The Use Of Information And CommunicationTechnology ICT In The EFL Classroom As A Tool To Promote L2 English Among Non-Native Pre-Service English Teachers
THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) IN THE EFL CLASSROOM AS A TOOL TO PROMOTE L2 (ENGLISH) AMONG NON-NATIVE PRE-SERVICE ENGLISH TEACHERS
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Jermaine S. McDougald
The University of JaeÌn, 2009
Under the Supervision of Phillip Ball
Tutor PHILLIP BALL
Submitted to the University of JaeÌn
In partial fulfillment of the requirements For
Masters TEFL Funiber
With the rapidly increasing popularity of the internet in recent years, the diversity of learning programs continue to shift and change according to the demands of society. Nevertheless, since the development of communicative skills, language learning requires social interaction between the teacher and the students and among the students themselves, the use of computers has for a long time been regarded only as a support tool with regard to certain skill areas. (Brandal, 2005).
The purpose of this research project was to define how Information, Communication and Technology (ICT) could be a complement to conventional teaching of New Technology for English Teaching – course to promote L2 among non-native Pre-service English teachers. English and ICT have become essential literacy skills for a vast amount of non-native English speakers to ensure full participation in the information society, (Jung, 2006) which is directly related to the wide spread of English and ever growing technological advancements today.
This study was based on 24 Colombian Pre-service teachers at El Bosque University, a private university in Bogota, Colombia. Where the aim was to shed light on (a) students technology ownership, usage patterns, and levels of ICT skills; (b) the relationships among learner demographic characteristics (e.g., gender, age) and ICT use and writing skills; e their concepts of computers, the Internet, English and learning English; and (d) socio-cultural contextual information as to their learning ICT and English. The qualitative results from the questionnaire, which contained both open-ended and closed-ended questions, revealed that ICT is definitely a complement to conventional teaching, especially when developing reading, writing and listening skills in English. It was also determined by this study that the students perceived that speaking was the only skill that was not enhanced as a result of ICT.
Finally, as a result of the findings some implications in terms of future studies in order to better understand how to adequately implement and integrate ICT into the English foreign language classroom will be discussed. So that local curriculum guidelines and pedagogy can be updated accordingly in future endeavors.