Teachers Awareness Of Tech-savvy Students’ And The Use Of Ict In The Teaching And Learning Of English Language
Introduction
1.1 Background to the study
Today's younger generation is hooked on social media. If given the choice between tweeting and textbooks reading, which would students choose? Of course it is sure that they will incline on tweeting and decline textbooks. Adolescents today are growing up knowing that communication is mediated by technology. Therefore, mobile phones become almost universally available across most of the age ranges and the rates of adoption of Information Communication Technology(ICT), especially, mobile phone devices such as WAP (Wireless Application Protocol), SMS (Short Message Service) and MMS (Multimedia Message Service) have increased drastically.
The digital revolution has resulted in one unintended consequence; nowadays, students are much more media-centric and “tech savvy” than previous generations. According to Dellyetal, (2006) in Jusoh and Jusoff (2009:57)“many scholars believe that the brain of today's youth have actually become rewired to accommodate the thousands of hours they spend in front of computer screens watching and creating video, listening to music, and playing computer games”. The above opinion shows the rate in which students approach ICT. Therefore, it is evident that for effective teaching and learning of English language, it requires English language teachers to recognise their students' ideology. In other words, their attitudes should be in accordance to the new trend that is (ICT) (Hafizoah and Zuraina, 2007:139).
In education, many new approaches of teaching and learning have emerged and still continue to emerge; and with advanced technology and globalized information, the teaching and learning approaches are gearing towards the incorporation of technology into the process. In fact, there is growing evidence that technology such as ICT is permeating into every facet of education. Therefore, this profound transition not only has revolutionized how knowledge can be imparted, but also has changed how learning environment can be patterned, and in the process, the roles of students and teachers alike can take new shapes and turns.
Verily, language education has not escaped this evolution. Thus, both language educators and learners are challenged to change the way they teach and learn. According to Ewing (2000:567)“importing ICT tools into their language classes. This is particularly important when the multimedia aspects of ICT, of recent years, are essentially advancing every minute, and devices such as the Internet, digital equipments, and computer peripherals are provided to meet the needs of the evolution.” The variety of functions offered by such ICT tools can assist teachers to exploit these tools in their teaching, and the abundance of information can help learners to utilize the tools in their learning process.
1.2 Statement of the Problem
Over the years, there have been critiques targeted at methodology related to teaching and learning of English language, in particular towards the failure to effectively respond to the challenges brought by contemporary needs in this modern world. Due to the conventional teacher-centered and text-oriented teaching, the phenomenon that English language learners have low motivation and low efficiency in English language learning is very common. Facing the challenges and demand of new century, English language is no longer something carried by a single English language teacher, standing in front classroom where only have blackboard ,chalk, and tape recorder, transmitting information to a group of students by using traditional teaching ways. Along with the development of computer and information technology, the wide utilization of multimedia device has opened up a brand new field for English teaching. Aside that, it is evidence that majority of the young learners have become tech savvy, they love technology more than expected. For such learners to be captured, one has to dance to their tune. In other words, English Language teachers need to incorporate ICT to their teaching process.
In view of the above, this study examined how teachers respond to students who are exposed to ICT ahead of their time in the English language teaching in our school for efficient use of English and high academic achievement in their studies. The study focused selected secondary schools in Ifo Local Government area of Ogun state.
1.3 Research Questions
To achieve these objectives, the following research questions are put forward:
I. Can ICT facilities be accommodated to the teaching and learning of English language?
II. How can students’ knowledge of ICT use be in support of their competence in English language?
III. In what ways can teachers handle their students’ technical exposure to the benefits of effective English teaching?
IV. What are the attitudes of English Language teachers towards the use of ICT in their teaching process?
1.4 Purpose of the Study
The purpose of this study is to acquaint the prospective and the existing English Language teachers in the field with the benefit of including ICT in their teaching to help them with the means for extending their horizon of experience as well providing them with rich sources of procuring communicative materials; and to meet the need of their students.
1.5 The Significance of Study
It is anticipated that the finding of this research work would have impact on the following groups:-government, school administrators, educational planners and teachers. It is hoped that the finding of the study would revealed that the world is becoming a global village with varieties of technology ICT has become facilities for teaching-learning.
The research findings will be useful for English Language curriculum development planners as it will make them appreciate the need to make necessary adjustments especially on incorporation of full and comprehensive use of ITC devices to the curriculum in public secondary schools. The outcomes of this study also suggest the need for the government to provide necessary ITC, as well, suggest ways of utilizing them to enhance teaching-learning of English Language in public secondary school.
It is expected that findings from this study would acquaint the prospective and the existing English Language teachers in the field with the benefit of including ICT in their teaching to help them with the means for extending their horizon of experience as well providing them with rich sources of procuring communicative materials.
It is hoped that when ICT is properly used in teaching and learning situations, it can accomplish a lot of complex tasks and offers real experiences in giving students basis for thinking and understanding, as well, stimulate them to learn in classroom English Language. Also, it is expected that the findings of this study would acquaint the teachers to recognise their students as tech savvy students and adopt an appropriate measure to meet their needs.
1.6 Scope of the Study
The study is exclusively focused on the teachers’ attitudes to tech savvy students’ proficiency to the use of ICT in the teaching and learning of English Language. The researcher will be restricted to only all available English Language teachers in 10 of the public Secondary Schools in Ifo local government area of Ogun state. In each school 5 teachers will be randomly selected. Therefore, the target populations for the study will approximately 60 teachers with the study area. The covered schools were:
SN Schools Numbers of Participants
1. Ajuwon High School, Ajuwon Akute. 10
2. African Church School, Kajola, Ifo 10
3. Adenrele High School Ifo 10
4. Nawaru Deen Grammar School, Solu, Ifo 10
5. Methodist High SchoolArigbajo, Ifo 10
6. Methodist Grammar school Arigbajo Ifo 10
1.7 Operational Definitions of Terms
Teachers’ attitude: are the mental and neural state of readiness organized through experience that influence their profession (teaching)
Tech-savvy Student: ability of the students to know a lot about modern technology, especially computer.
ICT: Information and Communication Technology. The use of technology tools in collecting disseminating information around the world.
Learning: the act of acquiring knowledge.
CHAPTER TWO
LITERATURE REVIEW
2.0 Introduction
This chapter presents the review related literature basis in order to set current study into a new perspective and join ongoing discourse and empirical study. Thus, this chapter focused on the review of the following:
2.1 ICT and English Language
2.2 Importance of ICT in English Language Teaching
2.3 Limitations of ICT tools in Teaching of English Language
2.4 Adoption and Adaptation of ICT in English Language Teaching and Learning
2.5 Teachers’ Attitude towards application of ICT in Teaching-learning Process
2.1 ICT and English Language
ICT stands for Information and Communication Technology. It is the combination of two terms i.e. Information Technology and Communication Technology. Information Technology is a scientific, technological and engineering discipline and management technique used in handing the information, its application and association with social, economic and cultural matters. According to UNSECO (2002) communication technology is the electronic system that facilitates communication between individuals and the groups, who are not physically present at the same location. For this purpose, gadgets such as telephone, telex, fax, radio, T.V., smart phones, video and recent computerbased technologies including electronic data interchange and e-mail are used.
Prytherch (2000:678) submits “ICTs are networks that provide new opportunities for teaching, learning and training through delivery of digital content”. According to Blurton, C. (2002:78), ICTs stand for information and communication technologies and are defined as a “diverse set of technological tools and resources used to communicate, and to create, disseminate, store, and manage information.”
English is one of the most important languages which have played role in the process of globalization and knowledge explosion. It is the most common means of communication throughout the globe. This is why it is termed as Link language, Global language as well as Lingua Franca. In Indian context it is treated as ESL (English as a Second Language). Use of English language has become vital for better learning and earning (Mathew, Mamman, 2016:236). Therefore, it is necessary to teach English and develop English language skills among the students from school level.
The government, NGOs and educational institutions are working at various levels and taking measures to ensure better ELT (English Language Teaching) and developing English language skills among the students. To teach English and develop English language skills various approaches and methods are in use in our country (Moore and Jennifer 2016:34). But most of them are traditional, less interesting, ineffective as well as less motivating. So, it is necessary to use modern approaches and tools of ICT (Information and Communication Technology) to develop better understanding and acquisition of basic skills i.e. LSRW (Listening, Speaking, Reading and Writing) of English language among the students at school level.
Pun and Min (2013:76) opined that ICT has a lot of things to offer to both teachers and students for the enhancement of their vocabulary and improvement of English language skills. Now a day’s ICT tools and approaches are being used widely due to their convenience, omnipresence, effectiveness and being economic. Some of these approaches, facilities and tools are CAI ( Computer Assisted Learning), CALA (Computer Assisted Language Assessment), CALI ( Computer Assisted Language Instruction), CALL (Computer Assisted Language Learning), MALL (Mobile Assisted Language Learning) , TELL (Technology Enhanced Language Learning), Blogs, Wiki, e-mail facility, Digital libraries, multimedia, mobile learning, free and open source software and social media, MOOCs, Virtual classrooms, documentaries, Digital storytelling, Mobile Applications, i-Pads, Digital Notebooks, Tablets, Smart Phones, Recorded audio- video materials, Online spoken tutorials, Digital pronunciation dictionaries etc.
Modern studies and researches show positive results of integration of ICT in the field of ELT and development of English language skills. These facilities have paved the way of individualized learning and provided freedom of learning anytime, anywhere according to needs and convenience of the learners. So, we should take proper step to integrate ICT in the field of ELT to make the learners well versed in English language skills.
2.2 Importance of ICT in English Language Teaching
According to Mohan, (2008:98) uses of ICT for an English Language teacher, we cannot think of better educational environment without a better teacher. In earlier times the teacher was the focal point of education, but now the role of teachers has changed a lot. He is considered as a guide and friend of students who helps in learning, does not provides knowledge. To teach better, a teacher needs to be updated with the changes. For this ICT helps a lot. ICT can be useful for a teacher in the following ways:
(i) It is helpful in the professional development of the teachers. A teacher can learn various language skills with the help of information and communication technologies. He can do various certification programmes in English language teaching run by the famous educational institutions like Cambridge University, British Council etc. These programmes help in enhancing his capacity to teach English language and to make his subject content easy, economical and more understandable.
(ii) A teacher can increase his domain of Knowledge English language with the help of e-journals, e-magazines and e-library that can be achieved only through the use of ICT. He can also participate in discussions and conferences with the experts of his English language teaching to improve his knowledge and skills ELT through audio and video conferencing.
(iv) ICT helps a teacher to learn innovative methods of teaching. He can work with the students on various project and assignments. It also helps him in providing teaching contents, home works etc.
(v) He may participate in various in-service training programmes and workshops which are essential for his professional development with the help of information and communication technologies.
(vii) ICT helps a teacher to guide his students about the English language learning materials available on Internet, e-books, e-journals, e-magazines and social sites like linked-in which are helpful in better learning of English language skills.
(viii) ICT also helps him framing curriculum of English language learning. He can study curriculums ELT of different countries to study their pros and cons, challenges as well as sociological and psychological issues related to English language learners. All these things helps him in framing a curriculum that leads to achieve the aims and objectives of English language teaching.
2.3 Limitations of ICT tools in Teaching of English Language
Kumar, D. P. (2009:5) observed that though ICT tools are very helpful in the teaching and learning of English language, still these tools have some limitations. Some of the limitations are discussed below:-
(1) Often student fail to learn the targeted objectives of the English language teaching.
(2) Due to freedom of time and space often students become careless about their targets and indulge themselves in meaningless works.
(3) Repeated use of recorded programmes creates boredom in the students that leads to the problem of indiscipline in the classroom.
(4) Most of the times students remain passive and inactive in the teaching learning process because they get less opportunities to participate actively in the teaching learning process.
(5) The use of ICT tools needs technically trained teachers.
From the above discussions it is clear that ICT tools have changed the paradigm of English language teaching learning process. So it is essential for a teacher to be familiar with modern ICT tools and use it properly to achieve the aims of English language teaching.
2.4 Adoption and Adaptation of ICT in English Language Teaching and Learning
The modern age is termed as the era of knowledge explosion. This explosion has become possible due to the progress of science and technology. Each and every aspect of human life has changed due to the effects of science and technology. The use of science and technology in the field of communication has revolutionized the whole world. Use of modern technological tools has led to the rise of ICT (Information and Communication technology.) Now ICT is being used in a number of fields like, health, entertainment, games and sports, transportation, education, industries, fashion designing, textiles, agriculture etc. With a single click, we can get exchange a lot of information of the world due to the use of ICT. The field of education is not untouched by the ICT(Thakur, A.S. and Thakur, Abhinav 2013:92).
Now, we cannot imagine education without the use of Information and Communication Technology. It has made exchange of thoughts, ideas, experiences and feelings easier. With the help of ICT a lot of persons can get education and training simultaneously at low cost. Now, ICT is being used in all the aspects of education. Use of computers, Internet, television, radio, projectors and mobile phones, e-mail facility, online audio and video conferencing as well as new applications has made the Teaching Learning Process and Training attractive and convenient. It is also helpful in saving time, energy and money. So, we can say that ICT is playing the most important and pivotal role in Teaching Learning Process. Hence, it is also playing an important role in the learning of language, especially English Language Learning.Some of the important ICT tools and applications used in the field of English Language Teaching as observed by Shukla, and Satishprakash (2012:39) are following:-
(i) Computers: This is the most important tool of information and communication technology and backbone of modern human life. All the modern communication process are impossible without the use of computers. It is helpful in storing, preparing, collecting and preparing of data for communication. It is helpful in the development of listening and speaking skills. It is helpful in English language speaking and listening skills.
(ii) Over-head projector: It is an important tool of displaying information and processes to a large number of people simultaneously. It can be used in teaching and training of personnel. Prepared forms of information are easy to display with the help of over-head projector.
(iii) Lingua phone: This tool is very important in language training of the students. A number of students can practice speaking and hearing drills with the help of lingua phone. It is especially useful in the training of English language listening and speaking skills.
(iv) Radio: It is very useful in education and training of the students of rural areas. Many distance and open education programmes are being conducted with the help of radio. It is also useful in audio conferencing. Programmes relayed on radio are helpful in the development of language skills, especially dialogues and dramas.
(v) Television: It is useful in education as well as entertainment of the people. It is found that it is helpful in developing listening skills, useful in learning situational language as well as it is highly motivating also. It is very helpful in understanding the language of mass media. A large number of students may be benefitted with the programmes of television simultaneously. Many distance and open universities are running their educational programmes on television, such as Indira Gandhi National Open University, Maulana Azad National Urdu University etc. It is an important tool of audio video conferencing. Live telecast of training and discussions are done through this.
(vi) Internet: It is the most important facility of communication. All the modern communication takes place through this. It has made the communication facility very fast, convenient, economic, and attractive. There are lots of facilities available for communication on internet. Some of them are following:-
(a) Social media: Social media has become an important tool of communication. It provides a platform for sharing thoughts and ideas. Blogs are made on it. Students can add themselves with the English language learning groups and take advantage of sharing information. Lots of social sites are available on it like, Face book, Twitter, Instagram etc. It is very helpful in learning situational language.
(b) Online facilities for English language learning: A lot of online facilities are available on internet for the development language skills. Some of them are e-guidance, e-tutoring, e-teaching, e-journals, e-magazines, e-books, e-library, online training, virtual classes etc.
(c) Online language related courses: These courses are available on internet. Some of them are free and some of them are payable. Students can enroll themselves in these courses and get education and training easily on their own place. Some of the agencies which are providing on line courses are following MOOC, Future Learn, NPTEL, and IIT’s, Concordia University etc. Students can watch online and offline videos of language learning for the enhancement of their language skills.
(d) Feature Films in Teaching English: Films can be used in the teaching of English language. Films may be documentaries, educational and entertainment based. These can arouse high level of motivation. It results in a most satisfying learning experience.
2.5 Teachers’ Attitude Towards application of ICT in Teaching-learning Process
Attitude has to do with interest of receiving information and making sense of the world around us. It entails deciding which information to notice, how to categorize this information, and how to interpret it within the framework of our existing knowledge. According to McShane & Glinow (2008:390) attitude is the process of receiving information and stimuli from the surrounding environment, then inclining the information and categorizing it in the framework of knowledge appropriately. Thoha (2010:3) argues that attitude is more complex and broad compared to the sensing process because attitude includes difficult interactions from selection, compilation and interpretation activities. But attitude also depends on sensing which then occurs as a cognitive process of filtering, simplifying, and changing or perfecting the information received.
To be able to receive a thing, the requirements that must be fulfilled are the perceived object, sensory device or receptor, and attention. Therefore to be able to provide a attitude about the use of ICT in learning, a teacher must fulfill these requirements. According to Mwendwa (2017:13), there are several factors that influence the application of computer used by teachers: (1) pedagogical issues; (2) familiarity with computers; (3) teachers’ training; (4) availability of time, and (5) availability of hardware and software.
However, Technology Acceptance Model (TAM) developed by Davis in 1989 believes in two factors affecting someone receiving technology; namely, perceived usefulness and perceived ease of use. Perceived usefulness means the degree to which a person believes that using a technology will enhance his or her job performance, and perceived ease of use means the degree to which a person believes that the use of a technology will be free of effort (Shukla, and Satishprakash, 2012:50). Although this theory had been revised several times, these two factors are still valid in understanding the use of technology. So, the definitions of teachers’ attitude in using ICT used in this research is the teachers’ acceptability of using ICT in their teaching, compile the knowledge about ICT, interpret it and then implement the use of ICT in their language teaching. The indicators used are perceived usefulness and ease of use.
Many studies have echoed similar findings related to teachers’ attitude towards ICT integration. Despite the variation regarding the relationship between attitude and teachers’ demographic profile such as age, gender, teaching experience and ICT training, studies reveal that teachers have relatively positive attitudes toward the use of ICT in learning activities (Gebremedhin & Fenta, 2015; Qasem & Viswanathappa, 2016; Rosa, 2016; Silviyanti & Yusuf, 2015). There are many factors affecting teachers’ attitude towards the use of ICT in teaching and learning process, such as professional competency, perceived benefit, and cooperation among teachers (Li, Yamaguchi, & Takada, 2018:478).
2.6 ICT and Tech-Savvy Students in English Language Learning
In an ICT-based learning experience, Seufert (2000:135) states that students are given tools “…which enable them to plan their learning process, carry them out, and evaluate and improve them”. Abdullah (2005:39) observed that students of different learning styles; visual, auditory, artistic and kinesthetic may benefit from the use of ICT because it is a great all around tool. As such, having the tool that can be independently adopted by students in the class put students in a more self-centered learning experience which can harness knowledge acquisition and critical reflection.
In a traditional class environment, a teacher holds the power to knowledge, the power to deliver the knowledge, and the power to control the learning and teaching environment. In fact, students’ interaction with teacher can be limited, and the amount of negotiation for meanings between teacher and students can range from little to none. In SCL, a teacher, who only acts as facilitator, can provide more student-teacher negotiation and interaction, whether in a face-to-face meeting or through ICT. Abdullah (2005) states that a learning environment which promotes interaction between students and teacher can encourage motivation and enhance learning. In the case of using ICT in classes, teachers can ensure motivation in their students when they are able to manipulate and transfer their visual experiences into the presentations (Kat, 2002).
Moreover, McCombs (2003:6) explains that with technology, teachers are engaged with more powerful roles, not only occupying the roles of facilitating the use of technology appropriately, but technology impacts teachers to “find ways to build meaning, purpose, connections and relationships”. Teachers like these provide better opportunities for meaningful, stimulating and intellectual interaction with students (McCombs, 2003). The opportunity to include suitable photos, music and clips of their own to the content motivate students to get involved in the learning experience and communicate with their teacher on their progress (Kat, 2002:39).
ICT encourages self-directed or independent learning as students own effort to acquire knowledge. This usually involves students learning at their own pace, and putting their own effort to improve. Therefore, learner independence is important since it can assist learners to find strategies to survive in the future (Bolander, 2000:76). This is particularly important to English language students since independent learning (which is one of the soft skills elements) is part of the demand of the oral language development. In addition, utilization of technology has also proven to move students towards directing their own learning.
Kane (2002:97) claims that PowerPoint presentation can make them be more independent of their own learning since they access the materials (in power point presentations’ forms) at any time they require. Thus, they may review the content of a lesson even though they are unable to grasp the content in the first lesson. Stepp-Greany (2002:174) finds that combination of technologies such as Internet activities, usage of CD-ROM, electronic pen pals, and threaded discussion does increase students’ confidence to be independent learners. She states that in a technology-enhanced environment, students who have control over their own learning are motivated to be “knowledge navigators”.
In her study, Stepp-Greany (2002) discovers that her students become independently resourceful in finding meanings of difficult words and phrases. In a similar study, California’s Model Technology School finds that selfpace interactive environment leads to self-directed learning (Blackstock Junior High School, 1993). Similarly, Kajee (2005) reports that through her self-created NiceNet web page conference, many students feel they have more control over their learning; thus, the students gain more benefits by accessing independently to notes, formulating their own learning goals, and even recommending and assisting peers in their learning process. She finds that students not only are directed to learn independently, but also are directed to help others because they are able to see the improvement in themselves, and therefore, willing to share it with others.
Prosser & Trigwell (2014:890), states that deep learning occurs when students aim to understand ideas and seek meaning”. Therefore, this definition suggests that when learners are intrinsically motivated to be involved in the tasks and enjoy working it out, they are deeply involved in their learning process. Students who are engaged in deep learning, among other things, try to relate the tasks to their own experiences analyze the evidence and argument of the tasks and assimilate the tasks with their own existing awareness (Bolander, 2000:39). Findings by Allegra, Chifari & Ottaviano (2001) showedthat the integration of ICT “allows learners to reveal their thoughts and feelings, and develop their imagination”.
Conclusively, Jusoh and Jusoff (2009:92) submitted that understanding today’s digital kids and how they learn has profound implications not only for how teachers teach digital students, but also, and perhaps more importantly, for how teachers reach them” therefore, teachers did not have option rather than motivating these digital students by tapping into their digital world and using their natural inclination and inquisitiveness about all that is digital. The choice is in teachers’ hands, perhaps we want to continuously grab students’ attention, make them happy to learn and create an exciting learning environment, we need to follow the current and not against it.
CHAPTER THREE
METHODOLOGY
This chapter deals with the procedure used in carrying out this study. It includes research design, population, the sample and sampling techniques, instrumentation, methods of data collection and the analytical tools employed in the study.
3.1 Research Design.
For the success of this study, descriptive survey method type would be adopted. The design would be attempted to examine an accurate examination of teachers’ attitudes to tech savvy students’ proficiency to the use of ICT in the teaching and learning of English Language: a study of selected secondary schools in Ifo Local Government area of Ogun state. Thus, the researcher will try to gather data on the identified research problem without manipulating any of the variables in the study.
3.2 Population of the Study
The target populations for the study comprised teachers in all selected secondary schools in Ifo Local Government area of Ogun state.
3.3 Sample and Sampling Techniques
The study employed simple random sampling technique. Thus, sample for the study consists of four (6) public secondary schools in Ifo Local Government area of Ogun state. In each school 10 teachers will be randomly selected and the prepared questions for interview and questionnaire would be administered.
3.4 Research Instruments
The instrument that would be used for the study is “questionnaire”. The questionnaire would be designed and addressed by the target population to obtain the necessary information required in achieving the objectives of the study. The interview questions would be designed. Furthermore, the questionnaire would be divided into two sections. Section ‘A’ provided Demographic Information of the respondents and partly explains how the questionnaire is to be filled, while section B focus on research questions and key for the responds are: Strongly Agree=SA, Agree=A, Strongly, Disagree=SD and Disagree=D.
3.5 Validity of the Instruments
The instrument would be subjected to both face and content validity to ensure that they measured what they were expected to measure. Face validity entails looking at questions and questionnaire respectively and deciding if they really measures what they are expected to measure. Content validity on the other hand, it has to do with the use of recognized subject matter experts to evaluate whether questionnaire assess defined content.
3.6 Reliability of the Instrument
Pilot test of the instrument would be carried out to observe how the respondents react to both and questionnaires; whether the items are clear enough and easily understood, whether there is the need to include more items in certain areas, or whether there are some items to which they would not like to respond, etc. This will help determine the internal consistency and reliability of the questionnaires. A total of 5 teachers would be randomly selected as a sample outside the area of study, copies of the instrument will be administered as a small, the results will be analysed to determining the validity of the instrument.
3.7 Method of Data Collection
Permission would be sought from the school authorities and the participants will enlightened on how to attend to the both the interview questions and the Questionnaire, the participants thereafter will be asked to complete the questionnaire. Ethical issues of assurances will be given on the basis of confidentiality and discretion of the study. The participants would be informed about the purpose of the study and its seriousness and they would be encouraged to be truthful in their responses. The researcher would administer the questionnaire with the assistance of one research assistant that assisted in the distribution and collection of the questionnaires.
3.8 Methods of Data Analysis
Data collected would be analysed with the use of percentages and for each of the items will be calculated and analysed based on respondents responses to each item.
CHAPTER FOUR
DATA ANALYSIS AND DISCUSSION
This chapter contains the analysis and interpretation of the research questions that guide the study. It also contains discussion of findings in relation to the existing literatures and empirical studies.
4.1 Demographic Information of Respondents
Table 4.1: Gender Distribution of Respondents
Gender Frequency Percent
Female 42 70.00
Male 18 30.00
Total 60 100.00
From Table 4.1, it is evident that majority of respondents were female i. e. 42 (70%) respondents male were 18 (30%) respondents.
Table 4.2: Distribution on Teaching Experience of Respondents
Years Range Frequency Percent
5- 10 years 9 15
11 – 15years 17 28.30
16 – 20 years 4 6.67
21 and above 30 50.00
Total 60 100.00
From Table 4.2, it is evident that majority of respondents have teaching experience from 21 and above years with 50.00% followed 6- 9 years with 28.30%, then 14 -19 years with 11.70% , and 10-13 years with 6.67%, lastly, 2 - 5 years with 8.30% which are the years of experience respectively.
Table 4.3: Academic Qualification of the Respondents.
S/N Qualification Frequency Percentage
1. NCE 16 26.7
2. First Degree 37 61.7
3. M. Ed. 2 3.3
4. Not specify 5 8.3
Total 60 100
Table 4.3 indicates that 26.7% of the respondents are NCE holders, 61.7% of the respondents’ are First Degree holders, 3.3% of the respondents are M. Ed. Holders and 8.3% of the respondents have other academic qualifications. This showed that majority of respondents hold first degree.
4.2 Data Analysis of Research Questions
Research Question 1: Can ICT facilities be accommodated to the teaching and learning of English language?
Table 4.4: Respondents’ response on if ICT facilities can be accommodated to the teaching and learning of English language
S/N Items A % SA % D % SD %
1. Teaching phonetic with audio gadgets is quite funfair 25 41.7 28 46.7 5 8.3 2 3.3
2. Teaching English comprehension passage with the aids of audio visual gadgets like projector makes the content accommodative 13 21.7 32 53.3 6 10.0 9 15
3. Uses of Visual gadgets like projector in teaching of grammar enables the messages well understood by the students 12 20.0 38 63.3 2 3.3 8 13.3
4. ICT facilities can be used to assess and evaluate students essay writing. 18 30.0 30 50 1 1.67 11 18.3
5. Virtual learning can be adopted with the aids of ICT in teaching learning of ICT. 13 21.7 25 41.7 7 11.7 15 25
Total 60 %100
From table 4.4, it showed that ICT facilities can be accommodated to the teaching and learning of English language while majorities of the respondents strongly agreed and agreed to the items related to ICT usage with some topic in English Language.
Research Question 2: How can students’ knowledge of ICTs’ use be in support of their competence in English language?
Table 4.5: Respondents’ response on how students’ knowledge of ICTs’ can use be in support of their competence in English language
S/N Items A % SA % D % SD %
1. Listening to audio voice over in language build students competence in spoken English 32 53.3 8 13.3 9 15 9 15
2. Students’ abilities to update online helped in class activities during comprehension teaching 22 36.7 23 38.3 7 11.7 8 13.3
3. Prepared software program on related topics in English shared with students for independent learning helped in class activities. 46 76.7 7 11.7 3 5 3 5
4. Students’ constant engagement with learning activities on social media can drive their attention from erroneous use of internet 25 41.7 23 38.3 8 13.3 8 13.3
5. Constant chart on extemporaneous topics helped students focus in language teaching and learning. 30 50.0 10 16.7 10 16.7 10 16.7
Total 60 %100
From table 4.5, it showed that students’ knowledge of ICTs’ can be used in support of their competence in English language while majorities of the respondents strongly agreed and agreed to the items related to students’ knowledge of ICT due to their inclination towards it.
Research Question 3: In what ways can teachers handle their students’ technical exposure to the benefits of effective English teaching?
Table 4.6: Respondents’ response on what ways teachers can handle their students’ technical exposure to the benefits of effective English teaching
S/N Items A % SA % D %
SD %
1. Given students assignment online. 35 58.3 13 21.7 8 13.3 4 6.7
2. Schedule constant online classes with students. 16 26.7 25 41.7 8 13.3 11 18.3
3. Sending materials to them online to work offline and upload later 46 76.7 10 16.7 2 3.3 2 3.3
4. Converting online assessment in the seasonal examination grades helped students to be more focused. 41 68.3 15 25.0 2 3.3 2 3.3
5. Instruct them to read further online and share their experiences with others on common platform. 50 83.3 4 6.7 4 6.7 2 3.3
Total 60 %100
From table 4.6, it showed that teachers can handle their students’ technical exposure in many ways for the benefits of effective English teaching,while majorities of the respondents strongly agreed and agreed to the items related to students’ knowledge of ICT due to their inclination towards it.
Research Question 4: What are the attitudes of English Language teachers towards the use of ICT in their teaching process?
Table 4.7: Respondents’ response on attitudes of English Language teachers towards the use of ICT in their teaching process
S/N Items A % SA % D % SD %
1. It is good to improvise instructional material with the aids of ICT in your teaching-learning process 25 41.7 28 46.7 5 8.3 2 3.3
2. Uses of ICT in teaching-learning of ICT bring about effective learning outcome. 13 21.7 32 53.3 6 10.0 9 15
3. Adoption and adaptation of ICT makes teaching-learning become more easier and comfortable 12 20.0 38 63.3 2 3.3 8 13.3
4. ICT application in teaching-learning process take the topic been taught beyond the classroom 18 30.0 30 50 1 1.67 11 18.3
5. There is no need to adopt ICT in teaching. 13 21.7 25 41.7 7 11.7 15 25
Total 60 %100
From table 4.6, it showed that teachersattitudes towards use of ICT in English Language teaching process was relatively positive,while majorities of the respondents strongly agreed and agreed to the items related to matter.
4.5 DISCUSSION OF THE FINDINGS
Research question one was on if ICT facilities be accommodated to the teaching and learning of English language. From the result of the findings, it was revealed that teaching phonetic with audio gadgets would be quite funfair, as well, English comprehension passage can be taught with the aids of audio visual gadgets like projector which can make the content accommodative. It was also revealed that uses of Visual gadgets like projector in teaching of grammar enables the messages well understood by the students. ICT facilities can be used to assess and evaluate students essay writing and virtual learning can be adopted with the aids of ICT in teaching learning of English. This result correlate with the submission of by Shukla, and Satishprakash (2012) as explicitly stated in chapter two of this study under figure 2.4 which centred on adoption and adaptation of ICT in English Language teaching and learning.
Research question two was onhow students’ knowledge of ICTs’ can be used in support of their competence in English language. The result of the findings revealed that ICT can be used to support students’ knowledge in the following areas: listening to audio voice over in language build students competence in spoken English; students’ abilities to update online helped in class activities during comprehension teaching; prepared software programs on related topics in English shared with students for independent learning helped in class activities;students’ constant engagement with learning activities on social media can drive their attention to from erroneous use of internet; constant chart on extemporaneous topics helped students focus in language teaching and learning.The result of this finding corroborate with Mohan, (2008:98)submission “uses of ICT for an English Language teacher, we cannot think of better educational environment without a better teacher. In earlier times the teacher was the focal point of education, but now the role of teachers has changed a lot. He is considered as a guide and friend of students who helps in learning, does not provides knowledge”.
Research question three was on ways by which teachers can handle their students’ technical exposure to the benefits of effective English teaching. The result of the finding revealed that through the following ways teacher can handle: given students assignment online; schedule constant online classes with students; sending materials to them online to work offline and upload later; converting online assessment in the seasonal examination grades helped students to be more focused; and lastly, instructing them to read further online and share their experiences with others on common platform can give teachers constructive power to handle their students technical exposure. This result buttressed the opinion of McCombs (2003:6) as explains that with technology, teachers are engaged with more powerful roles, not only occupying the roles of facilitating the use of technology appropriately, but technology impacts teachers to find ways to build meaning, purpose, connections and relationships. Teachers like these provide better opportunities for meaningful, stimulating and intellectual interaction with students. The opportunity to include suitable photos, music and clips of their own to the content motivate students to get involved in the learning experience and communicate with their teacher on their progress.
Research question four was on attitudes of English Language teachers towards the use of ICT in their teaching process. The result of the findings revealed that teachers’ attitudes towards use of ICT on their teaching process are relatively good, as the result showed, they agreed that, it is good to improvise instructional material with the aids of ICT in your teaching-learning process; and uses of ICT in teaching-learning of ICT bring about effective learning outcome. The confirmed that adoption and adaptation of ICT makes teaching-learning become easier and comfortable;and ICT application in teaching-learning process take the topic been taught beyond the classroom. According to Li, Yamaguchi, & Takada, (2018:478) there are many factors affecting teachers’ attitude towards the use of ICT in teaching and learning process, such as professional competency, perceived benefit, and cooperation among teachers (Li, Yamaguchi, & Takada, 2018:478).This result of the study has proved one of the factors right which speaks about perceived benefit.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
This chapter presents the summary of the major findings and implications; it also puts forth the conclusion made based on the finding. It is hope that useful recommendations that would be made in this study will be implemented by the concerned personalities on teachers’ attitudes to tech savvy students’ proficiency to the use of ICT in the teaching and learning of English Language: a study of selected secondary schools in Ifo Local Government area of Ogun state.
5.1 Summary of the Study
The study centered on teachers’ attitudes to tech savvy students’ proficiency to the use of ICT in the teaching and learning of English Language: a study of selected secondary schools in Ifo Local Government area of Ogun state.In this study all the necessary literatures have been reviewed, conceptual and empirical studies respectively.
The study was structured into five chapters. Chapter one gave the background to the study, statement of the problem, research questions significance of the study, scope of the study, and definition of terms were given within the chapter. Chapter two consisted of the review of the related literatures to the study. Chapter three gave the methodology used in study. The result and discussion of the findings from the analyzed data were presented in chapter four; this chapter is also made up of the description of the findings, the opinion of the respondents on the examined content.
In all, four research questions were raised and analysed. From the results, it was revealed that ICT facilities can be accommodated to the teaching and learning of English language, and students’ knowledge of ICTs’ can be used in support of their competence in English language. Furthermore the result of the finding revealed that teachers can handle their students’ technical exposure to the benefits of effective English teaching by given students assignment online; schedule constant online classes with students; sending materials to them online to work offline and upload later.
Finally, the study revealed that English teachers have good attitudes towards the use of ICT in their teaching process based on the benefits they can be realized from the usage, such as: it is good to improvise instructional material with the aids of ICT in your teaching-learning process; and uses of ICT in teaching-learning of ICT bring about effective learning outcome. They confirmed that adoption and adaptation of ICT makes teaching-learning become easier and comfortable;and ICT application in teaching-learning process take the topic been taught beyond the classroom.
5.2 Conclusion
The study explored teachers’ attitudes to tech savvy students’ proficiency to the use of ICT in the teaching and learning of English Language, and it could be concluded that they have relatively good attitudes to ICT use in their teaching process.
5.3 Recommendations
Because of the great expectations of the government and the community for good quality education, consolidation and efforts from various parties are needed. Therefore, a number of suggestions are provided as in the following:
(1) To apply ICT-based curriculum as expected by the government, it is important for teachers to continue improving their ability and enriching their knowledge related to the use of ICT through training, both held by schools or other institutions so that teachers can vary their teaching methods or teaching strategies.
(2) The school principals together with related parties in the Education Office have to work together in designing IT training programs for teachers so that they have more knowledge and skills related to the use of ICT in teaching and learning activities and at the same time they can increase their confidence in using ICT.
(3) The government as a policy-maker should provide financial support for the schools to adequately provide ICT equipment needed in schools, as well as to prepare necessary facilities and infrastructure.
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