers regarding their encounters,
perspectives, and emotions concerning the utilization of information and
communication technology in English language teaching within the remote
Sudurpaschim region of Nepal. My goal is to acquire a deeper understanding of the
difficulties and prospects that English language teachers encounter when integrating
ICT into ELT in rural settings. The interviews are expected to last approximately 60
minutes, and all gathered data will be kept confidential and anonymized.
Introduction
⮚ Can you tell me about your experience using ICT in your teaching?
⮚ How do you think digital technologies have impacted your teaching practice?
⮚ How do you keep yourself updated with the latest digital technologies and
pedagogical practices?
Research Question One: How do English language teachers describe their lived
experiences and perceptions about using ICT in ELT?
Experiences with ICT in ELT
⮚ How have you integrated ICT into your teaching practice? What digital tools
have you used in the last semester/six months?
⮚ Do you believe that the available ICT resources have an impact on your
teaching? Even when the ICT resources are limited, do you attempt to integrate them
into your teaching methods? If so, how do you manage it?
⮚ Have you received any training in utilizing ICT? If so, could you share details
about when, where, and the duration of your training? Additionally, could you
elaborate on how this training has been beneficial for you?
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⮚ Does your campus give you opportunities for professional development? Can
you give me examples? (Is it about language teaching or ICT use in teaching? How
often is it (in a semester or a year)? Are you expected to use what you learn in your
teaching?
⮚ What are your thoughts on pursuing professional development through
external training sessions or workshops? Have you had the opportunity to participate
in any of these outside of your current organization? What did they cover? How
useful was the training?
⮚ What are your thoughts on taking online courses to improve your technology-
driven education? Have you joined any? If you have, why were you interested in
joining that? Were you invited by your colleagues (perhaps), or is it by your
intention? If not, are you not interested in it?
⮚ Did you implement any modifications to your teaching approach following the
training? If so, could you provide specific examples? If not, what is the reason for this
lack of impact?
⮚ How do you support and facilitate your students in using ICT for continued
learning beyond the classroom, and what strategies or methods do you find most
effective in this regard?
⮚ In your perspective, has ICT altered the way educators deliver instruction? If
so, in what ways? What are your thoughts on these changes?
⮚ Could you share your experience with using ICT in your teaching?
Specifically, I'd like to know how and where you incorporated it, did it help/ did not
help, and why and why not) Blogs, Social Networks (Facebook), Google groups,
Emails, Presentations, text media links, SMS, Electronic dictionaries, and www to
access authentic material and native speakers.
⮚ What factors influence your decision when selecting technology for a specific
lesson or unit? Could you share an example of a lesson or unit from this semester in
which you incorporated ICT, and describe your decision-making process in that
context?
⮚ Can you share a detailed account of an experience in which you found ICT to
be particularly effective in enhancing your teaching? What made it successful, in your
opinion?
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⮚ Could you describe an instance where the use of ICT in your teaching
presented significant challenges? What were the specific difficulties you encountered,
and how did you address them?
⮚ How do you evaluate the effectiveness of using ICT in your teaching?
Perceptions about ICT in ELT
⮚ What are your views on the integration of ICT into language classrooms,
including its advantages and potential disadvantages or obstacles, and how do you
feel about incorporating it into your teaching methods?
⮚ How do you perceive the importance of possessing the necessary ICT
competencies for effective use in education, and how well do you think current lesson
structures allow for the integration of ICT tools and resources?
⮚ Can you reflect on how your perceptions of ICT in ELT have evolved over the
past two years, and share the reasons, ways, and experiences that prompted these
changes? Additionally, how do you believe the use of ICT has influenced your
teaching practice as a whole?
⮚ Do you believe that Information and Communication Technology holds
significance or offers advantages for you as a language instructor? Can you tell me in
what way? Why do you think so? How about the idea that ICT can help students’ self-
learning, do you agree with that? Why? Do you think that ICT supports student-
centred learning?
Research Question Two: How do English language teachers’ lived experiences and
perceptions about using ICT in ELT provide deeper insights into their digital
competencies through the lens of the DigCompEdu framework?
Area 1: Professional Engagement
⮚ How do you employ digital technologies for communication with students,
parents, and other stakeholders in the field of English Language Teaching?
⮚ Can you tell me about a time when you used digital technologies to enhance
communication within your organization?
⮚ How do you collaborate with other educators and share knowledge and
experiences using digital technologies?
⮚ Can you describe an instance where you collaborated with other educators
using digital technologies? How did it contribute to improving pedagogical practices?
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⮚ How do you engage in reflective practice to develop and improve your digital
pedagogical practice?
⮚ How do you make use of digital materials and assets to enhance your
professional growth?
⮚ Could you provide an instance of your digital source and resource utilization
in the context of ongoing professional development?
Area 2: Digital Resources
⮚ How do you choose and assess digital education materials, taking into account
the particular learning goals, setting, teaching method, and the group of learners?
⮚ Can you share an instance where you modified an existing digital resource or
created a new one? How did it enhance your teaching and learning practice?
⮚ How can you structure digital materials and provide access to them for
students, parents, and fellow educators?
⮚ How do you safeguard confidential digital resources while adhering to privacy
and copyright regulations?
Area 3: Teaching and Learning
⮚ How can you incorporate digital tools and materials into the educational
process to enhance its efficiency? Could you elaborate on how this has positively
impacted teaching and learning outcomes?
⮚ In what manner do you employ digital advancements to engage with students
and provide guidance, both within and beyond formal learning sessions?
⮚ How do you leverage digital innovations to foster and enhance cooperation
among students?
⮚ Can you give an example of a collaborative learning experience you facilitated
using digital technologies?
⮚ Could you explain how you employ digital technologies to facilitate self-
regulated learning for students?
Area 4: Assessment
⮚ How are digital technologies employed in formative and summative
assessments, and in what ways have these technologies contributed to streamlining the
assessment process?
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⮚ In what manner can digital technologies be leveraged to expand the range of

assessment formats and strategies, ensuring they are well-suited to various contexts
and audiences?
⮚ Could you share an example of a situation where digital technologies were
used to enrich the variety and appropriateness of assessment methods and
approaches?
⮚ What methods do you employ to produce, choose, critically evaluate, and
interpret digital data related to learner engagement and performance through
information and communication technologies?
⮚ How do you communicate assessment results to learners, parents, and other
stakeholders using digital technologies?
⮚ How can you guarantee the protection and confidentiality of learner data when
conducting assessments?
Area 5: Empowering Learners
⮚ In what ways can you employ digital tools to customize learning experiences
for students and empower them to assume control of their learning?
⮚ Could you share an instance where you guided students in utilizing digital
technologies to enhance their learning beyond the traditional classroom setting?
⮚ Can you share an example of how you used digital technologies to personalize
learning for learners with different abilities or backgrounds?
⮚ How do you teach digital literacy skills to learners and help them become
responsible digital citizens?
⮚ How do you foster creativity, innovation, and entrepreneurial skills among
learners using digital technologies?
⮚ How can we bridge the digital divide and guarantee equitable access to digital
tools and resources for every student?
Area 6: Facilitating Learner's Digital Competence
➢ Can you share a strategy you use to help learners evaluate information found
in digital settings? How do you help learners distinguish credible sources from non-
credible ones?
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➢ How do you integrate digital communication and collaboration skills into your
teaching? Could you share an instance of a task that necessitates learners to utilize
digital tools for communication and working together?
➢ How do you educate learners about digital content copyright and licenses?
Can you describe a method you use to teach learners about appropriate referencing
and attribution practices?
➢ How do you ensure learners use digital technologies safely and responsibly?
Can you give an example of a precaution you take to protect learners' physical,
psychological, and social well-being?
➢ How do you challenge learners to apply their technological knowledge to
novel situations? Can you describe a project that encourages learners to solve
technical issues or apply their digital problem-solving skills?
➢ Conclusion
⮚ What advice would you give to other ELT teachers who are interested in
integrating ICT into their teaching practice?
⮚ Can you recommend any resources or training opportunities for ELT teachers
who want to improve their use of ICT in ELT?
⮚ How do you envision the future of ELT with the integration of digital
technologies?
⮚ Is there anything else that we have not covered and that you would like to add
or share about your experience using digital technologies in ELT?
It has been delightful discussing your perspectives and your teaching background in
the utilization of ICT. I want to express my sincere gratitude for the time you
dedicated to our interview.
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APPENDIX E: EXCERPT OF INTERVIEW WITH ENGLISH LANGUAGE

TEACHERS

Arjun – First Round

Research Question One: How do ELT teachers describe their lived experiences and
perceptions about the use of ICT in ELT?
Experiences with ICT in ELT
Interviewer: Good morning, thank you for taking the time to speak with me today.
Let's start with the first question related to your experience of using ICT in teaching.
Can you tell me about your experience using ICT in your teaching?
Interviewee: Sure. Well, I started teaching English subjects 20 years ago when I was
studying bachelor’s degree in English. First, I taught English at the secondary level.
Then I got the opportunity to teach English subjects to the students of classes 11 and
12. At that time, there was no use of any ICT tools in ELT. In 2006, uhm, I started
teaching English at the campus. I started to use a desktop computer and overhead
projector for the teaching-learning process just after teaching at the campus. It seems
that ICT has developed rapidly in the last decades. I have been using ICT tools
frequently in my teaching for the past 4 years. I use various digital tools like
Facebook, Messenger, email, PowerPoint Presentations, smart mobiles, laptops,
computers, smartboards, and online resources to enhance my teaching and engage my
students in the learning process. I believe that both teachers and students have
benefitted from information communication technologies in the teaching and learning
process.
Interviewer: How do you think digital technologies have impacted your teaching
practice?
Interviewee: Well, after using smart digital devices such as advanced smartboards
and internet resources I got huge positive changes in my teaching practices. We can
use smart multimedia boards for searching materials, downloading them, uhm, and
storing them in the boards for future uses too. It makes it easier for us to engage
students in learning activities. Teaching and learning have become very interesting
and easier for both students and teachers.
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Interviewer: How do you keep yourself updated with the latest digital technologies
and pedagogical practices?
Interviewee: Uhm, teachers need to keep up with new technology and ways of
teaching. To do this, I go to workshops and conferences, read articles and books, and
talk to other teachers online. I also try out new tools and ways of teaching to see what
works best. This helps me give my students the best education possible and prepares
them for the future.
Interviewer: How have you integrated ICT into your teaching practice? What digital
tools have you used in the last semester/six months?
Interviewee: As an educator, I have incorporated information and communication
technology (ICT) into my teaching practice to enhance the learning experience of my
students. I have utilized a range of digital tools, including interactive whiteboards,
learning management systems, and educational software, to make teaching more
interactive and engaging. In the previous semester, uhm, I expanded my use of ICT
even further by incorporating a variety of online tools into my teaching practice. For
instance, I have made use of online quiz platforms to assess my students'
understanding of the subject matter. Additionally, I have created a Facebook page and
a Messenger group to communicate with my students outside of class. Furthermore, I
have utilized Google Classroom and Google Forms to assign and evaluate
coursework. Lastly, I have utilized video conferencing tools to facilitate remote
learning and collaborative online tools to encourage teamwork and collaboration
among students. These various digital tools have helped me to create a more dynamic
and interactive learning environment for my students, allowing them to learn and
grow in exciting new ways.
Arjun – Second Round
Research Question Two: How do English language teachers’ lived experiences and
perceptions about using ICT in ELT provide deeper insights into their digital
competencies through the lens of the DigCompEdu framework?
Professional Engagement
Interviewer: Thank you for joining us today. Let's start with our first question. How
do you use digital technologies to communicate with learners, parents, and other
parties involved in ELT?
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Interviewee: Sure, thanks for having me. Well, as an ELT educator, I've found digital
technologies to be an essential tool for communication and instruction. Well, I, uh,
usually use different communication platforms, such as email, messaging apps, and
online forums, to interact with learners and their parents. I also, uh, make use of
learning management systems to post announcements and assignments, provide
feedback, and track students' progress. (pause) Telephone, Facebook messenger
groups, smartphones, Zoom meetings, Facebook pages etc. are used for
communication with students, parents, and other parties. In addition, I use video
conferencing tools for, uh, synchronous online classes and meetings.
Interviewer: Great. Can you tell me about a time when you used digital technologies
to enhance communication within your organization?
Interviewee: (clears throat) Sure. (pause) So, there was a time when we had to
organize a conference, and we had participants from different places during the
pandemic. (pause) It was not feasible for everyone to travel, so we decided to conduct
the conference online. (pause) We used a video conferencing tool i.e., Zoom App, and
it worked quite well. (pause) However, (stutters) there were a few technical glitches
that we had to overcome, (pause) but overall, it was a successful event, and everyone
was able to participate and share their ideas. (pause) I think it was a great example of
how digital technologies can facilitate communication and collaboration across
distances.
Interviewer: That's interesting. How do you collaborate with other educators and
share knowledge and experiences using digital technologies?
Interviewee: (clears throat) Well, (pause) I'm part of a few professional networks, and
we use different digital platforms to collaborate and share knowledge and
experiences. (pause) For example, we have a group on Facebook where we post
articles, resources, and ideas related to ELT. (pause) We also have a WhatsApp group
where we discuss different topics and ask for advice. (pause) We use Google Drive to
share documents and collaborate on projects. (pause) Sometimes, we also organize
online meetings or webinars to discuss specific topics in more depth. (pause) I think
it's important to stay connected with other educators and learn from each other,
especially in these challenging times.

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