THE USE OF ICT IN TEACHING AND LEARNING ENGLISH LANGUAGE

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THE USE OF ICT IN TEACHING AND LEARNING ENGLISH LANGUAGE

CHAPTER ONE

INTRODUCTION

1.1        Background to the Study

Information Communication Technology (ICT) are considered as important instrument in modern world in facilitating quality instruction. The use of electronic media facilities has become a necessity for improving quality in teaching and learning in schools. Information Communication Technology (ICT) are indispensable and have been accepted as part of the contemporary world, especially in the advanced countries to the extent of given a new phase to the education system in terms of pedagogical approach (Okafor, 2009).The Federal Ministry of Education (FME, 2010) recognizes the prominent role of electronic media in the modern world and has integrated electronic media into education in Nigeria. It emphasis that at the secondary school, computer education is made a pre-vocational elective which is part of electronic media devices.

English language is not only Nigeria‟s official language and medium of international interaction but also the language of instruction and reference throughout the entire educational system. Thus, competence in English language assumes great importance for students as it directly affect the level of progress attainable irrespective of aptitude in their particular fields. Egbe (2009) posit that competence in English language is an essential pre-requisite for educational and career success. As an official language in Nigeria, English is used for all government transaction both oral and written and it is one of the languages in which information is stored and retrieved from electronic media, hence it is important that the English language is well taught in schools particularly at secondary schools level.

The advents of information and Communication technology in schools have resulted in the presence of electronic media in the English language classroom or language laboratory. The effect of media resources can be experienced at all levels and forms of education. Educators, teachers and instructors are discovering that the instructional delivery process in using electronic media environment (classroom or English laboratory), is different from the traditional classroom; despite, the relevance of electronic media resource to instruction; teachers and resources to harness the potentials to teach English language effectively. However, there is serious concern over the level of awareness of use of electronic media devices to instruct students in English language. This is characterized by possibly socio-economic and teacher‟s ability.

Availability of Information Communication Technology (ICT) in secondary school will help to effectively teach and learn the English language (Alex, 2012).The adequacy of those resources poses another serious concern while it is true that government has not done much direct intervention to make Information Communication Technology (ICT) widely available in schools. There is no doubt that governments have of recent signified intention to intensify the use of instructional materials in secondary schools. But evidence obtained from literature has revealed that the level of availability and use of Information Communication Technology (ICT) for teaching and learning in Kaduna state secondary school is an issue of worried. For instance few schools have English laboratory. The few secondary schools that have the laboratory, teacher‟s skilfulness is doubtful.

1.2        Statement of the Problem

Spoken English as it is being taught at the Secondary Schools is hampered by the poor instructional materials and methods. These problems as perceived could be as a result of the teaching methods adopted on the part of the teachers which greatly affect the way learners comprehend the spoken aspect of English language. This has in turn led to students imbibing the wrong information and passing same to the general public during communication.

Evidence obtained from relevant literature had revealed that the level of availability and utilization of electronic media facilities for teaching and learning English language in educational institution is an issue of serious concern. For instance between 2012–2014, only six schools Barewa College Zaria, Science Secondary School

Kufena, G.S.S Kagoro, Capital School Kaduna, Queen Amina School and Government

Girls Science School Soba are found to have well equipped language laboratory in Kaduna state, (NBTE, 2014). The effort of government in the provision of electronic devices such as computers, radios, projectors, televisions, internet and other to serve as instructional materials is far from satisfactory to achieve meaningful teaching and learning of English language. In a situation where 80% of students in school are taught without adequate used of instructional materials to improve students‟ academic performance, especially in English language (Ayoji, 2013), where it is available, it is usually in few quantity and quality and the utilization to the maximum teaching and learning process is a source of concern in schools today.

Advances in technology has brought instructional materials especially electronic materials to the forefront as the most tools of globalization which have affected the classroom teaching/learning situation positively. New technological breakthrough such as Audio, Audio visual electronic materials are important landmark in knowledge transfer. With this facilities and equipments, teaching and learning English language became very pleasant experiences and less stressful. Notable problems could be poor quality of teachers in terms of qualification and competence based to make use of this modern technology (electronic media). It is important to remark that teachers‟ inability or shortfall to make use of technologies should not serve as an excuse to retard student‟s acquisition of this core subject (English language) at credit level in schools. The study therefore is to assess the availability and utilization of Information Communication Technology (ICT)in teaching and learning English language in senior secondary schools in Kaduna state,

Nigeria.

1.3        Objectives of the Study

The study is set to achieve the following objectives, to:

  1. examine the availability of Information Communication Technology (ICT) used in teaching English language in senior secondary schools in Kaduna state.
  2. identify the various types of Information Communication Technology (ICT) used in teaching English language in secondary schools in Kaduna State.
  3. ascertain teachers and students level of awareness of the available Information Communication Technology (ICT) in senior secondary school in Kaduna state.
  4. investigate the extent of utilization of Information Communication Technology (ICT) for the teaching of English language in senior secondary schools in Kaduna state.

1.4        Research Questions

The following research questions were formulated to guide the study:

  1. What are the types of Information Communication Technology (ICT) used in teaching English language in secondary schools in Kaduna State.
  2. To what extent are the Information Communication Technology (ICT)available for use in teaching and learning English language in senior secondary schools in Kaduna state?
  3. To what extent are teachers and students aware of the Information Communication Technology (ICT) available in senior secondary schools in Kaduna state?
  4. To what extent do English language teachers utilize Information Communication Technology (ICT) in the teaching of English language in senior secondary school in Kaduna state?

1.5        Research Hypotheses

The following null hypotheses were postulated to guide the study.

1: There is no significant difference on the types of electronic media  resources  for the teaching of English language in senior secondary school in Kaduna

State.

2: There is no significant difference on Information Communication Technology (ICT) available for the teaching of English language in Kaduna state

3: There is no significant difference in the awareness  level of teachers and students on the availability of Information Communication Technology (ICT) in senior secondary school in Kaduna state.

4: There is no significant difference on the teachers effective utilization of Information Communication Technology (ICT) for the teaching and learning of English language in senior secondary school in Kaduna state.

1.6        Basic Assumptions

It is assumed that:

  1. The availability of Information Communication Technology (ICT) in schools will improve the quality of instruction of English language in senior secondary schools in Kaduna

state.

  1. That the awareness level of teachers and students is high on availability of Information Communication Technology (ICT) in senior secondary schools in Kaduna state.
  2. The level of proficiency of teachers in the utilization of Information Communication Technology (ICT) definitely stimulate the interest of the learners as well as improve the way these resources are being used by the learners.

1.7        Significance of the Study

The use of Information Communication Technology (ICT) in education as a form of technology in modern class instruction makes English class interactive and collaborative as teachers and learners are given the opportunity to explore idea and have knotty problem solved. However, despite several curricular modifications, aims at enhancing quality of instruction, Information Communication Technology (ICT) seems to be more appealing in enhancing teaching and learning. For this reason, this study can be used to further aid effective English language curriculum implementation through effective utilization of Information Communication Technology (ICT) to facilitate learning. English language teachers can find some of the findings of the research useful, by understanding the impact of Information Communication Technology (ICT) application in teaching and learning process. Teachers will be encouraged by the study to identify suitable areas that needed application of media and may detect their deficiencies and strengths in order to enhance the training of the teachers in their various institutions.

Curriculum planners of the various learning process can identify and incorporate most suitable media resources in English language curriculum for maximizing classroom instruction for students benefit. Students will also be motivated by the presence of Information Communication Technology (ICT) in their classes to enhance their understanding of the lessons. Ministry of Educations, Kaduna state in particular can also benefit by ensuring availability and maintenance of the available media resources and also provide more to ensure quality instructions.

1.8       Scope of the Study

The study assessed the availability and utilization of Information Communication Technology (ICT) for teaching and learning of English language in senior secondary schools in Kaduna state, Nigeria. The study hopes to cover the basic Information Communication Technology (ICT) such as audio and audio-visual, computers, in terms of the availability and utilization.

Specifically, the study was delimited to English language teachers and students in both private and public senior secondary schools (SSII) in Zaria and Sabon Gari Local Governments in Kaduna State.

THE USE OF ICT IN TEACHING AND LEARNING ENGLISH LANGUAGE

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