Innovations and Best Practices: Language Teachers’ Perception of Information and communications Technologies (ICTs) in the Nigerian ESL Context
Keywords:
innovation, information, communication, technology, language, teachers, perceptionAbstract
In any fast-growing economy, the potential of ICTs with attendant innovations of the 21st century must be fully explored for the enhancement of language development. More importantly, teachers remain the portal to any classroom innovation and diffusion as they play a key role in determining what students learn. This survey, therefore, investigated teachers’ perception of the use, adequacy, and availability of Information and Communications Technologies (ICTs) in English language classrooms. Utilising questionnaires and interview schedules in data sourcing, 84 teachers were randomly selected from 15 secondary schools in Lagos State, Nigeria. Analysis of data involved mean, standard deviation and chi-square, correlation coefficient (r) and AN0VA. Results indicated that English language teachers appreciate the potential of technologies but lack the confidence and initiative to use them. The perception of teachers differs more on awareness of existence than on its use in a language classroom as depicted by the standard deviation of 3.05 and 1.99 respectively. Furthermore, the perception of technologies by male teachers varied greatly from those of the females as indicated by the standard deviation of 4.4 and 3.422 for males and females respectively. Finally, teachers were enjoined to prepare earnestly for the best futuristic practices by embracing the challenges of ICT facilities in language pedagogy through continuous training and retraining.
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