THE UTILIZATION OF ICT IN THE TEACHING AND LEARNING OF ENGLISH LANGUAGE IN THE UNIVERSITY OF NIGERIA, NSUKKA

Abstract

There has been a large volume of published studies describing the attitudes of teachers and students towards ICT usage to study English; nevertheless, limited research has been conducted to examine the use of ICT in terms of frequency of use, purposes, perceptions, and expectations among students of University of Nigeria, Nsukka. Thus, the purpose of the current study was to address this research problem. The research used a convenience sample of 149 English major students who were invited to respond to the questionnaire survey. The findings indicated that the participants spent more time using ICT for private purposes than for English learning purposes. Most of them showed their positive attitudes towards ICT use to study English and expected that ICT should be used more frequently in the classroom in order to maximize language learning and teaching. Gaining an understanding of the way the learners employ ICT for their non-educational purposes may help “sh ed light on how best to determine their educational uses” (Fujimoto, 2012, p.165). Pedagogi cal implications were also given in this current inquiry.

Chapter one

Introduction

1.1Background of the study

The role of ICT (Information Communication Technology) in the 21st Century educational set up cannot be overemphasized. Its relevance in the teaching/learning process in general is crucial and its application in the teaching and learning of English is imperative. This is essentially associated with the acquisition and proficiency of the language at different levels and for different purposes.

The use of English Language in Nigeria cannot be compared with any other language, it is referred to as the official language of the Nation and hence it is used as the medium of instruction at all levels of the Nation’s education system from primary school through University. Without a credit pass in English Language, hardly will any student be admitted into tertiary institution in Nigeria.

The fast-growing advance of information and communication technologies (ICTs) has made potential contributions to English language education for the past few decades. As a matter of fact, the use of technologies provides learners with unprecedented opportunities to practice English and involve themselves in authentic environments of language use (Kramsch & Thorne, 2002). For instance, they can use Skype Chat for interaction (Dalton,2011), or social networking sites such as Facebook or Twitter for writing practice (Cheng, 2012). In addition, the integration of ICTs boosts learners’ motivation because of multimedia capabilities including visual aids, audios, and videos (Altimer, 2011).

Since the benefits that ICTs bring to English language learners are, for example, motivation enhancement (Schoepp & Erogul, 2001), learner independence (Frith, 2005), and acquisition of skills (Galavis, 1998), they have been adopted by a large number of educational institutions in many countries in the world (Buabeng-Andoh, 2012). Within the Vietnamese context, on account of seeing that ICTs are of utmost importance, the Ministry of Education and Training (MOET) (2008) put great emphasis on the reform of education through the implementation of ICT applications at any level of education.

Statement of the problem

In spite of the fact that much attention has been paid to the investment of technology in classrooms by universities in Nigeria, adequate concern is not given to students’ ICT use as well as their perceptions of using ICT to study English. Moreover, gaining a deep understanding of the way the learners experience and perceive ICT use may help “shed light on how best to determine their educational uses” (F ujimoto, 2012, p.165). Therefore, this current study aims to fill this gap by conducting an exploratory inquiry into the use of ICT in English language learning in University of Nigeria Nsukka

Objective of the study

The main objective of the study is to investigate the utilization of ICT in the teaching and learning of English Language in the University of Nigeria, Nsukka. The specific objectives are;

1. To explore the frequency and general and educational purposes of ICT use among students of University Nigeria, Nsukka
2. To examine students’ perceptions and expectations of ICT use in English language learning in University of Nigeria, Nsukka
3. To find out the expectations of ICT use in English language learning

Research Question

The following research questions are formulated to guide the study;

1. What is the frequency of ICT use for English language learning purposes among English major students in University of Nigeria, Nsukka?
2. How do students perceive ICT use in English language learning in University of Nigeria, Nsukka?
3. What are students’ expectations of ICT use in English language learning in University of Nigeria, Nsukka?

Significance of the study

This study is very essential to use extent that it helps to identify the impact of information and communication technology on the teaching and leaving of English language. The researchers expected that if the suggested and personal opinion proposed in this research work is implemented effectively and diligently, the poor image of information and communication technology on the teaching and learning of English language will be restored and the objective of the introduction of information and communication technology will be achieved. Thus the study will be of benefit to the following group of people, Government, parents, society, schools and students of English language.

This study will also be of immense benefit to other researchers who intend to know more on this study and can also be used by non-researchers to build more on their research work. This study contributes to knowledge and could serve as a guide for other study.

Scope of the study

The study will covers the utilization of ICT in the teaching and learning of English language in the University. The study will be limited to students of University of Nigeria, Nsukka

Limitation of the study

Limitations/constraints are inevitable in carrying out a research work of this nature. However, in the course of this research, the following constraints were encountered thus:

1. Non-availability of enough resources (finance): A work of this nature is very tasking financially, money had to be spent at various stages of the research such resources which may aid proper carrying out of the study were not adequately available.

Time factor: The time used in carrying out the research work is relatively not enough to bring the best information out of it. However, I hope that the little that is contained in this study will go a long way in solving many greater problems.

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