ICT Integration at University Level for Iranian EFL Learners

International Journal of Language Learning and Applied Linguistics World (IJLLALW)

Volume 6 (3), July 2014; 30-‐42 Rassouli, M., & Chalak, A EISSN: 2289-‐2737 & ISSN: 2289-‐3245 www.ijllalw.org

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ICT INTEGRATION AT UNIVERSITY LEVEL FOR IRANIAN EFL LEARNERS

Masoume Rassouli

Department of Foreign Languages, Islamic Azad University, Khorasgan Branch, Isfahan, Iran [email protected]

Azizeh Chalak (Assistant professor)

Department of Foreign Languages, Islamic Azad University, Khorasgan Branch, Isfahan, Iran [email protected]

ABSTRACT Information and communication technology (ICT) has influenced most aspects of human lives and it is considered a great support for teaching and learning. The present study examined how ICT is currently integrated into learning English at Islamic Azad University, Isfahan (Khorasgan) Branch, Iran. A descriptive-qualitative design was used to investigate the research questions and the study benefited from a questionnaire including close ended items. The study was conducted at IAUKB with total number of 113 BA students, MA students, and PhD candidates majoring in English Language Teaching, English Language Translation, and Linguistics. The answers were analyzed using descriptive statistics and Chi-square. The findings of the study revealed that IAUKB students were generally well equipped with ICT devices, they saw themselves skillful enough to use them, and they had positive attitudes towards ICT integration. They integrated ICT in their studies, they were engaged in surfing the Internet for information to support coursework and they mostly used ICT for their studying; however, they didn’t use ICT for language learning so much. The findings of the present study might help instructors and students to pave the way for more ICT integration in EFL settings and classrooms. KEYWORDS: Information and Communication Technology (ICT), ICT integration, Iranian EFL learners INTRODUCTION Information and communication technology (ICT) is rapidly changing all aspects of modern life and the advances in interactivity and multimedia capabilities have made virtual learning environment possible that can improve English language learning. Integrating ICT into teaching and learning is not a new concept. It may be as old as other technologies such as radio or television. However, with the rapid development of emerging technology, such as web technology, ICT integration has increasingly attracted the attention of educators (Wang & Woo, 2007). The issue of computers in education started to become popular in early 1980s, when cheap microcomputers became available. Near the end of 1980s, the term computer was replaced by IT (Information Technology). This was followed by introduction of ICT around 1992, when e-mail became popular (Pelgrum & Law, 2003).



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The political interest in ICT was increased for a second time by widespread use of World Wide Web. By then, there was a paradigm shift which needed the education systems to attempt to prepare citizens for lifelong learning in an information society. Lack of ICT access and training can be the factors that hinder the ICT integration. Teachers’ beliefs and attitudes towards ICT use in teaching and learning, their ICT skills, teaching materials, availability of computers, and technical support are also important. The low level of ICT integration might be due to the lack of vision or commitment by educators and policy makers and cultural and structural barriers that have slowed this process in education (Bates, 2001). Since there are different factors that can affect ICT integration, it is needed to find these obstacles in different institutes in order to be able to remove them. In the process of language learning the role of individuals cannot be denied. It seems that there weren’t sufficient studies related to individuals’ technology use (Liu, Moore, Graham, & Lee, 2003) and it can be regarded as one of the various factors hindering the effective use of ICT. There is insufficient research evidence about students’ competencies in ICTs, which makes it difficult for the teachers and curriculum designers to know what students can actually do with new technologies (Jung, 2006). There is also insufficient research evidence about Iranian students’ competencies in ICTs; hence, identifying these competencies in research studies can shed some light on the issue of ICT integration. LITERATURE REVIEW Globalization is, without doubt, one of the major defining characteristics of modern society and it is an influencing force everywhere in the world. In the era of globalization, mastery of international languages and new information and communication technologies is critical for people to have a full voice in social and economic affairs (Warschauer, 2004). English is now the most widely taught language around the world, maybe as Rahimi and Yadollahi (2011) stated because it is the language of technology, computer, and internet texts. New technologies need new skills, and no longer can we view literacy as the ability to read a write. This rapid development requires the learners to acquire 21st century’s knowledge and skills (Warschauer, 2000a). Scholars adopted new concepts of literacy for and the term multiple literacies was coined. ICT can play three different roles in curriculum: ‘Learning about ICT’ which refers to ICT literacy, ‘learning with ICT’ which means using ICT to enhance instruction or replace other tools without a change in beliefs about teaching and learning, and ‘learning through ICT’ which is integration of ICT in a way that teaching and learning is impossible without it (Pelgrum & Law, 2003). There are many factors that influence the use of ICT in classroom, some facilitating its use and some hindering it. Institutional factors are of the most important factors that influence the use of



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ICT. Institutional factors include the leadership role of the principals, whole school planning provision of resources, and training (Ahern, 2010). To achieve the desired outcome, it may be needed to engage all the school in ICT integration rather than just bringing ICT to one class used by one teacher. Research in this area has shown that schools which took whole school programs made most progress in ICT integration (Condie, Munro, Seagraves, & Kenesson, 2007). Placing computers in classrooms by which teachers have easier access to them rather than having them in computer rooms leads to more integration (Mulkeen, 2003). If the teachers have their own personal laptops, they tend to use it more and bring more technology to the classroom (Scrimshaw, 2004). The teachers must also have access to hardware and software recourses all the time. They may also need sufficient technical support. Nowadays, many schools have some platforms for the learners that can help them access the materials outside the classroom and develop more independent learners. Using the Internet has become something usual for most of the students around the world, and a lot of informal learning takes place when learners use sites or blogs. Using mobile phones is also very common and students can benefit from multimedia available on their phones for better learning. Research studies suggested that incorporating ICT into the English curriculum can improve writing and reading skills, develop speaking and listening skills, and support collaboration, creativity, independent learning, and reflection (Becta, 2005). Adaptation of new technologies in the field of education is surprisingly slow and it often turns out to be disappointing (Jung, 2006). It is clear that integration of ICT into classroom would help the learners, but still there are not many teachers who use ICT in their classroom. They may not have access to necessary technology, they are not skillful enough, or they are not motivated to do so (Korte & Husing, 2006). Teaching is complex and teachers are not willing to add more complexity to the process of teaching. Constraints of examination and time limitation make the teachers to have innovative use of ICT in their classroom (Mulkeen, 2004). As a good access to computers and laptops facilitates ICT integrations, lack of sufficient number of computers at school hinders its application (OECD, 2000). Lack of the Internet connections may be another factor (Mulkeen, 2004). Passey, Rogers, Machell, and McHugh (2004) stated that using technology made the learners more motivated to learn. Baylor and Ritchie (2000, as cited in Afshari, Abu Bakar, Luan, Abu Samah, & Fooi, 2009) argued that the instant feedback the computerized exercises provided for the learners made them more motivated. It may also increase the learners’ willingness to learn and attend in class activities (Passey et al., 2004). Learners who are not interested in group work can also benefit from computer-based resources and work on their own (OECD, 2000). Some studies have also shown that using ICT can improve the learners’ attainment at school (Passey et al., 2004; Harrison et al., 2002). Students become more involved in the classroom



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when they have the opportunity to explore and investigate. Many students need more practice rather than theory and ICT application would provide them with more practice. It also allows the students to contact with other students around the world and give them multisensory experience (Flores, 2002, as cited in O’Shaughnessy, 2011). By using ICT, students have more access to class resources and it brings a more students-centered style in classroom (Kirkpatrik & Cuban, 1998). Passey et al. (2004) noted that using visual and kina esthetic forms of ICT could contribute to more student engagement with the use of animations, films, simultaneous and demonstrations through ICT. Many research studies have revealed the benefits of ICT integration in teaching (Hepp, Hinostoza, Lava & Rehbin 2004; Jhurree, 2005); however, despite the great potentials of ICT for education, real growth and change is slow. Investigating ICT integration at different settings can be the first step in finding the sources of the problems that hinder it.

RESEARCH QUESTION The current study aimed at investigating how ICT is used for learning English by IAUKB students. METHODOLOGY After reviewing the different paradigms in research studies, different methods for doing the research were analyzed and finally a descriptive-qualitative design was chosen. The present study was conducted in English department at Islamic Azad University, Khorasgan Branch (IAUKB). The university is located in Isfahan province in central part of Iran. Different majors presented in the Foreign Language Department of IAUKB are English Language Teaching for both MA students and PhD candidates, English Language Translation for undergraduates and MA students, Linguistics for MA students, and French Language Literature for BA and MA students. Participants A total number of 113 BA, MA students and PhD candidates participated in the study majoring in English Language Teaching, English Language Translation, and Linguistics at IAUKB. The participants consisted of 38 BA students and 19 MA students majoring in English Language Translation, 32 MA students and 6 PhD students majoring in English Language Teaching, and 18 MA Linguistic students. The average age of the participants was estimated at 25.4. The present study was conducted in Fall Semester of IAUKB in 2013-2014. Administration of the questionnaire took place in that semester and the data collection procedure took about five weeks. Instrument Based on the requirements of the study, Student Information Technology Use and Skills in Higher Education: 2005 Survey Questionnaire (EDUCAUSE Center for Applied Research, 2005) was used with slight modifications. The questionnaire was read carefully and some modifications were applied to the original version to make the questionnaire more relevant to the objectives of



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the study and context of Iran. Then, the modified version was reviewed by two university instructors to make sure that the modifications did not affect the reliability and validity of the questionnaire. The Cronbach Coefficient Alpha test was used to find internal consistency of the questionnaire. The Cronbach alpha was .76. The appearance of the questionnaire was also important. Therefore, there was an attempt to observe the face validity of the questionnaire. There were some special registers in the original questionnaire which were reworded to make them easier to understand for the participants of the study. The questions were in English and the researcher made sure they were not beyond the proficiency level of the participants.

Data Collection and Analysis Procedure After investigating different methods of questionnaire administration, self administration was applied for the present research study. Because self administered questionnaires do not need trained staff and they are much cheaper. It is also less likely that they lead to information bias (Kazi & Kahlid, 2012). A total number of 120 questionnaires were randomly distributed among IAUKB students and 113 were returned. All the non respondents were chased but it was not possible to get 7 questionnaires back. Data Analysis Procedure A quantitative procedure was taken for the analysis of close ended questions. Each respondent was given a specific code and a grid was made for each question. Then, the answers were put into the grids. Descriptive statistics was done and the frequency and percentage of each item were calculated. For some of the questions Chi-square test was also applied using the SPSS. RESULTS AND DISCUSSION A total number of 113 undergraduates, MA students and PhD candidates participated in the study majoring in English Language Teaching, English Language Translation, and Linguistics at IAUKB. About 88 percent of participants were female and 22 percent were male which almost reflects the gender ratio of the students in these majors. Also the average age of the participants was estimated at 25.4. The availability of some selected devices was questioned and the results of the data analysis showed that all the participants possessed at least one of the devices. Cell phones and desktop computers were the most common devices possessed by the participants. Table 1 presents the availability of these items.



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Table 1: ICT Ownership

About 41 % of the respondents reported between three to six hours per week and only one respondent (.88%) did not use ICT at all. Surfing the Internet for information to support coursework, creating, reading, sending e-mails, and classroom activities and studying with an electronic device were the most common activities. Furthermore, respondents spent more time for classroom activities and studying with an electronic device, surfing the Internet for information to support coursework and surfing the Internet for pleasure. But online shopping was the least common. When the participant were asked to rate their technology skills more than two third of them (68.1%) rated themselves as being skilled (see Figure 1).

Figure 1: Self-perceived level of ICT skills. Table 2 shows the results of Chi-square test related to the self-perceived level of ICT skills. The results showed that there was a significant difference between the different levels of ICT skills.

Technologies Ownership F P

Desktop computer 89 78.76

Laptop computer 7 9.29

Smart phone 19 16.8

Cell phone 109 96.46

Electronic music device 61 53.98

Digital camera 54 47.78

Camcorder 10 8.84

Total 409



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Table 2: The Chi-square Test for the Self-perceived Level of ICT Skills

N Value df Asymp. Sig

Chi-square 113 117.549 3 .000

As investigated in this part, the most frequent method of access to the Internet was wireless network and participants had no access to university dial up modem service (see Figure 2).

Figure 2: The Internet access method. Table 3 shows the results of Chi-square test related to the Internet access method. The results showed that there was a significant difference between the different methods of the Internet access.

Table 3: The Chi-square Test for the Internet Access Method N Value df Asymp. Sig

Chi Square 113 7.956 3 .047

The respondents were asked to report their concerns about their use of ICT. They were most concerned about slow or inadequate network access followed by computer viruses, worms or Trojan horses and troubleshootings. Inadequate access to printing was not a big concern of the students. They were not much worried about spams and old computer hardware and software. More details about students’ concerns are shown in Figures 3.



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Figure 3: Participants’ concerns with regards to the use of ICT. The respondents reported the mean hour of 7.92 using ICT for learning English. Table 4 presents the data.

Table 4: Hours Dedicated to the Use of ICT for Learning English

ELT ELT Translation Translation Linguistics Total (MA) (PhD) (BA) (MA) (MA) Mean hours 9.37 6.33 7.65 6.21 8.27 7.99

ELT (MA) students were used to spend more time using ICT for language learning while Translation (MA) students did not do that as often as other participants in other majors. The next part of the questionnaire required the respondents to determine the extent to which they liked ICT to be integrated in their English courses. They chose from a list of given answers (No, Limited, Moderate, Extensively, and Exclusively) and some examples for each answer was provided to determine what is meant by each answer. About 40 % of respondents preferred moderate ICT integration and 37 % preferred extensive ICT integration. Figure 4 elaborates more on the data.

0

20

40

60

80

21/3

34/6

78/9

52/6

73/5

17/8



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Figure 4: Participants’ preference with regards to the use of ICT in English courses. Discussion The findings related to participants’ ICT ownership showed that a large proportion of participants had access to cell phones, desktop computers and laptop computers. The participants of the present study had a better access to ICT devices compared with United Nations ICT Task Force (2005) report which showed that Iranian people had a medium access to ICT devices. The differences are probably because of the improvements in ICT access since 2005. There was not a recently done nationwide research to give the researcher a clear insight into the exact level of access to ICT devices in Iran. The results of some small scale studies in the context of Iran and some large scale studies related to a few other countries couldn’t give a general picture of ICT ownership in the world in order to be able to compare the results of this study with. According to the findings of the study, it seems that IAUKB students were generally well equipped with ICT devices. Therefore, students’ ICT ownership, as one of the factors that affects the use of ICT, was in a good condition and it could provide a good basis for more ICT integration. Although the students had access to necessary ICT equipments, by comparing the data with other research studies, it seems that IAUKB students didn’t spend much time using ICT for pleasure.

0

5

10

15

20

25

30

35

40

45

No ICT Use Limited ICTUse

Moderate ICTUse

Extensive ICTUse

Exclusive ICTUse

13/2

3/5

40/737/1

5/3



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The findings showed that the participants of the study integrated ICT in their studies and they were engaged in surfing the Internet for information to support coursework and they mostly used ICT for their studying; however, they didn’t use ICT for language learning so much. Since the benefits of using ICT in language learning have been confirmed in the review of literature, guiding students for more ICT integration seems to be beneficial for improving their language skills. The participant saw themselves confident enough for using ICT. The participants’ high confidence could be related to their high level of ICT ownership. It can be concluded that the students possess the second necessary condition, being skilled, for a successful ICT integration. They all had access to the Internet at home or at university. Although the number of the Internet users in Iran has increased in recent years (Internet World Stats, 2012), but the results of this section showed that the participants were not satisfied with the Internet speed. The moderate and extensive use of ICT in courses was favored more by the participants. Therefore, it can be concluded that most of the students had positive attitudes towards the use of ICT in their classrooms, but they still preferred to have their traditional classrooms with face to face interaction between instructors and students. Since students’ positive attitude is crucial for successful ICT implementation, it seems that IAUKB students were willing for more ICT integrated teaching environments.

CONCLUSION The present study showed that IAUKB students were generally well equipped with ICT devices and they were almost skilled in using them. Therefore, there was not a significant digital divide among them. The students were interested in ICT integration in their studies and saw it beneficial for their language learning. Although these conditions can provide a good basis for ICT integration in language learning, the students did not use ICT much for language learning. It may be due to the lack of skills in using ICT for language learning. There is no doubt that in this way policy makers should take decisive steps to build up a clear political will and to invest in ICT consolidation. Students’ willingness for more ICT integration, their good access to digital devices, and the benefits of using technology for language learning showed that it is needed to change the traditional methods of teaching that are currently used to facilitate language learning for the learners. It seems that the necessary conditions on the part of the learners are provided at IAUKB and it is on the part of the policy makers of the university, instructors, and curriculum designers to use these potentials to improve the learners’ attainments. The benefits of ICT integration into language teaching and learning have become clear, and there is no doubt ICT integration can provide better learning situations for learners. The present study



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described the ICT status of IAUKB students considering their ICT ownership, their skill level, and their ICT usage pattern. These findings can help the instructors, curriculum designers, and policy makers of the university to know what the students are able to do and what they need with regards to ICTs and help them use students’ potentials for more ICT implementation. The findings showed that the students had access to computers and the Internet. Therefore, the instructors can benefit from this and require the learners to have some extra activities outside the classroom and introduce them some online sources without being worried about the digital divide. Besides, it can increase the learners’ interest in the subject matter. The students were also skilled in using ICTs, but they did not feel confident enough to use ICT for their studies. Therefore, the university can provide the learners with some ICT courses to improve the level of ICT integration. Limitations of the Study The study was conducted at Foreign Language Department of IAUKB and it was not possible for the researcher to include students at other departments who also had some English courses and were required to learn English. Including other students at IAUKB or doing a larger scale study can illustrate a clearer picture of the current status of ICT integration in teaching and learning. This research project focused on only one university, since the findings were not generalizable to the status of ICT integration in Iranian universities in general. It is recommended to check the ICT status at other universities as well as schools to see how is ICT used at other institutes.

Suggestion for Further Research The present study focused on just one university. Investigating the ICT status at other universities could give the policy makers a clear picture of the ICT status in Iran. Therefore, a further study can be organized with a larger sample and it may consider gender differences too. In the present study, some problems were found to hinder the ICT integration by university students; however, the reasons for these problems were not investigated. A further research can benefit from a questionnaire that focuses more on these reasons to find the source of problems and propose some solutions.

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ICT Integration at University Level for Iranian EFL Learners

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