This chapter presents the background of study, problems of the study, objectives of the study, significance of the study, scope and limitation, and definition of key terms.
A. Background of Study
The developments of Information and Communication Technology (ICT) from age to age make it becomes the media which can facilitate people’s activities. In education scope, ICT helps teachers and students to develop their quality of teaching and learning process, even many education institutes have many kinds of ICT as media to develop the quality of education process. Many studies reveal about various advantages of teaching, learning and developing English Language skills by using ICT. Some examples of studies are conducted by Birmingham on reading
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The problems may come from their selves and from outside. Such a study conducted by Hadi Salehi and Zeinab Salehi (2012) entitle “Integration of ICT in Language Teaching: challenges and barrier”, it revealed that high school teachers are familiar with ICT and its usage, but it doesn’t mean that they integrate ICT into the curriculum. On the other hand, a study by Dr. Alajab Mohammed A. and Huda Sulatan Ahmed “Teachers And Students` Perception Towards The Use Of Information And Communication Technology For Teaching English In Bahrain Governmental Secondary Schools” revealed that many students are motivated and being helped since their teachers integrate the ICT in teaching and learning process. By knowing its fact, however the teachers as students’ learning facilitator in the school should strive to innovate the medium used for facilitate them. Therefore, by the significance of ICT in English teaching and learning, the teachers’ competence on taking the advantages from the ICT need to be increased. As new media for educational purpose, it gives various advantages in this globalization era, not only for the teachers but also the students and even for education …show more content…
What are the differences between lecturers’ and students’ view on the use of ICT in English learning and teaching?
C. Objectives of The Study
According to the problems stated above, the general purpose of this research is to investigate lecturers’ view on the use of Information and Communication Technology (ICT) in English teaching and students’ view on the use of Information and ICT in English learning. In addition, this study will also reveal about the differences between lecturers’ and students’ view on their opinions and attitudes towards ICT usage for English teaching and learning.
D. Significance of The Study
This study which is focused on investigating the lecturers’ view on the use of ICT in English teaching and learning is expected to contribute some benefits for the English lecturers and students, school institution, and the researcher. By knowing the result of this study, English lecturers and students will finally know whether they find ICT helpful in English teaching and learning or not. In consequence, they can decide the best way to adjust their teaching media towards the students’ needs. They will be also pushed to increase their ability and explore more about ICT to be used as appropriate medium for teaching process in this globalization
Studies, Vol. 25, No. 4 (Mar., 1995), pp. 447-464. Published by: Sage Publications, Inc. Article Stable URL: http://www.jstor.org/stable/2784403
In response to the question set, I will go into detail of the study, consisting of the background, main hypotheses, as well the aims, procedure and results gathered from the study; explaining the four research methods chosen to investigate, furthering into the three methods actually tested.
The study outlined in the article is well organized in its major parts, including introduction, literature review, methodology, results, and discussions. The introduction provides the research question and purpose, while the remaining parts provide sufficient data to help in justifying the hypothesis and rationale of the study.
This study sought to answer three research questions. Although the questions have been presented in previous chapters, they are worth presenting again.
The authors of this article have outlined the purpose, aims, and objectives of the study. It also provides the methods used which is quantitative approach to collect the data, the results, conclusion of the study. It is important that the author should present the essential components of the study in the abstract because the abstract may be the only section that is read by readers to decide if the study is useful or not or to continue reading (Coughlan, Cronin, and Ryan, 2007; Ingham-Broomfield, 2008 p.104; Stockhausen and Conrick, 2002; Nieswiadomy, 2008 p.380).
recent study in the topic was performed by Craig Anderson, director of the center for the study
Two decades of research on the integration of ICT in education has shown that although changes are taking place to integrate ICT effectively into teaching and learning, the changes are not substantial enough to bring about the required change at the required pace (Cowie & Jones, 2005; Darling-Hammond, 2005; Ehman et al., 2005; Jimoyiannis & Komis, 2007). Furthermore, the prospects of using ICT in education has been debated, researched and speculated on. The debate has changed a little, namely that ICT has an important role to play in education in terms of enhancing excellence in teaching and learning. However, the factors that hinder the integration of ICT in education seem to be basically the same as twenty years ago: inappropriate integration strategies, resistance to change, resources, training and time to integrate ICT effectively (Demiraslan & Usluel, 2008; Guru & Percy, 2005).
Technology is also used as a tool in the method of teaching and learning for faster and easier education. It is now an academic necessity i...
Technology forms the most vital element of life in the world today. Every aspect of our lives is dominated by technology and its importance in our lives is indispensable. One of the outstanding facts about technology use in schools is its controversial nature. There is no common agreement by stakeholders in technology and educations sectors about the use of technology in schools. There are two different factions, one supporting use of technology as a positive aspect, while the other faction disagrees, citing the detrimental effects of technology in students. However, the use of technology in classrooms catering for children continues to increase, as education develops more interesting ways of enhan...
With this paper I am striving to talk about technology in a classroom setting. I aim to talk about how technology can be positive as well as negative in the classroom. Personally, technology can bring so many creative options in the classroom but can be a set back when there is a misunderstanding in how to use it properly. Within a classroom setting, there should be a variety of learning so every student can find what suits his or her learning best. I will be making sure to cover both sides to this argument.
In the words of Bill Gates “any tool that enhances communication has profound effects in terms of how people can learn from each other.” Technology is a tool that is making it easier for people acquire knowledge and it is becoming an essential part of learning. Students need to be taught using methods that attract their attention. Methods such as technology make it easier for students and make for a more engaging learning experience. Technology within the classroom gives students a better chance to succeed, cuts down costs for both students and teachers, and allows students to be more engaged in class. Technology is an integral part of modern society, and its use in classrooms needs to be promoted so the learning environment is enhanced.
The data and facts are supported and substantiated by questionnaire, graphical and statistical tools have been used, and analysis and suggestions have been furnished for a better perspective.
A two-phase sequential explanatory strategy was used for the study. The two- phases are ordered in the sequence that was proposed as priority was placed on quantitative data collection and analysis. In the second phase, qualitative data was collected and used to refine the results of the quantitative data presented in the first phase.
The introduction of technology into education has revolutionized the teaching quality and learning outcome in the last ten years. The integration of technology into lectures by teachers in classroom has become so natural that both teachers and learners consider computers and their related applications for instruction are “a routine component of the classroom and educational processes in general” (Nuldén, 1999 cited in Buzzard et al., 2011, pp.131-139).
ICT's vital role cannot be ignored in increasing attainment to education as well as preparing better quality education (Gutterman et al, 2009). Education has not been untouched by the pervasive impact of information and communication technology. No doubt that ICT has influenced the quantity and quality of teaching, learning, and research. ICT, in concrete terms can improve teaching and learning via its engaging and interactive content; and it can prepare real opportunities for individualized teaching. ICT has the potential to speed up, enhance, and deepen skills. It motivates and engages students in learning. It also helps to connect school experiences to practices and to develop economic viability for future