TITLE:
Perceptions and Challenges to ICT Use in ESL Lessons among Malaysian Primary Teacher
AUTHORS:
Michelle Ng, Melor Md Yunus
KEYWORDS:
Information and Communication Technology, Perception, Challenges, English Second Language Lessons, Malaysian Primary Teacher
JOURNAL NAME:
Creative Education,
Vol.12 No.7,
July
9,
2021
ABSTRACT:
In light of society’s progressive adoption of Information and Communication Technology (ICT), 21st-century teachers are expected to integrate technology into language teaching in the classroom successfully. Nevertheless, despite the availability of existing materials on the internet and ICT facilities provided by the Malaysian government to aid the CEFR lessons, English Second Language (ESL) teachers’ perception should consider ICT use in the ESL lessons. Additionally, past researchers also have discovered challenges to ICT use among ESL teachers. This study, conversely, explores whether there is a significant relationship between primary teachers’ perceptions of the impact of ICT integration on teaching CEFR level one (Primary One, Primary Two and Primary Three) classes before and after MCO. This study also investigates the challenges that might influence teachers’ attitudes toward integrating ICT into their level one (Primary One, Primary Two and Primary Three) CEFR lessons to develop ICT skills and competencies. This study used a mixed-method approach,with the survey method as the research design. It is also embedded within two theories: The Technology Acceptance Model (TAM) and the Theory of Planned Behavior (TpB). An online survey questionnaire was distributed to all participants. The study involved 55 Malaysian primary ESL teachers in Lawas, Sarawak, Malaysia. Therefore, the result cannot generalize to all English teachers in Malaysia. Based on the findings, the study results indicate that the null hypothesis—there is no relationship between Malaysian primary teachers’ perceptions of the impact of ICT use in their level one (Primary One, Primary Two and Primary Three) CEFR lessons before MCO and after the MCO period, cannot be rejected to a certain extent. The study also discovers four main challenges to ICT Use in ESL (CEFR) Lessons: lack of ICT infrastructure and basic facilities, teachers’ attitude, pupils’ engagement, and parents’ ability. This study can give a relevant picture to policymakers and the Ministry of Education on the current state of ESL teachers’ perception and challenges regarding ICT use in ESL (CEFR) lessons. With thorough analysis, it is hoped that the government can develop a win-win situation for ESL teachers and their students in the rural areas, especially when remote teaching-learning is implemented primarily during the MCO period.