Exploring Perceptions and Practices of ICT Integration in Nepalese English Language Classrooms: Emerging Challenges
TL;DR
The study generated findings that revealed that computer-assisted and mobile-assisted instruction promote interactive learning, skill development, and learner-centered pedagogy in teaching English and that most of the teachers lacked the skills and opportunities to upgrade their existing knowledge of ICT.
Abstract
Technological innovations have transformed today’s pedagogical practices worldwide. However, there is limited scholarly explication about the practice of Information and Communication Technology (ICT) in Nepalese secondary school English classes. The present study explored how information communication technology is currently being practiced in class 9 and 10 English classes and to what extent its pedagogical potential is harnessed by the teachers and students in the community schools of Nepal. Informed by the phenomenological research design, three English teachers and six students were interviewed using semi-structured interview guides and observed in their respective classrooms. The study generated findings that revealed that computer-assisted and mobile-assisted instruction promote interactive learning, skill development, and learner-centered pedagogy in teaching English. Similarly, both students and teachers benefited from integrating mobile-based technology in the pedagogical practices. Students used different mobile apps such as dictionary, English videos, and YouTube to gain knowledge about the target language because of the lack of access to computer labs, whereas teachers used power-point presentation in a smart board to motivate their students to learn English. Despite the several benefits of adopting computer-assisted and mobile-assisted language learning (CALL and MALL), the participants faced various challenges, including the absence of required infrastructures in the community schools and differences in language learning skills among students. Furthermore, the participants revealed that most of the teachers lacked the skills and opportunities to upgrade their existing knowledge of ICT. The findings highlight the pedagogical significance of CALL and MALL and the need for upgrading the knowledge of secondary school English teachers. This study provides empirical evidence and vital information for policy makers, education stakeholders, and classroom English teachers who intend to promote and facilitate language learning through the use of computers and mobile applications in Nepal.