Use of Information and Communication Technology in the English Language Class Room

Abstract

The research entitled “Use of Information and Communication Technology in the English Language Classroom” aimed at finding out the use of technology in secondary English language classroom. I used survey research design to accomplish this study. This study was entirely based on both primary and secondary sources of data. Primary source of data were 40 teachers of Kathmandu district. They were selected from 20 schools by using random judgmental sampling procedure. I prepared a set of questionnaire including both open-ended and closed ended items to elicit the primary data. The collected data were analyze and interpreted descriptively by using simple statistical tools like frequency and percentage. The finding of the study showed that the majorities of the participants used different ICT tools like computer, internet, and projector in their teaching and learning process. All of them believed that ICT provide immediate feedback and access to variety of learning resource, increase independence, self-confidence, help to develop knowledge and skills, increase motivation towards learning, exposures to authentic, additional and up to date information, build confidence and bring noticeable change in profession. Similarly, from the analysis of their beliefs it was found that teaching and learning process is easier and faster through the application of ICT tools. Similarly it was also found that teachers experienced that training is an enabling factors that is not effectively administered and they lacked the necessary skill and knowledge for using ICT in classroom teaching. This thesis consists of five chapters. Chapter one is an introductory chapter. It includes background of the study, statements of the problem, objectives of the study, research questions, significant of the study, delimitations of the study, and operational definitions of key terms. Chapter two deals with the review of related theoretical literature, review of the related empirical review, implications of the review and conceptual framework in relation to use of ICT in secondary English language classroom. Chapter three includes design of the study, population, sample and sampling strategy, research tools, sources of data, data collection procedures, ethical consideration. Chapter four presents the analysis of data and interpretation of the results. Finally, the fifth chapter includes the findings, conclusion and recommendation of the study, the study ends with reference and appendices.