Impacts of ICT in The Teaching and Learning of English Language
CHAPTER ONE
Objectives of the Study
The study sought to examine the use of ICT in teaching and learning of English Language. Specifically, the study sought to;
- Examine the impact of ICT in teaching and learning of English Language.
- Identify the problems associated with the use and implementation of ICT in teaching and learning of English Language.
- Examine the factors limiting teachers used of ICT in teaching in the classroom.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Teaching and Learning English Language in the Traditional Classroom Setting
Unlike in the past when teaching of English was limited to all that the teacher had to say to the learners, a situation which made learners inactive in the teaching-learning situation. Be that as it may and without mincing words, the time has come for teachers and learners of English to realize the fundamental role of information and communication technology not only in the area of language teaching and learning but also in the global economy where the proficient use of English is fast assuming the indispensable engine of growth and development. It has therefore become expedient to note that the effective teaching and learning of English has gone beyond the stereotypical to regimented/tradition of mere classroom teaching because of the emergence of various gadgets in information and communication technology. According to Brown (1980) second language education has changed considerably, pointing out the importance of the use of an “electric enlightened approach” to theory building but cautions that classroom contact is still very necessary for second language learners to give real-world validity to their theory building. Brown’s theoretical comments about the classroom vignettes contribute to the attainment of this goal as major methodological approaches and current issues in language teaching are depicted in these vignettes, first with the direct method, grammar translation and the Audio-Lingual method. Similarly, Randall (2006) has admitted that technology has become a major component; a must-have in many homes around the world, with its concomitant influence permeating all facets of human lives, including education. This is a welcome development by many as it shows the direction in which language instruction will be driven by new advancements in technology.
ICT in Communicative/Learning modes
In any teaching-learning situation, learners can respond at ease for communicative mode of teaching. According to Madhavi (2010), communicative method for learning languages combines extensively, high-quality content with flexible and interactive multimedia technology. This comprehensive language learning method can act as a total solution for self-teaching, as well as teaching support to formal courses. Through a wide range of activities, a variety of skills could be developed in a learner. A learner needs to communicate in oral and written comprehension, as well as oral and written expression. In order to achieve those stated objectives, Madhavi (2010) has identified three possible learning modes as: – The Guided Mode: this offers a step-by-step course. When organized into learning paths, this mode focuses on the acquisition of functional language patterns across a broad spectrum of themes. In this mode, a learner at the Junior Secondary School (JSS) level in Nigeria or lower intermediate level in some other countries can learn pronunciation, grammar, functions of words and vocabulary by applying the rules. – The Free-to-roam: this gives a learner the option of learning by topic or by linguistic skill. This mode is particularly useful for learners who are at the senior secondary school (SSS) in Nigeria or intermediate level of learning and also for teachers who want to familiarize themselves with the content available to them. – The dynamic mode: here, the advanced learners can immediately be immersed in an authentic learning context through the various dialogues and videos which illustrate every day and professional life and line with current pedagogical trends, familiarize learners with the voicing of the language using recordings made by native speakers. Closely related to the communicative/learning modes is the use of language laboratory which can be used to enhance language teaching and learning processes through teacher’s console with language learning software.
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of eighty (80) questionnaires were administered to respondents of which only seventy-seven (77) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 77 was validated for the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain Impacts of ICT in the teaching and learning of English language In junior secondary schools. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing an Impacts of ICT in the teaching and learning of English language In junior secondary schools
Summary
This study was on Impacts of ICT in the teaching and learning of English language In junior secondary schools. Three objectives were raised which included: Examine the impact of ICT in teaching and learning of English Language, Identify the problems associated with the use and implementation of ICT in teaching and learning of English Language and Examine the factors limiting teachers used of ICT in teaching in the classroom. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from selected secondary schools in Enugu state. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
Ultimately, it is incumbent upon the English Language teacher to integrate the Information Communication Technology (ICT) tools into the secondary schools curriculum in a pedagogically sound and meaningful way. Clearly, target language communication and cultures are easily accessible through current and emerging technologies and information about using these resources is readily available online. The trendy, intrepid and creative teacher would venture into this virtual realm, find authentic resources, and use them to make school language classroom a marvelous place to learn.
Recommendation
English Language teachers should be encouraged to learn the use of Information Communication Technology (ICT) in language teaching.
School administrators should be encouraged to purchase computer and other Information Communication Technology equipment for the teaching and learning of English in Enugu State Secondary Schools.
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