The Praxis Of Information And Communication Technology In English Language Teaching And Learning Classes: The Case Of Grade 11 Teachers And Students At Four Selected Secondary Schools In Wolaita Zone, Southwest Ethiopia

Abstract

This study was carried out to investigate the praxis of information and communication technology (ICT) in English language teaching and learning classes: The case of grade 11 teachers and students at Gesuba, Boditi, Areka and Bedesa Secondary Schools in wolaita zone. The researcher used descriptive research design and mixed research method in conducting this study. All the schools were purposively selected. So, from a total of 690 grade 11 students in the secondary schools 69 students were selected using simple random sampling (lottery method). The researcher took 9 teachers from 4 school using purposive sampling technique for interview. Classroom observation was used to triangulate the results from questionnaire and interview. Data were gathered via classroom observation, semi structured interview and questionnaire. The data gathered through classroom observation and interviews were analyzed qualitatively through thematic analysis and questionnaire was analyzed quantitatively using numbers and percent. Thus, the findings revealed that the majority of English teachers didn’t practice communication strategies in English language classes. The most serious problems which affect the implementation of communication strategies in English classes were: teachers’ lack of deep awareness about communication strategies, students’ lack of interest in learning English, lack of training ICT and limited target language proficiencies. Most teachers think ICT is the computer which shows lack of knowledge on various ICT gadgets and tools available which could add variety to classroom contexts. The paper further highlights what needs to be done to help overcome challenges and promote integration of ICT in English Language classrooms. Teachers should embrace the use of technology as times have changed and learners need to be stimulated to be eager and interested in learning using ICT. In sum, ICT has not yet been given full attention at the said secondary schools. Based on the findings and the conclusions, it has been recommended to roll out a robust implementation plan to train teachers, to solve the scarcity of ICT devices and to extend the study to other schools.