![REFERENCES
• Samuel, R., & Bakar, Z. (2006, May 31). The utilization and integration of ICT tools in
promoting English language Teaching and Learning: Reflections from English Option
Teachers in Kuala Langat District, Malaysia. International Journal of Education and
Development using ICT [Online], 2(2). Available:
http://ijedict.dec.uwi.edu/viewarticle.php?id=161.](https://image.slidesharecdn.com/theutilizationandintegrationoficttoolsinacuantitativeresearch-140918210650-phpapp01/85/The-utilization-and-integration-of-ict-tools-in-a-cuantitative-research-6-320.jpg)
The utilization and integration of ict tools in a cuantitative research
- 1. THE UTILIZATION AND INTEGRATION OF ICT TOOLS IN PROMOTING ENGLISH LANGUAGE TEACHING AND LEARNING: REFLECTIONS FROM ENGLISH OPTION TEACHERS IN KUALA LANGAT DISTRICT, MALAYSIA By Robinson Joseph Samuel Retired College Lecturer, Malaysia. Zaitun Abu Bakar University of Malaya, Malaysia.
- 2. ABSTRACT • The unprecedented advances in interactivity and multimedia capabilities together with a myriad of emerging technologies have enabled the creation of virtual learning environments that could be utilized to boost the development of English language skills among Malaysian primary and secondary school students. English lessons that incorporate multimedia applications can exert powerful motivation and provide bored students with exciting new ways to learn. The utilization and integration of ICT tools can indeed assist students in acquiring English Language competency as well as enhance the quality of their learning experience. This paper first examines the present scenario of English language teachers as regards ICT integration and tries to determine if ICT skills of English language teachers in the light of existing infrastructure facilities are adequate to promote English language teaching and learning. The researchers next look at some of the obstacles faced by English language teachers in ICT integration and finally in the concluding part the researchers suggest the use of interactive lessons to speed up the teaching and learning of English.
- 3. PURPOSE, HYPOTHESIS, RESEARCH QUESTIONS. • The purpose of this research is to realice if ICT is accepted by teachers. • Questions • What is amiss? • Can the right ICT tools enhance English language teaching and learning and quickly arrest the rapid decline? • What is the scenario on the utilization and integration of ICT tools among English option teachers in Malaysia? • Can similar benefits be achieved here in Malaysia?
- 4. METHOD • This is a cuantitative research. • The participants were 30 trained teachers in Malasya • The instruments were Semi-structured, face-to-face interviewing. Semi-structured interviews are formal verbal questionnaires.
- 5. DATA ANALYSIS The interviews were carried out using a set of open-ended questions that were organized into a questionnaire. Time was further spent on observing how the respondents carried out their daily routine teaching and learning activities in the class. The interviews were recorded and later transcribed.
- 6. REFERENCES • Samuel, R., & Bakar, Z. (2006, May 31). The utilization and integration of ICT tools in promoting English language Teaching and Learning: Reflections from English Option Teachers in Kuala Langat District, Malaysia. International Journal of Education and Development using ICT [Online], 2(2). Available: http://ijedict.dec.uwi.edu/viewarticle.php?id=161.
- 7. WHY DOES THE AUTHOR CHOOSE THIS DESIGN? • In this research : I consider that the author choose the quantitative method because he did not need to make an experiment with teachers about the use of ICT; he only wanted to know the opinion about teacher through their journal teaching English with ICT and their experiences about if ICT is successful or not in the classroom. He researched with different teachers’ ages. I consider that he did not need to make an experiment with the teachers he only want to realize if teachers take into account the ICT. • Karina Uc