EFL teachers use/non-use of ICT at a university in Saudi Arabia

• Main Author: Gamlo, Nada Hussain
• Published: University of Warwick 2014
• Subjects: 370; LB2300 Higher Education
• Online Access: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.635597

This study describes and evaluates the reported use of Information Communication Technology (ICT) by teachers of English as a Foreign Language (EFL) at a university in Jeddah, Saudi Arabia. The overriding aim of the study was to understand how ICT was being used and to discover what limits and what encourages teachers to use ICT. This was a mixed methods study using both quantitative and qualitative methods. Data was collected using questionnaires (152 EFL teachers – 92 females and 60 males), personal interviews (16 female and 8 male teachers) and observations (5 lessons of female teachers). The study reports variable use of ICT, and three types of teachers were identified according to their use of ICT. Extended users were seen as emergent users of ICT; they allowed students to use of mobile phones in the classroom to capture pictures of projected slides or to record the lesson. They tended to prepare a greater of repertoire resources and experiments using ICT, such as blogs and online groups. Restricted users tended to apply limited use of ICT. They used ICT in routine practices as expected by their course coordinators; e.g. they used data projections to explain grammar rules or to facilitate revision, and played audio using computers in the classroom or mp3 with speakers. Non-users of ICT were those teachers were those who believed there was no reason, insufficient time allocated, or not enough reliable equipment, to use ICT. It was found that most teachers perceived the use of ICT as beneficial to learning and teaching, in particular in reducing classroom teaching time and improving the monitoring of students‟ progress. Teachers also believed that ICT provided a greater variety of teaching and learning strategies, e.g. teachers created blogs to teach their students cooperative writing techniques, and encouraged students to upload useful learning applications on their smart phones. Teachers believed that students were more engaged when using technology, and that ICT helped the students to become more independent learners. It was found that teachers‟ beliefs and their willingness to use ICT were the main motivators for students. However, there were several constraints on teachers; the most commonly perceived barriers to ICT use were related to lack of access, lack of confidence when using ICT, lack of belief in the value of ICT, unwillingness to make time to use ICT, and poor training. This research contributes to an under researched area of ICT: that is the use of ICT in EFL teaching in the Arab world, i.e. Saudi Arabia. It sheds light on the perennial problem of ICT uptake and shows how unreliable access, limited time and irrelevant training limit ICT use, but that teachers‟ beliefs and willingness to use ICT when teaching EFL facilitate use. The researcher made an attempt to consider these constraints and barriers in theoretical terms, and the discussion drew attention to the value of a zoned approach to ICT. It has added to research investigating how gender differences affect the approaches of academic staff in Saudi Arabia, and has also illuminated the potential of female staff as effective educators.