English and ICT have become major tools for education and communication worldwide due to global needs and acceptance of those skills. In recent years, those skills have been integrated in language learning classrooms where English is being taught through ICT equipment. Thus it has become the part of pedagogical practice in different countries e.g. Malaysia, Singapore, Taiwan, Hong Kong and so governments invest in integrating ICT with education. In Bangladesh, government and some other national and international NGOs are working to implement English language learning programs through the use of ICT. English in Action (EIA) is one of them which is implementing this innovation countrywide and providing training to the teachers for implementing the practice in the classroom. This study aims to find out teachers’ readiness, attitude and use of available ICT in language classroom under the EIA intervention.

1. Teachers’ Attitude towards ICT in English
Language Classroom
19th International Conference of NELTA
Lalitpur, Kathmandu, Nepal
Presenters
Md. Shahriar Shafiq
Researcher
Institute of Education and Research

2. Background of the study
 Due to global change English and ICT have become major tools for education and
communication worldwide.
 The use of those skills has been expanded day by day for the advancement of
education.
 In recent years, those skills has been integrated in language learning classroom
where English is being taught through ICT equipment and it has been proved a
vital innovation (McDougald, 2009).
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3.  Bangladesh government and many other national and international NGOs are
working to implement English language learning programs through ICT.
 The outcomes of this innovation depend on the teachers since they are the key
personnel for educating the children.
 It is required to measure teachers’ attitudes towards using ICT in English
language classes, so remedial actions can be taken if necessary.
Background of the study

4. Rationale of the study
 Due to ICT related development in the field of education, countries regard ICT as a potential
tool for change and innovation in education, especially in the English language and so make
investments in ICT integration (Papanastasiou and Angeli, 2008; Kandasamy and Shah, 2013).
 The government of Bangladesh is working on to implement multimedia classroom under A2I
project including other ICT facilities such as ‘Shikkhok Batayon’ (UNDP, 2011).
 ICT does not have an educational value in itself, but it becomes precious when teachers use it in
the learning and teaching process (Hismanoglu, 2012).
 A variety of substantial studies explored that not all teachers have been willing to introduce ICT
into their language classrooms (Mumtaz, 2000; Williams et al., 2000; Baylor and Ritchie,
2002).
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5. Rationale of the study
 Rogers (1995) suggests in his theory of Diffusion of Innovation, technology
adopters’ perceptions are indispensable to the innovation-decision process.
 Studies should focus on users’ attitudes toward ICT integration in the early
stages of technology implementation to provide support and training to the
teachers for ICT integration in their classrooms (Rogers, 1995; Hismanoglu,
2012).
 The present study relies mainly on prospective English language teachers
because “the field of foreign language education has always been in the
forefront of the use of technology to facilitate the language education process”
(Lafford and Lafford, 1997).

6. Research Questions
1. To what extent teachers are ready for using ICT in English language Classrooms?
2. What is their attitude towards the use of ICT in the classrooms?
3. To what extent teachers use available ICT in the classrooms?

7. Methodology
Nature of the study: Mixed method approach
Respondents: 100 English language teachers of secondary level from EIA intervention schools
Sampling technique: Convenient sampling
Area: 10 upazilas from 5 out of 7 divisions in Bangladesh-
 Kushtia Sadar and Gangni from Khulna division,
 Jagannathpur and Sunamganj Sadar from Sylhet division,
 Anwara and Ruma from Chittagong division,
 Singra and Puthiya from Rajshahi division
 Sutrapur and Mohammadpur from Dhaka division.

8. Sampling procedure (step by step)
5 divisions
2 districts from each division
1 upazila from each district
5 secondary schools form each upazila
2 teachers from each school

9. Data gathering instruments based on Research Questions
Research
Question No.
Technique Sample
size
Remarks
RQ 1 Questionnaire 100 100 questionnaires
RQ 2 Questionnaire
+ FGD
150 100 questionnaires
+ 5 FGDs
RQ 3 Questionnaire 100 100 questionnaires

10. Data Analysis Process

11. Findings
 Teachers’ readiness varies on their age level. Young teachers (age level 20-
40) are comparatively ready for ICT use where older teachers (age level
41-60) have lack of readiness for using ICT.
 Teachers showed satisfactory attitude towards the use of ICT.
 There is a positive relation between teachers’ age and attitude towards
ICT. Young teachers showed comparatively more positive attitude than the
older.

12.  Teachers’ attitude towards the use of ICT also varies according to their ICT
skills, teachers who have higher skills showed comparatively positive
attitudes than those have lower skill.
 Teachers’ level of using available ICT equipment in ELT is satisfactory.
 There is a strong positive relationship between attitude towards ICT use and
the actual level of use.
 The level of ICT use is higher when the attitude towards the use of ICT is
comparatively positive.
Findings

13. Implications & Recommendations
 This study gives a direction for policy makers to improve current policies regarding the use of ICT
for ELT, especially direction regarding teachers’ motivation for using ICT more in class.
 This study also explored the need of ICT training for teachers regarding ELT. Therefore teachers
who have lack of ICT knowledge should provide training on ICT integration in English language
classrooms.
 Moreover, the study creates awareness that the older generation need more attention when it comes
to getting familiar with new systems like ICT in Education.
 In addition, the study also carries the implication that in order to enhance the use of ICT in the
classroom one must tackle the problem at the source.
 For example, the teachers’ attitude problems should be addressed if the authorities hopes to solve
the problem of lack of ICT use in the classrooms since teachers’ attitude that determines their level
of use of ICT in the classroom.

14. References
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