faster than any other network ever created.

The internet has made it possible for the world

to become a global village connecting people from different geographical locations (Ogundele,

2008).

ICT is a generic term referring to technologies which are used for collection, storing,

editing and passing information in various forms (SER, 1997). Effective educational research

cannot take place without passing relevant information through the teacher to the learners and

vice versa. A personal computer is the best known example of the use of ICT in education, but

the term multimedia is also being frequently used. Multimedia can be interpreted as a

combination of data carriers, for example video, CD-ROM, Floppy disc and internet are software

in which the possibility for an interactive approach is offered (Smeets, 1996). Over the past few

decades, numerous studies have confirmed the benefits of ICT in language teaching and learning.

The effective use of technology in teaching and learning increases the benefits of ICT to enable

students to become active learners and to develop their problem solving, critical-thinking, and

creativity skills (Hubbard, 2013; Jung, 2006; Kean, Embi, & Yunus, 2012; Klimova &

Semradova, 2012). In addition, ICT offers students and teachers a more flexible and broader

access to information and learning resources. Therefore, improving students' literacy in ICT is

fundamental to their personal and academic life.

In higher education, a range of technologies appears to provide an exceptional

opportunity to improve learning and teaching within the higher education system. At present,

however, opinions are divided over the efficacy of such an approach and the extent to which

technology should be embraced in teaching. In recent years, various teaching models have been

developed including the blended learning mode which combines face-to-face approach and