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Bates, A., W. (2015). Teaching in a digital age. Tony Bates Associate Ltd. P. 201.

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Article

Investigating the Challenges of Integrating Information and Communication Technology in Teaching English Language

1Academic Department, Saudi Petroleum Services Polytechnic, Dammam, Saudi Arabia


Journal of Linguistics and Literature. 2019, Vol. 3 No. 1, 11-18
DOI: 10.12691/jll-3-1-3
Copyright © 2019 Science and Education Publishing

Cite this paper:
Omer Awad Salama Idris. Investigating the Challenges of Integrating Information and Communication Technology in Teaching English Language. Journal of Linguistics and Literature. 2019; 3(1):11-18. doi: 10.12691/jll-3-1-3.

Correspondence to: Omer  Awad Salama Idris, Academic Department, Saudi Petroleum Services Polytechnic, Dammam, Saudi Arabia. Email: omeridris9@gmail.com

Abstract

Over the past few decades, information and communications technology (ICT) has become gradually more important to schools and universities. The Saudi Petroleum Services Polytechnic still faces some challenges regarding ICT integration in teaching. The purpose of this study is to explore and identify the challenges and barriers that encounter integrating ICT in classrooms in SPSP. The researcher seeks answer to the research questions; what are the challenges that face English language instructors in SPSP when integrating ICT in teaching listening skill? What are the instructors' perspectives towards ICT integration and do the English language instructors face unique barriers that hinder them from integrating ICT in their classrooms? The researcher hypothesizes some challenges like teachers’ poor preparation, lack of confidence, lack of time, old hardware and software, insufficient fund and technicians’ poor response to faults play essential role in challenging integrating ICT in teaching English language. The research adopted a mixed-methods approach to data gathering, using questionnaires and semi-structured interviews. The study is conducted in Saudi Petroleum Services Polytechnic and targeted 45 English language instructors. The results show that technical problems like old software and restricted access to update or download software, continuous system breakdowns and the poor response to fix them by technicians are the major challenges. The recommendations include more training for instructors, curriculum development, maintain and update both of software and hardware on regular base, regular quality checking, provide peer support and self-study materials and opportunities and assign staff to curriculum and material related to ICT design.

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