Implementation Of ICT (Information Communication Technology) In English Language Classes: The Case Of Abiyot Kirse Preparatory School.

Abstract

The main focus of this study was to investigate the implementation of ICT devices in the teaching and learning of English language in Abiyot Kirse Preparatory School, Kir’kos Sub City, Addis Ababa, Ethiopia. The research questions asked were to investigate the level and nature of implementing ICTs in teaching and learning of English language in the school, to establish teachers’ and learners’ perceptions about implementation of ICT in teaching and learning of English language, to asses ICT facilities provided by the government and other concerned bodies and to explore the challenges encountered by both the teachers and learners in implementation of ICT in teaching and learning of English. The study adopted a descriptive design. It targeted only one government owned preparatory schools. Five English language teachers and 100 students were participated in the study. To select the school and teachers the researcher used purposive sampling but the students were selected randomly. The data collection instruments used for the study were questionnaire for learners and interview schedules for English teachers. Besides, classroom observation was also used to collect data about the implementation of ICT. The data collected was analyzed through descriptive statistics that included frequencies and percentages. Statistical Package for Social Sciences (SPSS) was used to analyze the questionnaire data. The study found out that the implementation of ICTs in teaching of English language was not effective. Moreover, the teachers and students skills were low and the ICT infrastructures in the school were not functioning properly. Based on these findings, it was recommended that the government and other stake holder have to give a lot of attention to this issue and to the proper implementation ICT in the school.