Integrating ICTs in English Language Teaching: Teachers' Perception, Strategies and

Challenges

Guru Prasad Poudel

Abstract

Information technologies have proven to be beneficial to language learners while learning a

second or foreign language. Integrating ICTs in ELT have become both slogan and selection in
both developed and developing countries. However, they do not seem to have been properly
integrated for language learning in rural schools in Nepal though they have already been used for
other purposes and their use is rapidly growing. This article sheds lights on how Nepalese ESL
teachers of rural schools have integrated ICTs in their classes and what they view about the
strategies and challenges while integrating ICT based tools in teaching English. Analysing the
data collected through questionnaire and semi-structured interview, it was found that the
secondary English teachers integrate ICTs in ELT by using effective strategies though they have
been facing some challenges on it.

Key words: Information and communication technologies, Mobile learning, integrated language
learning, rural schools

Introduction

Language teaching has been extensively influenced by the innovations made in the field of
science and technology. The 21st century’s academic study has been guided by the recent
innovations. We can observe various changes in the forms and mode of education. The present
pedagogy is in the form of integrated ICT based instruction. It is a form of learning that is
supported by the use of highly deliberate tools. ICTs integrated instruction is a way of learning in
an interactive way with the excessive use of ICT (Davies, 2013, p.14). It typically includes the
learning interactively with an online support and use of techno-based tools between the teachers
and the learners, and the peers.

In Nepalese academia, English has been instructed as a foreign language. It is used for variety of
purposes such as for the purpose of international communication, for the purpose of getting
international degree in English and for the purpose of medium of instruction. The recent
approaches to ELT are based on technologies. It is often said that the 21st century is an era of
science and technology (Lightbown & Spada, 2013). In one sense, we can view that the entire
world is encroached by technology but in the computational fields or the digital world, we are
unable to run even our daily activities in the absence of these means. Teachers can integrate
technologies or use e-devices to develop and tailor instructional materials to better meet
individual students’ needs. At present, e-devices have impact in all aspects of life; so in the
modern world of computer, the internet and other e-forms become integral part in ELT (Gide,
2014, p.29).
The success of teaching rests upon the successive integration of ICTs. However, teachers do not

have much more ideas on it. Their perception in the importance of e-learning may encourage

them to integrate ICTs in their teaching practices. As one of the developing countries, we do not

have adequate access to Internet and e-learning. Similarly, we might face certain challenges

while making our attempts in integrating ICT and e-devices. In the same way, we must have

strategic competences in using ICT and e-devices in our language learning behavior so that we

can integrate e-learning in classroom based instruction. The topic 'integrating ICTs in ELT:

Perception and Practices' is chosen originally of my personal interest. The problem stated in this

research is whether the teachers, in our context, are familiar about the notion of integrating ICTs

in learning, what is their understanding to the benefits and challenges behind the integration of

ICTS in teaching and learning of English and so on.

Integrated ICT based English language teaching and learning

English language learning and teaching methodologies undergone many changes over the last

four decades: moving from a traditional grammar-translation method to more student centered

methods such as Total Physical Response, Communicative Language Teaching (CLT) and Task-

Based Learning (TBL) which are more popular among language teachers (Richards &Rodgers,

2001). As the recent innovations, Mobile Assisted Language Learning (MAAL), Computer
Assisted Language Learning (CALL), Technology Enhanced Learning (TELL) and E-learning

have been increasingly used in English language classroom (Holmes & Gardner, 2016).

Technology has created opportunities and challenges to the teachers and learners to the great

extent. A recent surge in the use of information and communication technology (ICT) is having

an impact on how English and other languages are taught and learned (Warschauer & Ware,

2008; White, 2003). The value of ICTs for language learning is widely accepted, albeit in some

cases with caution (Warschauer & Ware, 2008). In the context of developing countries, ICTs are

often seen as an empowering tool which provides people with access to opportunities and

choices that were hitherto not available, however e-devices for English language teaching and

learning are still an emerging field in developing countries (Duff, 2015).

Teachers in the 21st century must have to integrate technologies to teach languages effectively in
the classroom. In technology integrated instruction, teachers and students make use of e-devices.
E-devices are those devices which accomplish their purpose electronically. ICT can be seen as
empowering tools which provide people with access to opportunities and choices for grammar
exercises and activities. Technology is a way in which people use the ideas of science to make
their task easier, faster and available (James, 2015, p.36). Nowadays, some modern electronic
devices such as computer, television, over head projector, mobile phone, multimedia and web
based applications have vital roles in language teaching because they help to teach language
more effectively and appropriately. It is claimed that most of the teachers in urban areas have
been using various technologies in the classroom (Ulbricht, 2016). We can see the growing
tendency of using ICT in language teaching and learning with the help of e-devices. It can be
taken as a positive signal towards e-learning. However, there exist many problems in doing so.
The problems are related to our attitude in the use, challenges we have to face while going
through them in the classes and the strategies to be chosen for their effective uses (Shrestha
&Hedges, 2011).

Different types of technologies and electronic devices are applied in the field of ELT that help
language teachers to make their professional life easy. Karries (2008, p.32), states that the major
impact of the recent developments in the teaching of foreign languages can be seen in terms of a
learner centered, motivation-based and activity oriented approach to language teaching supported
by television, radio, and audio-visual aids. Technology in the classroom is a double-edged
sword. Engaging modern students into the so-called 'digital natives', for whom smart phones and
social media are the way of life is a dire need of the day. So, the Educators feel that they must
integrate digital teaching strategies. At the same time, many of the modern electronic devices and
softwares are introduced into the classroom to learn language more effectively. In this regard,
Dash and Dash (2007, pp.32-33) view, “the electronic media can now bring real English to all
our schools, however remote, if we provide them with the channels of distribution, students will
learn real English in school with much greater ease and eagerness through radio, television and
other electronic devices”.

Today science and ICT have left their impact on every aspect of human life. Most of the
significant developments that one can observe today can be attributed to the impact of science
and technology. Even in education sector, we witness that technological advancement and
innovations have made a visible impact and have changed a scenario. Traditional methods of
imparting higher education have become less motivating. Here, technology plays an important
role in creating innovation and motivation for the learners (Stockwell, 2016). The word ‘ICT’
includes any communication device such as computer, mobile phones, radio, and television and
satellite system. It has to do with the Internet facilities. Now, the role and use of technology as a
tool for teaching of the English language is increasing as educators have understood its ability to
create both independent and collaborative learning environment in which students can learn
English with much ease. The use of ICT in teaching and learning process is the need of an hour
and teacher is expected to be traditional as well as innovative in his/her teaching learning
process. A teacher needs to think of using technology in imparting education.

Literacy in ICT is fundamental to life in our modern technological society. To equip students to
be literate life- long learners and global citizens of the 21st century we must successfully
integrate ICT into both the English curriculum and English pedagogical practice. ICT are a
valuable tool to enhance teaching and learning (Stockwell, 2016). For teachers, ICT is a
professional resource: a mode of classroom delivery, a source of valid and valuable text types.
For students, it provides opportunities to communicate more effectively and to develop literacy
skills including skills in critical literacy. It is a valuable tool for, researching, composing and
responding, viewing and representing in English.
Some commonly used ICT tools associated with searching and managing knowledge include

Communication and Collaboration Systems such as group E-mail, teleconference, video

conference, chat, IMO, forum, Listserv, groupware calendar, log, shared information spaces

workflow management system, group decision support system. Similarly, Documents

management systems, Content management systems, internet, Search engine, computer and

google manager (Series, 2010, p.2). Similarly, the teacher can integrate mobile phone, email,

social networking sites, messenger, mobile apps, online dictionaries, radio, television, cable,

tabs, CDs, DVDs and other highly accessible data based sub-systems in language teaching and

learning (Pears, 2015).

Hopkins (2010, p.15) has presented some forms of technology based learning strategies are
Micro-learning, Personalized Learning , Synchronous e-learning vs. asynchronous e-learning,
Blended learning, Mobile learning, and Open and distance learning.

Technology enhanced learning has several advantages to the teachers’ professional learning and
the students’ language learning process. Gide (2014, pp. 37-43) has made an outline of the
benefits of technology enhanced learning including: creating no boundary and no restrictions in
learning, providing more fun in learning, being cost effective, making learning ease by creating
flexibility and the ability to remotely access classroom in the students own time, keeping learners
engaged and becoming a self-assessment tool.

Technology integrated learning requires certain strategies to make it effective in learners’

learning and teachers’ professional development. White and Ray (2015, pp. 17-18) have
presented some strategies as: Know the subject matter well in e-learning programmed; online
courses provided should appeal to all learning styles; facilitate the content; platforms should be
easy to navigate and fully functional; course documents should be available to every student
controlled set; communicate clear goals; using it as virtual learning, establishing social
networking; listing the course pathways; effective usage of available resources; mention the clear
expectations and establish a supportive community.

Nowadays, we use e-devices as a gate way in learning and teaching language in ELT classrooms.
Despite many more advantages of implementing ICT into ELT into the context like ours, we
have some challenge too. Shrestha (2011, p.33) has mentioned some pitfalls including
difficulties in infrastructure development, access of all the teachers and learners to ICT, cost
expensive, transportation and electricity, teacher training difficulties, problems in time
management, challenges in material development, issues related to practicality, lack of authentic
and local English material, lack of experts or expert teachers and problems due to the culture of
classroom learning.

Learning language with e-devices at least addresses the issues of Content, Cognition,
Communication, and the relationship between culture and language (Ur, 2015).

Besides, the use of ICT in learning language in daily life is to: develop intercultural
communication skills, prepare for internationalism, get opportunities to study content through
different perspectives, access subject-specific target language terminology, improve overall
target language competence, develop oral communication and socialization skills, diversify
methods and forms of classroom practice, promote autonomous learning, make time flexible
learning, learn language implicitly, develop more practical aspect by using it in different context
and increase motivation.

In this way, ICT have brought revolutions in language teaching and we get facilitated in many
respects via ICT.

The Study

The issue of integrating technological devices and ICT based tools has been a major concern in
present day pedagogy. This study tries to answer three main questions a) what do the English
language teachers view on the integration of ICTs in actual ELT class? b) how do they view on
the strategies that can be adopted for the effective integration of ICTs in teaching English? c)
what sorts of challenges have they been faced while integrating ICTs in the classroom? So, the
study aimed at finding out the perceptions of the English language teachers on the integration of
ICTs in classroom and identifying the strategies used and challenges faced in integrating ICTs in
English language teaching.

Methodology

To attain the objectives and address the research questions of the study, a survey was done
among the 40 secondary level English language teachers of Syangja district. The participants
were the English teachers who had been teaching in internet accessed schools of Syangja district.
They were selected as the sample of the study since the researcher was interested in gaining
information on: how they were taking the integration of ICTs in classroom instruction; what
strategies were adopted to better integrate the ICTS and what sorts of challenges were faced by
them in integrating ICTs. The study area and the population were selected purposively.

I used survey questionnaire and an interview schedule as the tools. The questionnaire was
distributed to the research participants to collect quantitative data. Additionally, a semi structured
interview sheet was used to get the greater detail on integrating ICTs in ELT (see appendix for
the tools). The tools were prepared on the basis of theoretical discussion on technology enhanced
learning and integrated ICT based classroom instruction as discussed by the scholars like Holmes
& Gardner (2006), Pears (2015), Gide (2014), Ur (2015), and others.

Results and Discussion

The data was collected and analyzed under three main themes: perception of the teachers on
integrating ICTs in ELT class; the strategies used while integrating ICTs in ELT class; and the
challenges faced while integrating ICTs in ELT class.

Perceptions on Integrating ICTs in ELT Classes

Ten different statements were included in the questionnaire to elicit the respondents' perceptions
on the integration of ICTS in English language teaching. The participants' responses on the items
with statistical evidence have been presented in the table below:
 Table-1: Teachers' Perceptions on Integrating E-learning
Positive Neutral Negative
S.N
Statement Freq Freq Freq
. % % %
. . .
1 I am familiar with the technological means 26 86.66 - - 4 13.33
of teaching language.
2 In teaching any language items, teachers can 21 70 4 13.33 5 16.66
integrate the technology in their classes.
3 I am integrating ICTs in my classroom. 23 76.66 3 10 4 13.33
4 Integrating ICTS has become both selection 22 73.33 6 20 2 6.33
and slogan in language teaching.
5 Technology integrated instruction should be 30 100 - - - -
supported by the e-devices like computer,
email, internet, mobile etc.
6 E-devices make learning easier, faster, 30 100 - - - -
accessible and fun.
7 An innovative teacher should integrate ICT 24 80 6 20 -
in his teaching activities.
8 Integrated learning seems effective in 23 76.66 3 10 4 13.33
developing language skills and aspects of
English.
9 Integrating ICTs helps teachers to be 19 63.33 5 16.66 6 20
satisfied in their profession and develop
positive attitudes towards the school.
10 Integrating technologies develop lifelong 22 73.33 5 16.66 3 10
learning and professional growth

The table1 shows that 86.66% of the total teachers present their positive attitude on the statement
about their acquaintance with the technological means of teaching language. Analyzing the
responses to item 2; 70%, teachers responded positively that they can integrate the technology in
teaching any language item in their classes. In the same way, 76.66% of the total teachers
positively responded to the item that they were integrating ICTs in their classroom. To the item
'integrating ICTs has become both selection and slogan in language teaching', 73.33% of total
teachers positively responded. Teachers were doubtless and fully agreed to the item ICT
integrated instruction should be supported by the e-devices like computer, e-mail, internet,
mobile, CD, DVD and other applications'. Similarly, all the respondents agreed that e-devices
make learning easier, faster, accessible and fun. In the similar vein, the statement 'an innovative
teacher should integrate ICT in classes' was positively agreed by 80% of the total respondents.
The next item, ICT based learning seems effective in developing language skill and aspect of
English was agreed by 76.66% of the total respondents. In the same way, 63.33% of the total
respondents had positive perception on integrating ICTs helps teachers to be satisfied in their
profession and develop positive attitudes. The final statement regarding the perception shows
that 'integrating technologies, ICT and e-devices, develop lifelong learning and professional
growth'. Altogether 73.33% of the total teachers express their agreement towards this statement.
The result presented in the given table depicts that majority of teachers have expressed they are
in favor of integrating ICTs in classroom based language teaching. They seem to integrate ICT
based e-devices like internet, computer, e-mail, CD, DVD and so on in their classrooms to bring
changes in classroom instruction.

Strategies in Integrating ICTS in ELT Classes

The selected respondents were also asked to respond on the statements related to their strategies
in integrating ICTs in ELT classes. The results and discussion on it have been presented below:
Table-2: Strategies Used in Integrating ICTs in Classroom Based Instruction
Positive Neutral Negative
S.N
Statement Freq Freq Freq
. % % %
. . .
1 Teachers must have to know subject matter 12 40 4 13.33 14 46.66
well while integrating ICTs.
2 Online courses provided to them should 22 73.33 2 6.33 6 20
appeal to all learning styles.
3 Course documents should be available to all 18 60 7 23.33 5 16.66
the students in integrated instruction.
4 Teachers should communicate clear goals in 27 90 3 10 - -
 ICT based instruction.
5 There should be supportive community for 20 66.66 2 6.33 8 26.66
integrated learning.
6 Effective usage of available resources 17 56.66 7 23.33 6 20
enhances ICT based learning.
7 Teachers and students should have clear 19 63.33 7 23.33 4
expectations while integrating ICT tools in
classroom.

The table 2 shows that 40% of the teachers accepted that the sound competency over the subject
matter knowledge while integrating ICTs as the strategy however 46.66% of them did not accept.
Similarly, 73.33% accepted that identifying online courses provided to the students should
appeal to all learning styles as the strategy. The next item was administered to ask whether
course documents should be available to all the students. On the basis of data, it finds that 60%
of the total teachers accept it as the strategy. Likewise, , 90% of the total teachers positively
perceived that teachers should communicate clear goals in ICT integrated instruction as a
strategy. The next item 'whether there should be supportive community for integrated instruction
or not' was asked as a strategy. 66.66% of the total teachers positively perceived it as the
strategy. In contrast, 26.66% of them disagreed and 6.33% of them could not decide. The second
last item 'the effective use of available resources for enhancing online learning' as a strategy was
agreed by 56.66% of the total teachers while 23.33% of them could not decide it. The final item
was that teachers and students should have clear expectations while integrating ICTs in
classroom. 63.33% agreed it as a strategy. From the overall responses of the teachers we can
conclude that providing online courses to the students, making course documents available to all
the students, establishing supportive community, communicating clear goals, using the available
resources effectively and having clear expectations while integrating ICTS are the strategies for
the effective integration of ICTS in classroom based instruction.

Challenges

Six different statements were included in the questionnaire to find out the challenges faced while
integrating ICTs in ELT. The results and discussion on this concern have been presented below:

Table- 3: Challenges Faced in Integrating ICTs

 Positive Neutral Negative
S.N
Statement Freq Freq Freq
. % % %
. . .
1 Teaching through integrating e-devices is 21 70 - - 9 30
really challenging job to the teachers.
2 It is difficult to integrate e-devices in 25 83.33 3 10 2 6.33
teaching English because of available access
and resources.
3 Lack of internet facilities in schools is 26 86.66 4 13.33 - -
another challenge in integrating ICTs.
4 Integrating ICTs makes students feel 14 46.66 10 33.33 6 20
isolated in learning.
5 It is really expensive and time consuming to 20 66.66 1 3.33 9 30
use technologies in English language
teaching.
6 In the context of Nepal, teachers do not have 17 56.66 5 16.66 8 26.66
sound theoretical and practical knowledge
on how to integrate ICTs in ELT.

The table 3 shows that 70% of the total teachers responded positively and 30% of them
expressed their disagreement on the statement that teaching through integrating e-devices is
really challenges job to the teachers. Similarly, 83.33% accepted that it is difficult to integrate e-
devices in teaching English because of available access to resources. In the same manner,
86.66% of the responded viewed that lack of internet facilities in schools is a major challenge in
integrating ICTs. However, ICT integrated instruction makes students feel isolated in learning
was not a challenge to the majority of the respondents. For 66.66% of the total teachers, cost
expensive and time consuming to use technologies in ELT was another challenge. The teachers'
lack of sound theoretical and practical knowledge in integrated ICT based instruction was
another challenge to the respondents because 56.66% accepted it as a challenge. So, the overall
discussion of the result depicts that the challenges while integrating ICTs in classroom based
instruction were lack of proper access to and inabilities of resources, lack of internet facilities,
expensive and time consuming in the use and lack of sound theoretical and practical knowledge
of using ICT based technological devices.
Interviews

Five experienced teachers in the use of ICTs in teaching English were interviewed to share their
experiences on the kind of the e-devices that can be used for pedagogical purposes in the class,
strategies for effective integration of ICTs and the challenges existed so far while integrating
ICTs in ELT. It was a semi structured interview and their opinions were recorded by using notes.
Summarizing the responses given by them, it has been found that computer, internet, mobile,
online dictionary, android games, film segments, radio programming, television broadcasting,
songs, documentary, messenger, web-chat and social networking sites are the major
technological tools that they used in an integrated classroom.
As the part of the strategies for effective integration of ICTs in ELT, they reacted that developing
technology friendly classroom to have easier access to and availability of the resources for
integrated learning, taking ICT monitoring training, investing on technological devices for
teaching, managing additional time to instruct through ICTs, managing power and other
essentialities, showing personal and institutional readiness to the use of e-devices and using ICT
based evaluation system in ELT at the time of interview. As a part of the methods used, they
suggested that using computer for finding out the relevant content, summary, practical tips and
research based evidences in the use of e-devices in language teaching; making use of online-
dictionary to find out the meaning and forms of language expressions; using social media for
sharing and expanding the information; using television, film segments, YouTube videos, online
chat, messenger for developing skills and aspects of language; sharing relevant topics and
information through Bluetooth, Share it and viber with the help of mobile; using CD, DVD for
listening and expanding knowledge and establishing ICT orbit in school.

Similarly, they have pointed that the difficulties of using e-devices like computer and internet
due to the insufficiency of electricity, problems in access to and availability of researchers,
economic problems in the use of e-devices, time consuming aspect, problems of hanging up
technical problems and institutional and individual motives for the use of ICTs as the major
challenges faced in teaching English through integrating ICTs.

Findings
The findings of the study show that more than 70% teachers are found to be aware on the use of
ICTs in ELT and they have positive attitude in the integration of e-devices in classroom teaching
and learning. As the evidences, 70% of them viewed that they can integrate the technologies in
the classes, 86.66% of them are found to be familiar with technological means, 73.33%
positively accepted that they integrate ICTs in their classes and their classes should be supported
by the e-devices like computer, e-mail, internet and multimedia, almost all of them perceived
that an innovative teacher should integrate ICT in their class and e-learning helps in developing
language skills, 73.33% of the teachers viewed that ICTs help them to be satisfied in their
profession and it develops lifelong learning.

Regarding the strategies for effective integration of ICTs in classroom based instruction, more
than 80 % teachers responded that they know subject matter in advance; they made course
documents available to the students; they communicate clear goals in e-learning; they help
students to establish supportive community and make effective use of available resources.
Similarly, 73.33% teachers responded that they know subject matter in advance; they made
course documents available to the students; they communicate clear goals in e-learning; they
help students to establish supportive community and make effective use of available resources.

As per the challenges in the use of e-devices and integrating e-learning in classes, it is found that
lack of available resources, access to them, lack of power supply and internet facilities, economic
problems and lack of sound theoretical and practical knowledge in e-learning, blended learning,
online education and other forms of techno based instructions create problems while integrating
e-learning. Majority of the teachers viewed the above problems in common.

Conclusion

In this small scale research, I explored what affordances ICT based technologies have and how
they can be exploited in the real classroom instruction in our academia. I also explored a number
of strategies for integrating ICTs for language teaching and learning based upon the experiences
of Nepalese English teachers. Of course, integrating ICT based tools and technologies is not easy
in real practices as there are many challenges that relate to resources, access, cost efficiency,
skills and expertise to operate and manipulate. Despite the challenges exerted, ICTs create
opportunities o both English teachers and learners if a conscious effort is made by the institutions
and the government. We should not forget that the present time has come that the brick houses be
turned into click houses and chalk and talk methods should be replaced by the chating, posting
and sharing devices. In a sense digital literacy has become the cry of day. So, dew attention
should be given on ICT based integrated instruction in ELT.

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 APPENDIX

Dear informants,

This questionnaire has been prepared for collecting data for the research study entitled
Integrating ICTs in ELT: Teachers' Perceptions, Strategies and Challenges. I would like to
request you to put your responses on the items given below. I hope that you will co-operate me
for my research study which will be invaluable contribution to accomplish this work. I would
like to assure you that the response given by you will be exclusively and confidently used only
for the purpose of present study.

Thank you!

APPENDIX –I

Personal Profile

Name …………………………………………
School: …………………………… …….
Qualification…………………………………………………
Experience: …………………………………………………
Address…………………………………………………………
You are humbly requested to respond on following items based on your experience:
a. What are your views on the integration of ICT based pedagogical tools in an English
language classroom?
b. What strategies do you use while integrating ICTs in your classroom instruction?
c. What are the challenges so far you have been facing while integrating ICTs I teaching
English o your students?
d. Could you please suggest a few techniques to successfully overcome the challenges?
e. What are the methods that you have applied searching and managing knowledge through e-
learning?
Tick the best answer.
Items Related to the Perceptions
1. I am familiar with the technological means of teaching language.
a) Strongly agree ( ) b) Agree ( )
c) Neutral ( ) d) Strongly disagree ( )

2. In teaching any language items, teachers can integrate the technology in their classes.
a) Strongly agree ( ) b) Agree ( )
c) Neutral ( ) d) Strongly disagree ( )

3. I am integrating ICTs in my classroom based instruction.

a) Strongly agree ( ) b) Agree ( )
c) Neutral ( ) d) Strongly disagree ( )

4. Integrating ICTs has become both selection and slogan in language teaching.
a) Strongly agree ( ) b) Agree ( )
c) Neutral ( ) d) Strongly disagree ( )

5. Integrated ICT based instruction should be supported by the e-devices like computer,
email, internet, mobile, etc.
a) Strongly agree ( ) b) Agree ( )
c) Neutral ( ) d) Strongly disagree ( )
6. E-devices make learning easier, faster, accessible and fun.

a) Strongly agree ( ) b) Agree ( )

c) Neutral ( ) d) Strongly disagree ( )
7. An innovative teacher should integrate ICTs in his teaching activities.
a) Strongly agree ( ) b) Agree ( )
c) Neutral ( ) d) Strongly disagree ( )

8. ICT integrated learning seems effective in developing language skills and aspects of
English language.
a) Strongly agree ( ) b) Agree ( )
c) Neutral ( ) d) Strongly disagree ( )

9. Integrating ICTs helps teachers to be satisfied with their profession and develop positive
attitude toward the school.
a) Strongly agree ( ) b) Agree ( )
c) Neutral ( ) d) Strongly disagree ( )

10. Integrating technologies and e-devices develop lifelong learning and professional growth.
a) Strongly agree ( ) b) Agree ( )
c) Neutral ( ) d) Strongly disagree ( )

Items Related to the Strategies

1. Teachers must have to know subject matter well while integrated ICTs.
a) Strongly agree ( ) b) Agree ( )
c) Neutral ( ) d) Strongly disagree ( )

2. Online courses provided should appeal to all learning styles.

a) Strongly agree ( ) b) Agree ( )
c) Neutral ( ) d) Strongly disagree ( )
3. Course documents should be available to all the students in e-learning.

a) Strongly agree ( ) b) Agree ( )

c) Neutral ( ) d) Strongly disagree ( )

4. Teachers should communicate clear goals in ICT integrated instruction.

a) Strongly agree ( ) b) Agree ( )
c) Neutral ( ) d) Strongly disagree ( )
5. There should be a supportive community for integrated instruction.
a) Strongly agree ( ) b) Agree ( )
c) Neutral ( ) d) Strongly disagree ( )

6. Effective usage of available resources enhances technology based learning.

a) Strongly agree ( ) b) Agree ( )
c) Neutral ( ) d) Strongly disagree ( )

7. Teachers and students should have clear expectations while integrating ICTs in classroom
based teaching.
a) Strongly agree ( ) b) Agree ( )
c) Neutral ( ) d) Strongly disagree ( )

Items Related to the Challenges

1. Teaching through integrating e-devices is really challenging job to the teachers.
a) Strongly agree ( ) b) Agree ( )
c) Neutral ( ) d) Strongly disagree ( )

2. It is difficult to integrate ICTs in teaching English because of resources available and the
access on resources..
a) Strongly agree ( ) b) Agree ( )
c) Neutral ( ) d) Strongly disagree ( )
3. Lack of internet facilities in schools is another challenge in integrating ICTs.

a) Strongly agree ( ) b) Agree ( )

c) Neutral ( ) d) Strongly disagree ( )

4. ICT enhanced learning makes students feel isolated in learning.

a) Strongly agree ( ) b) Agree ( )
c) Neutral ( ) d) Strongly disagree ( )

5. It is really expensive and time consuming to use technologies in English language

teaching.
a) Strongly agree ( ) b) Agree ( )
 c) Neutral ( ) d) Strongly disagree ( )

6. In the context of Nepal, teachers do not have sound theoretical and practical knowledge
in ICT integrated instructions like: e-learning, blended learning, mobile learning, online
education and other forms of techno-based instructions.
a) Strongly agree ( ) b) Agree ( )
c) Neutral ( ) d) Strongly disagree ( )
Thanks