The Role of Information and Communications Technology in Teaching English - Research Proposal Example

Running Head: RESEARCH PROPOSAL ‘The role of ICT in teaching English as a foreign language in secondary schools in Hail city Saudi Arabia’ Name Institution ‘The role of ICT in teaching English as a foreign language in secondary schools in Hail city Saudi Arabia’ Research rationale The current world is on the verge of employing ICT in literary every facet of life. Research in educational systems show that students learning abilities improves in almost all aspect if students get an early debut in the information communication technology (ICT) learning process (Almadhour, 2010; Rezaee et al., 2012; Santoso, 2010). More importantly, learning English language especially to foreign students depicts commendable results. This study therefore, attempts to unravel issues facing effective implementation of ICT in teaching English as a foreign language to high school students in Hail City of Saudi Arabia. The role of ICT is thus the main aspect under discussion. The study uses an assumption that recommendation from various literature works with similar study orientation can give guidance in which the identity of the ICT roles when teaching English in High schools in Hail city Saudi Arabia and implementation forms the study basis. What this means is that replication of ICT application and their effective implementation in other places in Hail City of Saudi Arabia is possible from this paradigm exploration. To achieve this, the study will seek to find an amicable solution to the under mentioned research questions. Research questions This study to answer these questions in an attempt to elucidate the role of ICT in teaching English language; What are the implications of using ICT in learning English as a foreign language? What are the perceptions of teachers in using ICT to teach English? Do these perceptions depend on age, educational level, gender, and job experience? Could there be any significant differences between male and female teachers in ICT knowledge? Is there an effective method in which ICT implementation can improve pupil’s learning process? Is there evidence that using ICT in High school can provide positive impact on the pupil’s learning process? To achieve these objectives, this study uses an extensive literature review search in which identification of materials emanates from search engines like Science Direct and Web of Science, and Google. This identifies necessary journals and papers available in various journals for review. Acceptance of relevant outputs depends on several factors. These needed to have one or more publisher coming from the Kingdom of Saudi Arabia for inclusion. The year of publication was also a factor for consideration. Publications within a period of 10 years were necessary with a few exceptions that proved relevant for inclusion. Key search words included English as foreign language (EFL), education, high school, Saudi Arabia, and ICT. Study perspective I am a an English teacher, teaching English as foreign language and have a strong feeling that this study is important because it provides a general and specific role of ICT infusion in educational matters. Although the Saudi Arabian Ministry of Education has a mechanism in which its policy makers control integration of ICT models in education system, this study will provide the ministry with an insight that may pave way for effective utilization of ICT in secondary schools. Other merits involve provision of knowledge of the facility extinct among the English teachers as well as factors contributing to effective implementation. Overview of the paradigm The notion that ICT have a significant role in educational matters needs a close examination. How these believes, their repercussions, and legitimacy affects progress of students in their learning process is not a debatable fact. Proliferation of ICT in education is widely attributed to a number of issues. These are believes that shapes its effective implementation and acceptance during learning process. Educational policy makers argue that using a personal computer, laptop, and other models of ICT to prepare instructions, deliver, and monitor students during learning process will have a positive impact in their learning outcome. It is therefore, paramount to investigate these issues and give viable recommendations. Findings also shows that ICT integration is not as smooth as many would anticipate, challenges in this implementation process mainly emanates from the teachers perceptions, their level of exposure to ICT, gender, knowledge of ICT, and attitude in applying this novel technological advanced model. Unravelling how these believes affect ICT role is pivotal in this study. Concepts and theoretical framework The undermantioned models shows how ICT use can help integrate various sections of a learning process. The final aftermath is improvement in preparation of materials, integration of pedagogical contents, and delivery during an active learning process. Pedagogical model with ICT integration in English learning Many scientists have done commendable research on ICT integration in learning English language. Many recommends that ‘when using ICT to develop curriculum and deliver instruction it instructs new belief which is likely to change pedagogical reasoning in English teaching’ (Chang & Zhao, 2011, p. 117). This is particularly true because using information communication technology will always change the learning environment into a vibrant setting where knowledge is not only assimilated into facts and ideas but also takes into account the level of interactions with ICT tools and the vast knowledge base (Fuglestad, 2005). Most of the students agree that using ICT helps them enrich their vocabulary and grammar in English; this also translates into improved English communication in daily conversation (Galina & Ligija, 2010). One major aspect of ICT is its ability to allow students to take the greatest control of their language learning process. This replicates into improved writing skills that usually develops within the learners themselves (Al-Kinani & Al-Besher, 2008). Employing ICT in learning English may not bring positive results as many would anticipate. This is because the application would depend on a number of issues; the expected results can come out if there consideration from the initial stages of the implementation is viable. It is also important to identify which parts would benefit from ICT implementation process (Samuel & Bakar, 2006). Otherwise the believe that application of this novel advancement may come with ‘many advantages to the students if its use is appropriate under right circumstances’ (Yunus, Lubis, & Lin, 2009, p. 1). Teachers have the biggest role in ensuring the entire process is a success. Their contribution may count immensely. This would however, depend on several factors like school’s commitment in accepting ICT use in delivery of instructions and assessment of students. Studies shows that motivation of teachers is a basic recipe in ensuring they accept and implement ICT use in educational matters. Prior possession of the ICT knowledge has a role in achieving this. Teachers trained during pre-service and in-service with inclusion of ICT course in the training are more likely to spearhead incorporation of this novel technological advancement later on in their profession as opposed to those lacking ICT exposures (Samuel & Bakar, 2006). There is also believe that competency and confidence of teachers in using ICT is plays an equally important role in teaching using ICT. Teachers who have issues with mastering simple IT software and their application would rather shy away from using the model during their instruction delivery because they would find it hard to communicate effectively with their students. Some students may have a solid exposure of ICT software and this could deter some teachers unwilling to learn from their students, in fact, many teachers would find it hard to deliver their lectures within the strict stipulated time because of this issues (Fakeye, 2010). Having said that it is pivotal that ‘English teachers need to not only possess such basic ICT skills as word processor, PowerPoint, video editor and access to the Internet, but also develop pedagogical knowledge to efficiently integrate ICT into English curriculum’ (Chang & Zhao, 2011, p. 117). This will of course broaden their ICT knowledge base and instil the zeal and desire to use ICT in teaching English (Yunus, Lubis, & Lin, 2009). ‘The integration of ICT will also lead to diversification not only in English content, contexts, and pedagogical methods, but also in teaching environment’ (Chang & Zhao, 2011, p. 117). Students would be in a better position to enjoy their learning process as opposed to conventional methods. Constructivists believe that literacy in ICT develops upon concrete use and representation of ICT knowledge is inducible in a supportive learning environment. Some of the issues facing effective implementation of ICT use are the ability to strike a balance between ICT and teachers confidence. This will however, require their placement in an ICT-demanding environment (Chang & Zhao, 2011). There are several factors affecting ICT implementation process. Age difference is particularly true in the sense that many senior English teachers are less likely to integrate ICT during the teaching as opposed to their junior counterparts (Yunus, Lubis, & Lin, 2009). This is attributed to the fact that ICT is generation dependent, many recent graduates have a better experience and exposure to ICT than the old generation. Learning Style forms another basic factor owing to the fact that some subjects are different in their modes of delivery. A learning style in which a teacher does most of the work without engaging students will certainly hinder effective implementation of this program. In this context, teaching English is not inhibitory to these factors. However, it is important to state that the males have a higher preference for ICT use that their female counterparts. The aggressiveness of males in using ICT does not have any additional influence in implementation process if there is no goodwill in using ICT in learning. What this shows is that this could improve the process of introducing the technology and acceptance for use in teaching purposes (Samuel & Bakar, 2006). Perception of ICT use in the teachers, students, and education managers will certainly play a bigger role in determining effective implementation of ICT use in English learning process. Studies shows that perception aligns with attitude of ICT use, so that if the attitude is negative the perception on the ground would also mean the same thing. Perception also depends on self efficacy, a factor that mainly determines the confidence in teaching English classes. Students would however, depict very little influence on these factors because their role in this is limited to their teachers’ knowledge of ICT (Yunus, Lubis, & Lin, 2009). Professionalism and teaching experience in the world of ICT would also form a basic yet important recipe in implementation process to construct their pedagogical believes in using ICT. This factor will have an ultimate and decisive justification towards embracing the role of ICT in learning and teaching of English. The aftermath will be a changed instruction delivery mode (Chang & Zhao, 2011, p. 117). Discussion of study elements As far as implications of using ICT in learning English as a foreign language is concerned, this study found out that students appreciate a learning process in which ICT application is under usage than a conventional method (Chen et al., 2005). Learning objectives becomes easy for a majority of students. This replicates in improved English scores as well as better skills in writing and communication (Al-Kinani & Al-Besher, 2008). The most significant study element in this study is the perception of English teachers teaching with ICT. This is the main factor that can either kill or integrate ICT application in a learning process. Teachers with positive perception on ICT usage show acceptance and willingness to use ICT as opposed to those with negative perception on the same. This perception depends on several factors like the age of the teacher, their educational level, their prior exposure to using ICT models, gender, and experience on their teaching profession (Mahmood et al., 2001). The old guards seems to shy away from using ICT unlike their younger counterparts, this is partly because ICT came with the current generation and while the older generation finds it harder to embrace the knowhow because of learning issues, the youth are deeply into ICT. Teachers trained during pre-service and in-service with ICT course content are more likely to champion incorporation of information technology in their later profession unlike those lacking ICT exposures. Competency and confidence of teachers in using ICT is plays an important role in teaching using ICT. The role of ICT can only be realised if teachers would master IT software and their application (Chen et al., 2005). The preference in using ICT among the male teachers is better off when compared to the female English teachers. Though there is little evidence to give a concrete solution why this is true, one of the issues could be due to aggressiveness. Some teachers who got ICT exposures during their pre-service and in-service are better placed in using ICT as opposed to those with little knowledge on the same (Singhal, 1997). What comes out from research is that effective use of ICT in learning process must integrate conventional method during the initial stages when the teacher conducts learning process during ICT classes. This will slowly transform students from the conventional delivery method without creating interfaces along their learning process until they adapt fully. ICT implementation can improve pupil’s learning process using this effective method (Njamanze, 2010). Methods of data collection This study uses a cross-sectional method of data acquisition. This involved searching for abstracts from search engines like Science Direct and Web of Science with specific descriptions. This was necessary in identifying important journals and papers available in various scientific publications for review. The conditions for acceptance of these materials includes having one or more publisher coming from the Kingdom of Saudi Arabia with a few exceptions, the year of publication was also a key factor for consideration. Publications within a period of 10 years were necessary with a few exceptions that proved relevant for inclusion. Key search words included English as foreign language (EFL), education, high school, Saudi Arabia, and ICT. This method gave a total of 45 review journals and proceedings from different journals, proceedings and internet sources. I reviewed the abstracts to eliminate some that did not touch on specific issues under concern as stipulated by the key words used in searching. This left me with 20 materials that fully sufficed the study requirement as stated above. Analysis of these data involves comparison of the various in different literature findings and making deductive reasoning to help make recommendations that would easily be applied in the context of Hail City in Saudi Arabia. These papers touched on the issues of ICT roles in learning and teaching English as foreign language. This being the main issue for discussion the paper cantered most of its discussion from paradigm, concept, and discussion elements based on the research questions. The other titbits involve examination of teachers’ perception in using and implementing ICT during learning processes. Other factors under consideration in this context involves elucidation of how some factors like age, gender, prior knowledge of ICT, and motivations affects ICT use. This therefore provides a better position in which application of ICT would replicates into improved results and learning process (Singhal, 1997). Discussions of the analysis This study depends on available data. Though the study depended more on past research, it is unique in the sense that its findings only uses these findings as the baseline upon which an overview of results can offer a deductive recommendation. The study restricted the articles with respondents of above 50 participants because this is the minimum value that can offer a quantitative number in which reasonable recommendation would suffice. The analysed data gave different opinions, while some studies were elaborate and extensive in a general perspective; others were specific in their line of study. These provide sound data for analysis and inclusion in the study. For instance, according to Almadhour (2010) incorporation of ICT into secondary school learning process depends on among other factors the educational policies and implementation mechanisms in place. While many correspondence attributes to the fact ICT is an incentive in learning process, others though few, are not able to clearly pinpoint these merits. The problem is that the majority of those opposed to introduction of ICT are the old guards, studies shows that the old teaching population take this perspective because of fear and unwillingness to embrace ICT since they tend to shy away from training (Alshumaim & Alhassan, 2010). However, only a few are these views because a considerable number of the senior teaching fraternity would find it comfortable if transition takes place at whatever point of time with special attention to their training needs (Al-Maini, 2011; Alshumaimeri, 2008). Reviewing of literature by Bingimlas (2009) shows that integration of ICT in learning environment should consider all the concerns of all stakeholders. This would involve training of teachers on the curriculum preparation, instruction delivery, and even presentation process before they fully embark on their teaching process. This would help them improve on their ‘expectations to upgrade their professional performance upon ICT-integrated problem-solving tasks and pedagogical reasoning on such tasks’ (Chang & Zhao 2011 p. 116). Lama (2006) support that use of ICT to help pupils during foreign language learning is fruitful if teachers would take the bulk of the initiative in implementing the program. The majority of correspondents in this survey assert that although the students would eventually have a bigger role to play in their individual learning process teachers’ intervention would always catalyse their desire to learn the foreign language. This therefore shows that involvement of teachers in the implementation process would dictate the entire role of ICT in a particular school setting. These findings were congruent with study carried out by Kuo et al. (2006) whose data shows that the teachers’ perception would have a lasting impact on their role in embracing ICT use in secondary school. Chang & Zhao (2011) shows that once that ‘ICT-related cognitive and technical capabilities increase, teachers’ would need to blend their experience with the capabilities and apply appropriate ICT to their pedagogical approaches and hence are more likely to contribute constructively and efficiently to English Teaching’ (p. 117). References Al-Kinani, A.N., & Al-Besher, B.M.N. (2008). Analysis Study of Culture’s Impact on E- Readiness Assessments in Developing Countries, Riyadh-Saudi Arabia, Communications of the IBIMA. Almadhour, B. (2010). The integration of information and communication technology into secondary technology teachers’ pedagogy in New Zealand. A dissertation in partial fulfilment of the requirements for the degree of Master of Education. Auckland; Auckland University of Technology, School of Education Al-Maini, Y.H. (2011) Using Technology in EFL in Saudi Arabia. Literacy Information and Computer Education Journal (LICEJ), 2(3), 477-480. Alshumaimeri, Y.A. (2008). 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