Effectiveness of Integrating Information and Communications Technology in online

English Language Teaching during the New Normal: A University Teachers’

Perspective
COMSATS UniversityIslamabad,
Campus of Lahore

SYNOPSIS for MS PhD

Part 1 (to be completed by the student)

Student Arshia Ahmad

Dept Humanities
ID No. SP20-REL-003 Date of Thesis
February 8, 2021
Registration Synopsis for the degree of
Name of Research Supervisor Ma’am Asma Kashif Shahzad
PART-1 (to be completed by the student)
Supervisory Committee Members
1. Ma’am. Shmeem Fatima
2. Ma’am Asma Kashif Shahzad
3. Ma’am AasiaNusrat
Research Proposal Title Effectiveness of Integrating INFORMATION AND
COMMUNICATIONS TECHNOLOGY in online English
Language Teaching during the New Normal: A University
Teachers’ Perspective.

Summary of the Research Proposal

Due to COVID-19, all physical education modes were closed, and as a result of which
students and teachers are suffering badly. Educational mode converted to online mode and
integration of INFORMATION AND COMMUNICATIONS TECHNOLOGY were made
compulsory in these situations. The current study aims to investigate the teachers'
perceptions and interpretations on the Efficiency of Integrating INFORMATION AND
COMMUNICATIONS TECHNOLOGY in online English Language Teaching during
(COVID-19) at the university level. The factors and challenges faced by teachers while
using INFORMATION AND COMMUNICATIONS TECHNOLOGY in online language
classes will be and explored in this study. Recommendations to overcome the challenges
will be provided in this research. Online Questionnaires method will be used for data

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Effectiveness of Integrating Information and Communications Technology in online
English Language Teaching during the New Normal: A University Teachers’
Perspective
collection and if possible by Interviews. A qualitative descriptive method will be used for
data analysis.

Research Objectives
The research aims to find out the following objectives:
 To study the perceptions of the ESL Teachers at the university level about the
effectiveness of integrating INFORMATION AND COMMUNICATIONS
TECHNOLOGY in English language teaching during COVID-19
 To determine the challenges faced by the ESL teachers at the university level while
integrating INFORMATION AND COMMUNICATIONS TECHNOLOGY in
online teaching
 To recommend the ways to meet the needs and requirements for English language
teaching at the university level during COVID-19

Significance of the research

The research is significant as it attempts to study the current phenomenon the ESL
teachers are facing. The research will unfold many issues that may still be unaddressed
concerning the integration of INFORMATION AND COMMUNICATIONS
TECHNOLOGY in teaching the English language with specific reference to the university
teachers. The study will provide an insight to the curriculum and course designers to modify
the curriculum for teacher education as there is a need to equip the teacher with basic
knowledge of these technologies. The teacher's training organization will seek help from the
study to revise and modify the training programs especially for English language teachers at
the university level.

Introduction
The outburst of COVID-19's has had a significant impact on human life including

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Effectiveness of Integrating Information and Communications Technology in online
English Language Teaching during the New Normal: A University Teachers’
Perspective
education. In recent pandemic situations. The training and learning events that were
historically carried out in face-to-face meetings must be converted to online education that
is entirely protected by technology. As a result, during this pandemic, INFORMATION
AND COMMUNICATIONS TECHNOLOGY becomes the most important educational
setting tool, especially in ELT. During the pandemic, without INFORMATION AND
COMMUNICATIONS TECHNOLOGY, it is impossible to pursue teaching especially
English language teaching.
Teachers, on the other hand, encountered new challenges as a result of the integration of
INFORMATION AND COMMUNICATIONS TECHNOLOGY in ESL. They are required
to be able to evolve their students' INFORMATION AND COMMUNICATIONS
TECHNOLOGY literacy so that students can perform and learn as a demand of the twenty-
first century. To do so, they must first develop adequate INFORMATION AND
COMMUNICATIONS TECHNOLOGY skills, as integrating INFORMATION AND
COMMUNICATIONS TECHNOLOGY into English teaching and learning processes is not
a simple task. One factor that influences teachers' willingness to use INFORMATION AND
COMMUNICATIONS TECHNOLOGY is their perception of its effectiveness. It is
consistent with some recent studies conducted by other researchers (Al-Baadani& Abbas,
2020).

Literature Review
All human activities are badly smashed by COVID-19 (Tria, 2020; Baadani and
Abbas, 2020). Especially the academic sector is badly stroked by the outburst of COVID-
19. But in all these situations universalities are highly affected because of this pandemic
(Baadani & Abbas, 2020). As a result of this pandemic, ESL teachers all over the world are
compelled to integrate INFORMATION AND COMMUNICATIONS TECHNOLOGY
into their classrooms, INFORMATION AND COMMUNICATIONS TECHNOLOGY
becomes the most important educational setting tool, especially in ELT. The effectiveness
of the use of integrating technology in ESL learning classes has been mentioned in many
studies. According to the notion of (Garret, 1991), the incorporation of INFORMATION
AND COMMUNICATIONS TECHNOLOGY in language classes is not a method of
teaching or learning but it is a method embedded with a variety of approaches, it includes
different philosophical and pedagogical methods. The efficacy and usefulness of
INFORMATION AND COMMUNICATIONS TECHNOLOGY depend on the method of

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Effectiveness of Integrating Information and Communications Technology in online
English Language Teaching during the New Normal: A University Teachers’
Perspective
application and the reason for its integration. As stated by (Means et al., 1993) that most of
the challenges can be solved by using INFORMATION AND COMMUNICATIONS
TECHNOLOGY. Students get understanding by using INFORMATION AND
COMMUNICATIONS TECHNOLOGY as an instructor so it the medium through which
students can map out the computers and develop their understandings. According to (Melor
Md Yunus, Lubis, and Lin, 2009) there are many INFORMATION AND
COMMUNICATIONS TECHNOLOGY tools and applications available in the educational
field for integrating them in the learning and teaching process. The use of INFORMATION
AND COMMUNICATIONS TECHNOLOGY in learning classes is declared as a catalyst
that is effective for ESL/EFL learners in their language classes (Warschauer & Healey,
1998). Language learners’ academic proficiency skills can be upgraded by the use of
technology(Ozerol 2009), in his study concludes that language learners’ learning anxiety
levels decreased and they found opportunities to participate confidently in their classes. But
on the other hand, Bingimlas (2009:235), Liu and Pange, (2015) Alwani and Soomro,
(2010), Eleman(2016) in their studies investigated different barriers faced by teachers in
INFORMATION AND COMMUNICATIONS TECHNOLOGY classrooms. Different
internal and external factors caused hurdles and teachers encountered challenges in
integrating INFORMATION AND COMMUNICATIONS TECHNOLOGY. The current
study enlarges previous studies and will investigate the teacher's based perceptions on the
Effectiveness of Integrating Information and Communication Technology in online English
Language Teaching during the New Normal (COVID-19)in universities of Lahore. Possible
factors and challenges while practicing the use of INFORMATION AND
COMMUNICATIONS TECHNOLOGY in online classes will be explored in this study.

Research Question
This study will be designed to answer the following questions:

1. What are English language teachers’ perspectives toward the effectiveness of

incorporation of Information and Communication Technology in ESL Teaching during the
outbreak of the COVID-19 pandemic?
2. What challenges do the ESL teachers face while integrating INFORMATION AND
COMMUNICATIONS TECHNOLOGY in English language Teaching during the new
normal?

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Effectiveness of Integrating Information and Communications Technology in online
English Language Teaching during the New Normal: A University Teachers’
Perspective

Research Methodology and Procedure

The research will be descriptive. The data will be collected by sharing the questionnaire
(online or in-person) with the English language teachers of different universities or institutes
of higher education in Lahore.
Participants
The population of this study will be the ESL teachers of universities in Lahore.
However, a representative sample will be selected through simple random sampling by
keeping in mind that both male and female teachers should be included in the sample.
Data Collection Tool
Two questionnaires will be adapted to collect data from the respondent.
1. The first questionnaire will be administered to collect the data about the
interpretation of ESL teachers about the efficacy of using Information and
Communication Technology in English language teaching. The questionnaire will be
adapted from Silviyanti & Yusuf (2012) with slight modifications according to the
needs of the context.
2. The insight of the second questionnaire will be adapted from Al-Baadani& Abbas
(2020) who highlighted the challenges and barriers faced by English language
teachers during COVID-19.
The questionnaires will have consisted of close-ended questions. The respondents will
choose one out of a five-point Likert rating scale. The range of the Likert Scale will be from
strongly disagree to strongly agree.
The frequency of the obtained data will be analyzed by using SPSS software, percentage,
and mean score followed by the description of each statement. The data will be presented in
the form of tables and graphs.

Limitations and Delimitations of the study

 The study is limited to collecting data with the help of questionnaires only. Although
the data may also be collected through interviews, but due to the unavailability of
teachers in the universities it may not be feasible for the researcher.
 The study is delimited to Lahore only as a researcher is expected to get enough data

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Effectiveness of Integrating Information and Communications Technology in online
English Language Teaching during the New Normal: A University Teachers’
Perspective
from the ESL teachers of these universities. However, the researcher may expand the
area of the population of research depending upon the requirement at the time of
data collection.

Chapter Break Down

This thesis will be divided into five chapters. In the first, the researcher will give the
outline of the whole thesis with a brief description of all major parts of the study. In the
second chapter, the recency and contributions of the previous researches of the domains in
which this thesis will contribute will be discussed to highlight the research gap. In the third
chapter, the theoretical framework will be established. The fourth chapter will consist of the
findings, analysis, and discussion of the study. In the last chapter, the researcher will
conclude the study, highlight the limitations and delimitations and give suggestions.

References

 Asgher, T., & Hanif, A. (2021). Exploring the Impact of Online Teaching Method
on Higher Education during COVID-19 Pandemic: Students’ and
Teachers’ Perspective. Research Journal of Social Sciences and Economics
Review (RJSSER), 2(1), 120-134.

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Effectiveness of Integrating Information and Communications Technology in online
English Language Teaching during the New Normal: A University Teachers’
Perspective
 Yan, W. (2020, March 16). How will COVID-19 impact global education?
CGTN. https://news.cgtn.com/news/2020-03-16/How-will-COVID-19-impact-
global-education--OTZKvx8tbO/index.html

 Al-Baadani, A. A., & Abbas, M. (2020). THE IMPACT OF CORONAVIRUS

(COVID19) PANDEMIC ON HIGHER EDUCATION INSTITUTIONS (HEIs)
IN YEMEN: CHALLENGES AND RECOMMENDATIONS FOR THE
FUTURE. European Journal of Education Studies, 7(7).

 Silviyanti, T. M.,& Yusuf, Y. Q. (2015). EFL teachers’ perceptions on using

INFORMATION AND COMMUNICATIONS TECHNOLOGY in their
teaching: To use or to reject? Teaching English with Technology, 15(4), 29-43,
http://www.tewtjournal.org

 Hadijah, S., & Shalawati, S. (2017). INVESTIGATING

TEACHERS’BARRIERS TO INFORMATION AND COMMUNICATIONS
TECHNOLOGY (INFORMATION COMMUNICATION TECHNOLOGY0
INTEGRATION IN TEACHING ENGLISH AT SENIOR HIGH SCHOOLS IN
PEKANBARU. Proceedings of ISELT FBS Universitas Negeri Padang, 5, 302-
310.

 Garret, N.(1991). Technology in the service of language learning: Trends and

issues. Modern Language Journal 75 (1), 74-101.

 Means, B., Blando, J., Olson, K., Midleton, T., Morocco, C., Remz, A. (1993).
Using technology to support education reform. Retrieved 10 October 2011, from
http://www.ed.gov/pubs/EdReformStudies/TechReforms

 Melor Md Yunus (2007). Malaysian ESL teachers’ use of INFORMATION AND

COMMUNICATIONS TECHNOLOGY in their classrooms: expectations and
realities. RECALL: The Journal of EUROCALL. Vol.9 (1): 79-95

MS Thesis Time Line

Description June July Aug Sep Oct Nov Dec Jan

2020 202 2020 202 2020 2020 2020 2021

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English Language Teaching during the New Normal: A University Teachers’
Perspective
0 0
Introduction * *
Literature Review * * *
Research Methodology * *
Analysis * * * *
Conclusion *
Proofreading and * *
formatting

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Effectiveness of Integrating Information and Communications Technology in online
English Language Teaching during the New Normal: A University Teachers’
Perspective
Part 2

Approval by the Research Supervisor

Name Sign Date

Sign up by Superintendent Board

S. # Members of Title Sign and Date

Committee
1 Ma’am Shameen
Fatima
2 Sir Ali Ahmed

3 Ma’am Aasia Nusrat

Accepted by Advisory Committee of Departmental Graduate

Certified that the synopsis has been seen by members of GAC and considered it appropriate
for placing up to BASAR.
Secretary Graduate Advisory Committee Head of Dept.
DATE DATE
Approved by Programs Committee of Campus Graduate

Chairperson, DATE

Part 3

Dean, Faculty of .

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Effectiveness of Integrating Information and Communications Technology in online
English Language Teaching during the New Normal: A University Teachers’
Perspective

Accepted for an appointment before BASAR.

Not Accepted based on succeeding motives

Sign Date

Dean, Graduate Studies and Research

Accepted for assignment before BASAR.

Not Accepted based on succeeding reasons

Sign Date

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