The Effectiveness of Using Ict in Teaching English

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The Effectiveness of Using ICT in Teaching English


This research is aim to establish the effectiveness of using ICT in improving English knowledge among the Year Six students. Particularly, this research will investigate to what extent the effectiveness of using ICT in language teaching and learning features, for instance the content of the lesson contributes to the process as well as interest and motivation among the students. This research will be carried out to an experimental group in which language will be used in their lesson. All the data required for this research will be gathered via the instruments used which are observations, sets of questionnaire and guided journal writing and will finally be analyzed based on the frequencies and data collection.


This action research is to apply the effectiveness of using ICT in teaching English to the primary school students. This chapter outlines the background of the research, statement of the problem, objectives of the study, research questions, definition of terms and significance of the research.

1.1 Background of the Study
As we live in an era of information explosion, so today we are drowned in the deluge of information. Gale of change is blowing in the pedagogy of English Language Teaching (ELT). ICT has initiated new possibilities into the classroom. The study reported in this paper was through investigation and perception of the 24 students of Year 6 Impian and the researcher. The connection between education and ICT has made a deep impact on perspectives about teaching and learning. This research project aims at practical experiments with ICT in teaching English language. Since the early 1970’s, the Malaysian government has introduced various initiatives to facilitate the greater adoption of ICT to improve capabilities in every field including education. Malaysia has a long term vision, referred to as “Vision 2020” and this vision calls for sustained productivity driven growth, which will be achieved only with a technologically literate, critically thinking workforce prepared to participate fully in the global economy. In order to support “Vision 2020” the education system has to be transformed (Salbiah Ismail, 2008). Transforming the educational system will entail changing the culture and practices of Malaysia’s primary and secondary schools, moving away from memory based learning to an education that stimulates thinking, creativity, caters to individual abilities and learning styles, and based on a more equitable access. The Ministry of Education sees ICT as a means, not an end to itself. Technology is not seen as a “vitamin” whose mere presence in schools can catalyze better educational outcomes. The concept of ICT in education, as seen by the Ministry of Education, includes systems that enable information gathering, management, manipulation, access, and communication in various forms. The role and function of ICT in the classroom is seen as a teaching and learning tool, as well as a part of a subject and a subject by itself.

1.2 Statement of the Problem
Most teachers tend to face difficulties in arousing students’ interest mainly English learning. As a result, students are losing their motivation and interest and this leads to a less interest towards English learning. The widespread nature of ICTs and the pervasive belief in the promise of technology have led to ubiquitous computing environments in the 21st century, at least in developed countries and to an increasing extent in developing countries, especially in urban areas. These trends have dramatically reshaped educational settings in general. In addition, they, interwoven with other social, cultural, political and economic changes, have significantly affected the skills that learners use to construct knowledge (Dede, 2005). In the process of teaching English by using ICT, it depends on how the teachers manage, accept and use the ICT source in...
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