Professional Documents
Culture Documents
FACULTY OF EDUCATION
UNIVERSITI TEKNOLOGI MARA
SHAH ALAM
2007
PERCEPTION OF TEACHERS ON THE INTEGRATION
OF ICT IN THE ESL CLASSROOM IN SELECTED
SCHOOLS IN SHAH ALAM
FACULTY OF EDUCATION
UNIVERSITI TEKNOLOGI MARA
SHAH ALAM
2007
PERCEPTION OF TEACHERS ON THE INTEGRATION
OF ICT IN THE ESL CLASSROOM IN SELECTED
SCHOOLS IN SHAH ALAM
FACULTY OF EDUCATION
UNIVERSITI TEKNOLOGI MARA
SHAH ALAM
2007
FACULTY OF EDUCATION
UNIVERSITI TEKNOLOGI MARA
SHAH ALAM
2007
______________________________ ____________
PN. NORSIAH SIRUN TARIKH
(PENYELIA)
______________________________ ____________
PROF. MADYA DR. NORMAH ABDULLAH TARIKH
(DEKAN FAKULTI PENDIDIKAN)
i
DECLARATION
“I hereby declare that the work of this exercise is mine except for
the quotations and summaries that have been duly acknowledged.”
__________ ____________________________
DATE NAME: SITI MAIZURAH MANSOR
STUDENT ID: 2002330735
PENGAKUAN
“Saya akui karya ini adalah hasil karya saya sendiri kecuali nukilan
dan ringkasan yang setiap satunya telah saya nyatakan
sumbernya.”
__________ ____________________________
TARIKH NAMA: SITI MAIZURAH MANSOR
NO PELAJAR: 2002330735
ii
ACKNOWLEDGEMENT
“In the name of God, the Most Gracious and Most Merciful”
First and foremost, I would like to thank to Allah for allowing me to finish
this thesis as required. Without his blessings and helps, I would not be able to end
this torment. Alhamdulillah, thank you Allah for giving me patience and strength
through out the journey. It is you who I hold on to.
Not forgotten, my parents who never stop praying for my blessing and
success. Without them I would not be here. Equally important, to my housemates
and friends, you were always by my side when I needed you. Thank you very much
Sarina, Yasmin, Adik, Eimah, Pura, Umi and Jerd, Zurin, Zue and Nad, your
understanding and motivation kept me moving forward to the end. Syukron Jazilan.
I would also like to dedicate my appreciation to the teachers from Sek. Men.
Seksyen 24, Sek. Men. Seksyen 19 and Sek. Men TTDI Jaya. Without them I would
not be able to finish this thesis. Alhamdulillah.
Last but not least, I dedicate this thesis to my late brother, Mohd Syukur
Mansor. His prayer for my success keeps me awake from my dreams. He is my
inspiration. Though he is not here, his words when he was alive show me the way.
Wassalamualaikum.
ABSTRACT
ABSTRAK
TABLE OF CONTENT
PAGE
Pengakuan/Declaration i
Acknowledgement ii
Abstract iii
Abstrak iv
Table of Content v
List of Tables viii
CHAPTER 1: INTRODUCTION
1.0 Introduction 1
1.1 Background 2
2.0 Introduction 8
2.4 Conclusion 17
3.0 Introduction 19
3.1.1 Subjects 20
3.1.2 Instruments 20
3.1.3 Procedure 21
4.0 Introduction 23
& RECOMMENDATIONS
5.0 Introduction 47
5.2 Summary 50
5.3 Conclusion 52
5.4 Recommendations 54
Classroom in schools
LIST OF REFERENCES 57
APPENDIXES
LIST OF TABLES
TABLES PAGE
Table 17: The Lesson Will be More Interesting When Using ICT 37
Table 21: Using ICT for Speaking Lesson is Interesting and Enjoyable 39
Table 22: Using ICT for Listening Lesson Is Interesting and Fun 40
CDs
Table 28: In The Future I Will Keep Using The Computer / Multimedia 44
Table 29: I Could Create Interesting Lesson and Effective Lesson When Using 44
ICT
CHAPTER 1
INTRODUCTION
1.0 Introduction
Teaching is not an easy task as teachers are not only acquired to impart
their knowledge to students, but they also need to make sure that the knowledge
imparted has a great effect on the students. However, every student is different in
terms of interest, learning span, and also proficiency levels. It is the teachers’ job
to determine the lesson to be interesting and enjoyable. But still this is not
enough for teachers to have effective teaching, unless they have good approaches
in tackling their students.
is a broader view rather than method and technique. But method as she adds is a
form of procedures that guide the teaching of language. Nevertheless, technique
is more specific as compared to both approach and method since it focuses on
how a particular activity or mechanism is used while teaching either a second or
foreign language. Therefore, in ESL classroom, it is important for the teachers to
use suitable techniques in their lesson in order to make sure that their teaching
effective.
1.1 Background
Nowadays, the use of ICT seems to evolve from informational basis into
educational means. Thus, that is why the implementation of ICT in the teaching
of English is highly encouraged in Malaysia nowadays (Samuel & Zaitun, 2006).
Nooreen (2004) states that computer technology would play both the medium of
instruction as well as the subject of instruction. This is because the teachers could
use ICT to help them teaching the lesson in which ICT plays the role as the audio
visual aids. Besides that, teacher could also use ICT as a subject of the lesson
itself, for example in teaching the students how to write an email. Although the
implementation of ICT in the language classroom could be challenging, but with
smart application, it would help teachers to prepare and plan the language lesson
3
easily (Urai Salam, 1999). Simultaneously, teachers would have the opportunity
to create interesting materials.
Norhayati and Siew (2004) state that, the integration of ICT in the
classroom would provide big advantages and opportunities to the learning
process and also to the learners. Students would not only be able to practice their
language skills but they would also have the opportunity to explore new
knowledge in the world of ICT and technology. Hence, the integration of ICT in
ESL classroom is an effective way to improve the teaching and learning process.
The purpose of this study is to find out whether ICT facilities are being
provided by the Ministry of Education or the schools. Besides that, it is aimed to
investigate whether ICT is being integrated in the ESL classroom. This study
also means to find out whether ICT helps the teaching and learning process in
ESL classroom. Moreover, this study is also hoping to find out whether the use
of ICT would make the ESL classroom interesting. Last but not least, this study
hopes to find out whether ICT can motivate and stimulate students to learn
English.
Equally important, the data gathered from this study could be used to
investigate whether there are enough computer laboratories in schools and that
the computer laboratory is conducive enough for ELT to take place. Moreover, it
is hoped that the data could give a clearer view on the use of ICT in ELT in
Malaysia’s Secondary school. The responses gathered would give a better insight
on what is happening in the real situation.
6
1.7 Limitation
This study is carried out with several limitations. Since this study is
focused on the integration of ICT in ESL classroom, therefore the results of the
findings are only applicable for English teachers. More over, the results might be
different to other English teachers in other areas or states. Besides that, this study
could only be conducted to teachers whose major is English with at least one
year of teaching experience.
7
1.8 Delimitation
The study is limited to thirty English teachers from three schools around
Shah Alam. Hence, the results of this study are only relevant to those schools.
CHAPTER 2
LITERATURE REVIEW
2.0 Introduction
inventive in their teaching where the use of technology was varied according to
students interest and capability. And today, the latest technology is ICT of
Information and Communications Technology. From the reformation in the
western countries especially United States of America (USA), ICT has become
an important tool in teaching and learning processes. According to Neo (2004),
ICT has influenced teachers to the progression of new perception and innovative
teaching techniques. Nowadays, teachers use technology not only to help them
with their work but as a part of the teaching and learning process. With the
technology students would learn to use the language as well as the technology.
outcomes for both the teaching and learning process as teachers and students will
not only get and learn unlimited knowledge from the ICT but they will also
improve their knowledge and life.
For that reason, ICT now plays as a purpose for having a better teaching
and learning atmosphere Neo (2004). This is hoped that the integration of content
and technology would provide a more efficient teaching and learning process in
which the teacher and the students could teach and learn effectively. According
to Kajee (2004), researchers of ICT and ESL believe that ICT would harmonize
the teaching and learning environment as well as promote equal participation
among the students. ICT is believed to help teachers to create not only interesting
lesson but also effective language classroom. With today’s technology, teachers
could present their lessons in the most interesting and effective ways which then
will let them have more opportunities to communicate with the students as well
as cooperate with them. Thus, this would enable teachers to balance their role
and the students’ role in the classroom where students would have more
opportunity to collaborate among themselves doing the activities in their
classroom.
lessened. Thus, they will have more confidence to interact with other students in
the class and simultaneously promotes good collaboration among the students.
Today, computer, multimedia and the Internet are three main components
of ICT. Multimedia and the Internet provide so many interesting ideas for
teachers with activities and information that will prepare them to be ICT smart in
the future. Ruba and Abdallah (2006) state that although computer mediated
communication (CMC) in the foreign language classroom is still new, it is
believed that it indeed has some advantages in the teaching. Hence, teachers
should not ignore the needs of being ICT smart any longer as it is their obligation
today to prepare themselves with enough technology involving the ICT. This is
to ensure that ample information could be imparted to the students alongside with
ICT development itself. According to Kuang and Hsuan (2000), today the
Internet advancement has brought a new revolution for the language teaching and
learning where by the language tools provided in the Internet are becoming more
steadfast. Kuang and Hsuan (2000) state that there are varieties of applications
available in the Internet that is so useful to be used in foreign language classroom
especially in EFL and ESL classroom. And this is supported by Singhal (1997)
that Internet supplies so many supplemental language activities not only for
teachers but also for students to practice. This somehow will enable them to learn
and use the language in the most meaningful and authentic way.
teacher for consultation when they encounter any problem. Ruba and Abdallah
(2006) again claim that ICT provides more practices in writing skills, supports
cooperation among students and enhances peer reviewing. This is such a good
option for teachers, as they do not have to spend much time on guiding the
students. It is also shown that by using ICT technology like Web technology, the
teacher and students are enabled to communicate with each other more
effectively. Due to this, Nooreen (2004) suggests that ESL teacher while looking
at the value of ICT, they should rethink the meaning of literacy as a whole as
ICT is no longer in isolation from the language components. This is because, in
the ICT world, English is the main language for communication as well as
application. Therefore, in order to use ICT, one must understand the language.
Apart from this, Nooreen (2004) adds that ESL teachers must explore the
world of ICT. There is vast information for ESL teachers to explore and take into
advantage for the students’ benefits. Acording to Adelina, Hartharan, and
Ibrahim (1997), multimedia could help teachers to create interesting and
15
rewarding lessons with students interacting and collaborating with each other
while at the same time giving them a wide access of resources. In the same
manner way, Internet provides ESL teacher and learners with information about
the teaching and learning ESL (Tunku Mohani and Zoraini, 1998). For this
reason, ESL teachers should not ignore these two components as they could help
teachers with their teaching. By using multimedia and the Internet, the teaching
and learning of ESL would shift into a new view where it is more interesting,
interactive and creative. ESL teachers should not depend on the traditional
technology only as the Internet and multimedia could provide them with more
current resources, information and knowledge in which could help teachers to
create more creative, innovative and interesting lessons.
There are several researches that are closely related to this study. These
researches would give an overview over the issue of ICT.
Samuel and Zaitun (2006) in their research entitled “The Utilization and
Integration of ICT Tools in Promoting English Language Teaching and Learning:
Reflections from English Option Teachers in Kuala Langat District, Malaysia”
report that English lessons that integrate multimedia applications can put forth
influential motivation and supply uninterested students with thrilling new ways
to learn. The exploitation and integration of ICT tools can indeed support
students in acquiring English Language proficiency as well as improve the
quality of their learning knowledge. This paper first examines the current
situation of English language teachers on ICT integration and tries to conclude if
ICT skills of English language teachers that in the light of existing
communications conveniences are sufficient to encourage English language
16
teaching and learning. The researchers then come across at some of the obstacles
faced by English language teachers in ICT integration and finally, the researchers
recommend that teachers should implement interactions in order to enhance the
learning of English.
Apart from this, a study was conducted by Rafiza & Adelina (2004), on
the advantages of the exploitation of ‘dialogue journal’ through e-mail
technology in developing students’ writing skills in the English Language and
how its use can improve the teaching and learning of the English Language in the
Malaysian secondary schools. Further more, this paper also talks about the
prospective of e-mail, and how it can be an interesting teaching and learning
medium that can help to heighten up interest among the students and help to
improve their learning. It is also stated that there are not many studies have been
conducted to establish the potential of the use of dialogue journal through e-mail,
especially in the Malaysian context of educational language research. The
researchers state that there are many research prospects for us to explore so that
we can understand the advantages of such technology in enhancing the students’
interest, the level of student-teacher interface and standard of writing in
Malaysia.
Equally important, Nor Azilah and Mona (2006) in their research discuss
the needs of secondary school teachers when using ICT in the classroom. This
study is also aimed to identify the problems faced by the teachers when
implementing ICT in their classroom. The study is also aimed to investigate the
secondary school teachers’ needs in becoming competent ICT users. Hence, there
were about 1200 sets of questionnaire distributed to secondary school teachers
from 44 schools in the Northern region of Malaysia. The result of the findings
shows that the teachers are not confident to integrate ICT in their lesson due to
their lack of necessary ICT skills.
2.4.1 Conclusion
In conclusion, ICT and ESL are not two different subject matters anymore, as
both ICT and ESL now goes hand in hand walking together alongside with the
technology development. English is the main language in the ICT world, therefore
ESL teachers should not neglect the importance of mastering ICT among the
students as later on they will encounter this technology somehow. Thus, students
should be prepared with this knowledge earlier in school so that when they enter the
real world, they have had the knowledge. Ybarra and Green (2003) believe that ICT
is an effective tool for teachers to use in teaching English. This is because, it
provides valuable language experiences for the students. Furthermore, when the
students are furthering their study in the higher educational institution, they will be
well prepared as at this level ICT knowledge is a great advantage for students.
Consequently, the notion of literacy is no longer about being able to read and write
but also the ability to apply the language within the context of ICT itself. Thus, ESL
teachers should start facilitating themselves with this knowledge besides the
knowledge as language teachers.
18
CHAPTER 3
3.0 Introduction
3.1.1 Subjects
3.1.2 Instruments
3.1.3 Procedure
CHAPTER 4
4.0 Introduction
In this chapter, the discussion will be on the findings and the analysis of
the gathered data from a sample of secondary school teachers from three
secondary schools in Shah Alam. The schools are Sekolah Menengah
Kebangsaan Seksyen 19, Sekolah Menengah Kebangsaan Seksyen 24 (2) and
lastly Sekolah Menengah Kebangsaan TTDI Jaya. There were thirty sets of
questionnaire were distributed by the researcher but only twenty-nine sets were
returned. The findings of the gathered data from the given questionnaire will be
presented in tables. The tables will show the frequency and percentage of each
particular response. Meanwhile, the analysis of the data will be based on the
percentage of the responses. The data will also be analyzed according to the
purpose of the study and its research questions. Therefore, the sections in the
questionnaire will be analyzed separately in order to answer the research
questions.
24
It was earlier stated that the purpose of this study is to investigate the
perception of teachers on the integration of ICT in the ESL classroom. It is also
important to find out through the teacher’s experience in ELT, whether the use of
ICT could create interesting and fun language lessons. Besides that, the study
also means to find out whether ICT could motivate and stimulate students to
learn English. Therefore, 30 sets of questionnaire were distributed to secondary
school teachers at three schools in Shah Alam. It is hoped that from the responses
given these four research questions would be answered:
percent and ten percent of the respondents said that their school
has thirty to forty and more than forty computers in their
computer lab respectively.
Total 29 100%
Table 14: My students will learn more when I use Internet.
agree that their students will learn more when they use the
Internet. It is also shown that twenty-seven point five percent of
the respondents are not sure that their students will learn more
when they use the Internet. Moreover, only fourteen percent of the
respondents disagree and three point four percent of the
respondents strongly disagree irrespectively that their students
will learn more when they use the Internet. The data shows that
fifty-five percent of the respondents are in agreement that students
will learn more when they use Internet.
CHAPTER 5
5.0 Introduction
In this chapter the researcher will analyse the findings of the previous
chapter which is Chapter 4 as well as to provide some discussions over the
analysis made. This chapter also consists of the summary of the research major
findings, conclusion, and the recommendation and suggestions for further
research.
The findings in this section concluded the data gathering. All the
completed data from all five sections have provided sufficient information to be
analyzed and inferred in order to answer the research questions.
48
From the findings, it can be seen that all three schools involved in
this research are equipped with ICT facility in which all respondents say
that their schools have a computer laboratory. Furthermore, majority of
the respondents say at least twenty to thirty computers are available in the
computer laboratories. In addition, all respondents say that the Internet
service is provided by the schools. Besides, English multimedia
courseware CDs are also provided by the Ministry of Education as well as
schools. Consequently, this shows that Ministry of Education does put an
attention on the importance of ICT to the schools as all basic facilities for
Information Communication Technology are available. These are an
indication that the integration of ICT in the ESL teaching and learning
process is encouraged by the Ministry of Education as well as the
schools. This also means that the schools support the government’s vision
in implementing ICT in schools.
From the findings, it was found that ICT is being integrated by the
teachers into their lesson. It shows that two third of the respondents
strongly agree and agree respectively that they use computer as their
medium of instruction. As for the Internet, although not all respondents
use it in their instruction, more than half of the respondents do. Similarly,
49
slightly half of the respondents respectively strongly agree and agree that
they conduct language games using multimedia courseware CDs. On the
other hand, one third of the respondents like to conduct language games
using Internet. Despite the small number, majority of the respondents are
in agreement that they will use computer, multimedia and Internet in their
teaching. Additionally, it can be seen that two third of the respondents
strongly agree that teachers should integrate ICT in the teaching. Hence,
it can be seen that the respondents are indeed aware of the benefits of ICT
in the teaching and learning process in ESL classroom.
Does ICT help the teaching and learning process in ESL classroom?
It can be seen from the findings that ICT does help the teaching
and learning process in ESL classroom. This is shown when majority of
the respondents are in agreement that their students will learn more when
they use computer. Similarly, more than half of the respondents are also
in agreement that their students will learn more when they use Internet.
Equally important, majority of the respondents are in agreement that ICT
will help them create interesting and fun lessons. Moreover, majority of
the respondents are also in agreement that ICT will provide authentic
activities and that their students will learn authentic language when they
integrate ICT in the lesson. Additionally, it can be seen that eighty-six
percent of the respondents admit that ICT helps teachers to have better
teaching. Hence, due to its strength, from the findings ICT is proven to
help teaching and learning process in ESL classroom.
50
The findings show that ICT does motivate and stimulate students
to learn. This is proven when eighty-six percent of the respondents
strongly agree and agree correspondingly that their students will be
motivated to learn English when they integrate ICT in the class.
Furthermore, it can be seen that majority of the respondents strongly
agree and agree respectively that ICT will stimulate students to respond.
For this reason, it shows that ICT as an interactive tool heightens up
students’ motivation in the ESL classroom in which at the same time
stimulate them to learn more.
5.2 Summary
From the analysis of findings, the demographic data indicates that all of
the respondents for this study are mostly bachelor degree holders. This is because
secondary schools teachers are required to have at least a bachelor’s degree. All
of the respondents have at least one year of teaching experience. With a
minimum of one year teaching experience, it is believed that the teachers have
enough exposure as well as application and information on the use of ICT at their
schools. From the finding, it can be seen that all respondents admit that their
schools have been provided with the ICT facilities. This indicates that schools
are aware on the importance of ICT in education. Besides that, it also shows that
technology is so important presently that schools today could have the access so
easily. Therefore, that is why certain schools have more than one computer labs.
More over, all respondents acknowledge that their schools or Ministry of
51
Education have also provided them with multimedia courseware CDs. This
implies that schools and Ministry of Education realize the benefits of using
multimedia courseware CDs in teaching and learning process in ESL classroom.
ICT these days is a common phenomenon among the society. With its
special features, it is not only attracting those who are dealing with the ICT, it
attracts everybody no matter old or young. This is probably due to the advantages
they will get when they could master ICT. Hence, without any much effort, ICT
could attract students to learn as it has so many things to explore. Consequently,
majority of the respondents admit that ICT could stimulate their students to learn
and respond more to the lesson in which they will be motivated to learn English.
Since the students’ motivation is high, the respondents believe that their students
will enjoy lessons more.
5.3 Conclusion
The value of the integration of ICT in the perception of teachers has its
meaning and significance. Therefore, the continuous use of ICT into the lesson
and effort in improving the practice must be taken seriously. This study has
found that ICT promotes interesting and effective lesson as ICT provides so
many enjoyable activities for students to explore and more with variety computer
software for educational purposes available, diversity of fun activities could be
created and designed by teachers (Ybarra and Green, 2006).
Teachers nowadays admit the benefits of the use of ICT in the ESL
classroom and the positive results that they will receive afterwards. However,
still they doubt its effectiveness in the teaching and learning process. Having
taken into consideration on the negative feedbacks given by the respondents
54
through out the research findings, researcher suppose that it is probably due to
the shortcomings of the facility provided by schools. Besides, the crowded
classroom has put the barrier on the success of the use of ICT in ESL classroom.
Therefore, these problems should be taken into consideration as they would
determine the success of implementing ICT in ESL classroom in schools.
Thus, it can be said that this study has achieved its target in answering the
four research questions by knowing that ICT provides benefits to the ESL
classroom. It is also hoped that this study can provide useful information for
future researchers embarking on the same topic.
5.4 Recommendation
The finding of this study has exposed the effective potential of ICT in
English language learning. Further research on this topic should mean to move
on improving ICT as a medium of instruction. Prospect research should try to
come up with possible answers to overcome the problems related to especially
when used in schools.
Last but not least, it is suggested that any organization related to ICT
could contribute to the country by donating ICT facilities like computers as there
are still schools that have lack of ICT facilities. Even more, it is suggested that
ICT companies to conduct more research on the use of ICT in ESL classroom,
which not only will benefit the company but also the country generally, and
society specifically.
57
LIST OF REFERENCES
Celce-Murcia, M., & Larsen-Freeman, D. (1999). The grammar book: An ESL teacher's
course. Boston: Heinle and Heinle.
Czerniewicz, L. & Brown, C. (2005). Access to ICT for teaching and Learning: From
Single Artefact to Inter-related Resources. International Journal of Education and
Development using ICT, Vol. 1, No. 2 (2005)
Kuang-wu, L., & Hsuan, C. (2000). English Teachers barriers To The Use of Computer-
assisted Language Learning. The Internet TESL Journal, Vol. VI, No. 12,
December 2000. [Online Article]. Retrieved January 21, 2007, from the World
Wide Web: http://iteslj.org/
Meena, S. (1997). The Internet and Foreign Language Education: Benefits and
Challenges. The Internet TESL Journal, Vol. III, No. 6, June 1997. [Online
Article]. Retrieved December 27, 2006, from the World Wide Web:
http://iteslj.org/
Neo, Mai. (2004). Co-operative learning on the web: a Group-based, Student Centered
Learning Experience in The Malaysia Classroom. Australasian Journal of
Educational Technology, 20(2), 171-190.
Norhayati, A., M., & Siew, P., H. (2004) Malaysian Perspective: Designing Interactive
Multimedia Learning Environment for Moral Values Education. Educational
Technology & Society, 7 (4), 143-152.
Rafiza, A., R. & Adelina, A. (2004). The Use of Dialogue Journal through E-mail
Technology in Developing Writing Interest and Skills. [Online Article].
Retrieved August 16th 2006, from Malaysian Online Journal of Instructional
Technology, 1(2), December 2004.
Ruba, F., B. & Abdallah, A., B. (2006). Jordanian EFL Students’ Perception of their
Computer Literacy: An Exploratory Case Study. [Online Article]. Retrieved
January 21, 2007, from the International Journal of Education and Development
using ICT, Vol. 2, No. 2 (2006).
Samuel, R., J. & Zaitun, A., B. (2006). The Utilization and Integration of ICT Tools in
Promoting English Language Teaching and Learning: Reflections From
English Option Teachers in Kuala Langat District, Malaysia. [Online
Article]. Retrieved January 21, 2007, from the International Journal of
Education and Development using ICT, Vol. 2, No. 2 (2006).
59
Tunku Mohani, T., M. & Zoraini, W., A. (1998). Creative Encounters with English on
the Internet. The English Teachers, Vol XXVIII, October 1998.
Urai, S. (1999). ProCALL and Learner Autonomy. [ Online Article]. Retrieved February
14, 2007, from WWW.angelfire.com.
Ybarra, R. & Green, T. (2003). Using Technology to Help ESL/EFL Students Develop
Language Skills. The Internet TESL Journal, Vol. IX, No. 3, March 2003.
Retrieved January21, 2007, from the World Wide Web: http://iteslj.org/
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APPENDICES
1. Appendix 1: Sample of questionnaire
61
A RESEARCH ON
THE PERCEPTION OF TEACHERS
ON THE INTEGRATION OF ICT IN THE ESL
CLASSROOM IN SELECTED SCHOOLS IN SHAH ALAM
1. Age
Below 25 [ ]
26 – 30 [ ]
31 and above [ ]
3. Highest qualification
Diploma [ ]
Degree [ ]
Master [ ]
4. Experience in teaching
1-3 years [ ]
4-10 years [ ]
11-15 years [ ]
More than 15 years [ ]
Section B:
Section C:
Please tick where necessary. Tick only one.
[ ] 1- strongly agree [ ] 2- agree [ ] 3- not sure [ ] 4- disagree [ ] 5- strongly disagree
1 2 3 4 5
1. I use computer as my medium of instruction.
2. I use internet as my medium of instruction
3. My students will learn more when I use computer.
4. My students will learn more when I use Internet.
5. It is effective when integrating computer in teaching
English.
6. My students will be motivated to learn English when I use
ICT in the class.
7. The lesson will be more interesting when using ICT.
8. ICT will stimulate students to respond.
9. Using ICT for writing lesson is interesting
10. Using ICT for reading lesson is interesting.
11. Using ICT for speaking lesson is interesting and
enjoyable.
12. Using ICT for listening lesson is interesting and fun.
13. My students enjoy listening activities when I integrate
ICT in the lesson.
14. ICT provides authentic activities
15. My students learn authentic language when I integrate ICT
in the lesson.
16. I always conduct language games using multimedia
courseware CDs.
17. I like to conduct language games by using Internet.
18. In the future I will keep using the computer/multimedia
technology and Internet in my teaching
19. I could create interesting and effective lesson when using
ICT.
20. Teachers should integrate ICT in the teaching.
21. ICT helps teacher to have better teaching.