ESL Teacher and

Chua Pei Lin and Melor Md.Yunus

(Universiti Kebangsaan Malaysia, Malaysia)

doi:10.7575/aiac.alls.v.3n.1p.119
Abstract
The rapid development of Information Communication and Technologies (ICTs) has made
tremendous changes in the twenty-first century. ICT is said to bring a variety of benefits in
facilitating the teaching and learning process. Therefore, ICT has been the emphasis in
school and higher institutions of education nowadays. However, to integrate ICT in
education is not problem free, problems are faced by the teachers. This paper aims to
investigate
were collected via interviews with four Form 4 English teachers in a secondary school in
Kuala Terengganu. Findings show teachers have a positive perception towards the use of
ICT. However, teachers claimed they face challenges in using ICT especially due to
insufficient facilities.

Introduction
The 21st century is an era characterized by many profound and rapid technological changes.
Among these changes are many inventions and rapid development of Information and
Communication Technology (ICT), including ICT in education. The integration of
information and communication technologies (ICT) can help revitalize teachers and students.
It supports learning in a variety of ways, for instance, increases access to information,
motivates students, develops problem solving capabilities and aids deeper understanding.
Besides that, this can help to improve and develop the quality of education by providing
curricular support in difficult subject areas such as in mathematical modelling or by helping
visualization of complex processes in science. However, to achieve these objectives, teachers
need to be involved in collaborative projects and development of intervention change
strategies, which would include teaching partnerships with ICT as a tool.

not only their own ICT experiences, but also

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the experiences of the students they teach. According to Zhao and Cziko (2001) there are
three conditions necessary for teachers to introduce ICT into their classroom, which are
teachers belief in the effectiveness of technology, teachers belief on the use of technology
will not cause any disturbances and teachers belief on their ability to control the technology.
Demetriadis, Barbas, Molohides, Palaigeorgiou, Psillos, Vlahavas, et al. (2003) reached
similar co
generally welcomed by teachers but consistent support and extensive training is necessary in
order for them to consider themselves able to integrate ICT in their teaching methodol
(p. 35).

Therefore, in order to pre in this technologically advanced and

diverse world, the teachers need at first perceive positive attitudes with the technology.
Various benefits of ICT are recognised, however, some studies show that most teachers do
not make use of the potential of ICT to contribute to the quality of learning environments,
although they value this potential quite significantly (Smeets, 2005). Harris (2002) conducted
a case study in three primary and secondary schools, which focused on innovative
pedagogical practices involving ICT. He concludes that the benefits of ICT will be gained

classroom practices by using ICT

enhance learning environments but also prepare the next generation for the future and careers
(Wheeler, 2001). In this paper, we would like to investigate ESL
towards the use of ICT.

Literature review
In this new era, the rapid development of ICT in education, has also changed the role of the
teachers. Nowadays, teachers are urged to integrate the technology into their language
teaching in schools. However, before ICT can be successfully integrated into the lesson, it is
important for the teachers to have positive perceptions on ICT. This is because
belief is the most influential in the use of ICT.
of changes in their professional practices is merely a result of their personal beliefs. A
teacher's broader perception of education is perhaps a more useful indication of his or her
ability to integrate technology into the classroom. Besides that, the also
& Marshall, 2007).

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A number of studies have been conducted on the use of ICT. For
example, a study by Dexter, Anderson and Becker (1999) examined the teache
use and their perceptions of the impact of computers on their classroom practice. Teachers
made it clear that the computer did not automatically cause more progressive teaching
practices. The teachers who had adopted more progressive teaching practices over time felt
that computers helped them, but they did not think that the computers worked as a catalyst for
change. Instead, they offered a variety of reasons for changing practices. They made it clear
that their changes in instructional approach were the result of thoughtful reasoning. Their
experiences in the classroom, reflection on those experiences, and the professional culture of
a school influenced this knowledge construction process about what does and does not work
in the classroom.

Afamasaga-Wright and Farita Tepora (2008) study on Teacher Perceptions of Information

and Communication Technologies (ICTs) in a Secondary School in Samoa. The findings
found that teacher perception of ICT were mostly positive noting that its use contributed to
higher levels of student interest, engagement, independent learning and motivation. The
study also revealed that ICTs were mainly used to support teacher-centred pedagogies and
contributed to the efficiency of teacher preparation. While teachers were keen to use ICTs in
their classes, they were hindered by lack of ICT skills and insufficient pedagogical
knowledge. However, teachers perceived several obstacles to effective integration of ICTs in
classrooms, which included insufficient student and teacher access to computers, timetabling
restrictions, a user pays system, maintenance and running costs, student plagiarism from the
web and access to inappropriate sites as well as inadequate teacher professional development
for the use of ICTs.

On the other hand, Abdulkafi Albirini (2006) studied the cultural perceptions of high school
English as a foreign language (EFL) teachers in Syria toward ICT. The findings found a
notable conservatism in participants' perception of ICT in education and society at large.
Teachers were mainly concerned about the morally damaging effect of ICT (particularly the
Internet), its inattentiveness to their cultural and language needs, and its growing primacy at
the expense of other societal needs. Hence, participants urged for the creation of local
computers and software that would better serve Syrian identity and culture.

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Allan Yuen, Lee Man Wai, Nancy Law & Albert Chan (2008) explored the factors associated
perception on the use of ICT. The

orientation, students-practice orientation, and pedagogical ICT competence. The findings

on students-practice orientation was the strongest
-practice

impact were positive. The pedagogical ICT competence had direct as well as indirect effects

factors teachers-practice orientation and students-practice orientation were negative. The

indirect effects of community of practice on professional collaboration and teachers-related
obstacles in using ICT on students-impact were mediated through teachers-practice
orientation, students-practice orientation, or pedagogical ICT competence. The effects of
community of practice on professional collaboration on all mediated factors were positive
whereas the effects of teachers-related obstacles in using ICT on all mediated factors were
negative.

Chai Sing Ching, Hong Huang Yao and Timothy Teo (2008) did a comparative study
between Singapore and Taiwanese pre-
ICT.
They were also inclined to believe rather strongly the constructivist notion of teaching. This
study suggested that pre-service teachers from Singapore and Taiwan are holding beliefs that

does not seem to relate to their epistemological and pedagogical beliefs. The findings also
suggest that further effort needs to be taken in order to foster more productive use of ICT to
support constructivism-oriented teaching.

It is ns are crucial to determine the successful

integration of ICT in their lessons. In this paper, the researchers aim to investigate Kuala

Methodology
This study employed a qualitative design using a face-to-face semi-structured interview in

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purpose of this study, four Form 4 ESL teachers from different English classes participated in
the interviews. They were three Malay and one Chinese English teachers.

Findings
The semi-structured interview allowed the researchers to have an authentic understanding of
-
structured interviews. These themes were categorized and discussed in the following sub-
headings.

ICT in teaching and Learning Language

All interviewed teachers showed that they were aware that ICT is a good tool in helping them
to conduct their lessons. Teachers agreed that by using ICT, it helps them in teaching as well
It helps a lot, where it will
rning English in various ways. It is more interesting and

Another, teacher, called Ana, added to this point by saying, re interesting

On the other hand, Bib also revealed that if students really use the ICT in the lesson, it can
help the students in their language learning. She said,

Yes, as long as the students really do their work, but sometimes they do something else. You see
when we bring them to the computer room, use internet to search for the information, but sometime
they do some other things. But if they really get into the lesson, I think they can get a lot.

views towards the use of ICT as they revealed that using ICT is interesting and effective.
However, surprisingly most of them still held to the old traditional method, which is chalk
and talk. They sometimes used PowerPoint. The following are some of the responses
re s:

I can say sometimes I use chalk and talk while you know that is an old method, and sometimes I use
PowerPoint. And I think I use text book most of the time. (Roza)
I use chalk and talk and papers most of the time. (Nancy)

There was one teacher who used other authentic materials as teaching aids and movies from
YouTube in her lessons. She said,

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into the activities. Sometimes I used teaching aids, like papers, handouts and I also show
students som .

language learning
Teachers were also asked whether they encouraged their students to use ICT in learning
English. Teachers feedback was encouraging where they knew students could get more
information from the interne ,
taught EST last time, English for Science and Technology. They can get a lot from there the
.

From the response, we can say that the teacher encouraged her students to use ICT to learn
English. Besides, teachers were asked whether they provided students with some websites for
them to access. Most of them said they did. Roza, one of the teachers stated,
the students to surf the Internet. I gave them the websites that they can surf. Last year, I did
Another teacher added that she also
provided the information Ya, sometimes I do, but actually there
are a lot of websites that we can find from the books. Some reference books give you
. In general, the data indicated
tha

Challenges
Most of the teachers interviewed highlight that they faced certain challenges in using ICT for
teaching English especially due to the lack of facilities in the school such as limitation of
software, computers not well maintained and many others. One teacher claimed that,

not have the access to the LCD. Most of the time, it (the computer room) is full and there is also a
limitation of software, there are no software that we can use. ( Roza)

Another teacher revealed her challenge which is due to the inconveniences. In her words,

We have to bring all the things like the laptop, LCD and the projector. And we have to carry
, I think it is better, may be if they can
supply the projector for each class. (Bib)

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There was one teacher who pointed out that ICT is a good tool for teaching but due to the
limited facilities, it is difficult to use ICT in her teaching. In her words, At time
especially in school, you know, most of the ICT are not well maintained. So at times, I find
that carry out the class using ICT i (Nancy). Surprisingly, there was one
teacher, Ana, who said that she did not face any challenges in using ICT. This showed that
she is very motivated and interested in using ICT.

; however, there are still teachers who are not

very competent in using ICT. It was found that, most of the teachers were only given a short
computer course such as a day or two only. Among the 4 teachers interviewed, there was
only one who did not attend any computer course. She claimed that the school did not send
her to any course and she learned ICT by herself. She commented,

any computer cour .

However, this does not seem to be a problem to most of the teachers. All four teachers have
positive perceptions towards the use of ICT. There was one teacher who did attend a two-day
computer course but she claimed that she is still not well-verse with ICT even though she had
about 32 years of experience in teaching. This revealed that younger teachers have better
computer competency and adapt well to technology literacy compared to older teachers.

Advantages and disadvantages of using ICT

Teachers were asked on the advantages and disadvantages of using ICT in teaching English.
The responses from the interviews endorsed that all teachers feel that ICT has many
advantages which can facilitate students in their language learning especially grabbing
ing the lessons more interesting. These are evidenced in the
responses as follows:

ICT can help students to understand what the teachers teach and this can improve their
English. (Nancy)
It can avoid boredom learning the language. Teachers can use song and PowerPoint slides
where students can see interactive pictures. (Roza)
There are many advantages, because students are very fond of computer. So it catches the

Despite the advantages, there are some disadvantages of ICT as well, where some teachers
said to use ICT one needs to have proper equipment. ICT can be a waste of time in certain

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comments,

At time I feel that some students are not that serious, sometimes it is a waste of time. (Nancy)
Because of the limited facilities and software in the school, I cannot use ICT very often.
(Roza)

Surprisingly, one teacher pointed out that students might feel bored if she always uses ICT.
Her reason was,
just on your lab top then you show us pictures. Some mi
(Bib).

Discussions
From the interviews with teachers, it was found that teachers have a positive view towards the
use of ICT. Teachers responded that there are many advantages in using ICT for language
learning. Teachers reported that ICT could t, as well as to
avoid boredom of learning the language. This reflects the benefits of ICT, where ICT is a
flexible tool to be used and can remove the barriers of time and location in the provision of
learning opportunities.

Surprisingly, some teachers were found to be not competent in using ICT because they did
not attend any ICT or computer training course previously. However, this does not hinder the
teachers as they have positive perception towards ICT and they are very supportive of their
students using ICT in learning. According to Timothy Evans (1997), effective
encouragement of low-achieving or discouraged students is of utmost importance. He
describes that when the students are given encouragement they will do better. This is
supported by a study conducted by the National Central Regional Educational Laboratory

levels of their students.

Teachers also show high regard of ICT where they stated that the ICT tool is effective and
interesting. However, not all teachers supported the use of ICT all the time. Most of them
think they should use both ICT and also the conventional method in class. According to the
teachers, it depends on the topic which they are teaching. If they plan to teach grammar, the
conventional method will be better because they can use drilling. On the other hand, if extra

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information is needed ICT will be used. In other words, both technique need to be integrated
in the classroom, where it depends on the circumstances and objective of the lesson.

In summary, ICT has many benefits in language teaching as well as learning, as it provides
d
perceptions are a great influence on the students. Teachers need to have positive attitudes
towards the use of ICT before they are able to encourage students in using the ICT tools.

Conclusions
The semi-structured interviews with the four Form 4 English teachers have helped the
researchers to visualize the circumstances faced by the teachers in the use of ICT. The
findings show teachers have a positive perception towards the use of ICT. However, most
teachers do not use ICT in school due to the inadequate access, computer lab, resources, and
proactive measures need to be taken by the Ministry of
Education, and headmaster to promote effective implementation of ICT in teaching ESL.
They can send more teachers for training on ICT courses, so teachers are equipped with the
skill. Regarding the lack of resources, perhaps the school administrators need to be creative
to solve the problems.

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