Utilizing ICT for Delivering Optimum and Effective EL Learning to Students
amidst Pandemic
BSE-ENGLISH BlOCK 3
Roxanne Kaye B. Pagarigan
Mary Pearl J. Fernandez
Rizza V. Cariño
Irish Jane Ramos
Mary Janica Tantiado
Angelica Ruñez
Introduction
The Corona Virus Crisis has led 70% of the world’s students being left out of
schools. For the majority of educational situations, the first decision was to adopt a live
lesson streaming procedure through online classes. Where in Information Community
Technologies (ICTS) plays a paramount role in the teaching and learning English
language. This allowed students to learn on a regular schedule and not lose any time of
the semesters. Pre-recorded lessons also serve to allow students from different time
zones to learn at their convenience. With the video calling services such as Zoom,
Google meet, and Messenger room online lessons have become the most common
measure adopted by educational institutions. Distance learning presents unique
challenges for special education delivery that is why teacher need to adjust to achieve
quality education despite of the situation.
Information and communication technologies (ICTs) cover a wide range of
technologies. ICTs refer to technological tools and resources which are employed to
communicate, create, disseminate and manage information (Thierer, 2001; Nordin,
Embi & Yunus, 2009; Nordin et al., 2010). These technologies include radio, television,
computers, Internet, social networks and etc. In the last decade, there has been a
growing interest in using computers and the internet to improve the effectiveness of
teaching and learning in all levels and in both educational and non-educational settings.
Although nowadays the older technologies such as radio, television and telephone are
given less attention, they have a longer and richer background as educational tools.
Therefore, the integration of new ICT tools such as laptop, interactive whiteboard, LCD
projector, Internet and social networks in education is still in its infancy in comparison
with the use of older technologies such as radio and television (Salehi & Salehi, 2011).
This is due to the limited infrastructure of ICTs and the high costs of access to internet
in developing countries (Carlson & Firpo, 2001).
According to Krishna (2015) “Teachers will not be replaced by technology, but
teachers who do not use technology will be replaced by those who do.” This thought-
provoking statement definitely shakes the world upside down for those instructors who
do not dare to explore the benefits of technology and prefer to stick to traditional
teaching methods. The reasons for not using technological tools may vary, but probably
the most well-known are the ones heard in the halls during the coffee breaks: “I’m too
old to learn;” “Technology and I do not get along well;” “I have never been trained to do
that;” and the like. Such reasons seem valid; however, today teachers cannot deny the
need to incorporate new technologies in the classroom setting.
In addition to this, Aristovinik (2014) highlighted that technological advances
have revolutionized teaching and learning processes. Fry (2001), for instance, noted
that the emergence of new technologies, the rapid expiration of knowledge and training,
the necessity of just-in-time information delivery, and the need for more cost-effective
teaching methods have transformed teaching and learning practices to new precedents
(p. 233). The use of e-learning techniques in higher education is becoming more
frequent than ever. Even in some institutions, e-learning has completely replaced the
traditional teaching methods, while in others it supplements classical courses, Umek,
Keržič, Aristovnik, and Tomaževič (2015).
Furthermore, Pun (2013) investigated that how the teachers and students
of English language are benefitted by using multimedia projector in the
classroom. He highlights that the quick expansion of modern technology as likes
multimedia that refers to computer-based applications, allow teacher and students to
share their views and ideas. It is a combination of text, graphics, animation, video
and sound. The utilization of multimedia technology has created a favorable situation
in improving the attractiveness in English language teaching and learning (Pun, 2013).
In the modern world today, functional education delivers the basic instrument for
gainful employment, personality progress, economic prosperity, and development moral
built up, and positive interpersonal relationships; while lack of its signifies ignorance,
underdevelopment, maladjustment, poverty, among others. According to Idris 2008,
effective teaching may be unavoidable without functional instructional materials to
enhance innovative production in modern fields such as science and technology, among
others. Instructional materials are essential and significant tools needed in teaching and
learning in order to promote teachers` efficiency and improve students` performance.
They allow the students to interact with words, symbols and ideas in ways that develop
their abilities in reading, listening, solving, viewing, thinking, speaking, writing, using
media and technology.
Scholars claimed that online learning platforms may perhaps be useful to teach
and learn inside and outside the classroom. As Jiménez and Jiménez (2015)
expressed, the literature has acknowledged that the virtual learning communities might
improve the students’ academic performance, stimulate collaborative learning via peer
interaction, and exert responsibility on instructors to contribute with their students’
learning (p. 38). In addition to these benefits, Wallace (2014) pointed out that social
networking and social media platforms along with effective classroom models can work
hand in hand to help raise quality standards, professionalize instructors, and motivate
students (p. 294). Yet, there is still another significant positive contribution of these web-
based tools when dealing with foreign language learning and teaching: the formation of
autonomous learners able to solve tasks on their own with no need of commuting to
receive direct instruction (Zúñiga, 2015, p. 470).
All these tools under the concepts of ICTs and e- learning seem to be an ultimate
solution in the learning of foreign languages because they enable students to
communicate, edit, annotate, arrange, and create texts quickly and flexibly. But despite
all these remarks, it is still debatable whether the extent to which these tools actually
meet the students’ outlook regarding the automatization and internalization of a foreign
language when using it in enhancing the writing skill. Thus, this makes necessary to
carry out a study that can give researchers more insight regarding the students’
perception when using ICTs in developing skills for writing.
Though the advantages may seem plentiful, teachers are still under pressure in
this sudden shift. The change from in-school to online was rapid and unexpected. More
than students, the teaching community had to train themselves to adapt to the new
methods. Education technology investors do not plan to slow down. However, to deal
with it better, the schools, as well as the individual staff, also have to be updated with
the latest developments. Teachers need to be prepared to ensure that online learning
can continue through another crisis. The future of education does not rely solely on new
and innovative tech tools, but on creating safe and accessible learning, equal for all.
Method
This study employed the systematic literature review method. A systematic
review aim to identify, evaluate and summarize the findings of all relevant individual
studies, thereby making the available evidence more accessible to decision makers,
Gopalakrishnan & Ganeshkumar (2013).
This method attempts to collate all empirical evidence that fits pre-specified eligibility
criteria in order to answer a specific research question. It uses explicit, systematic
methods that are selected with a view to minimizing bias, thus providing more reliable
findings from which conclusions can be drawn and decisions made , Higgins
(2011) .Furthermore, the following key characteristics of a systematic review will be
used.
According to Okoloi and Schabram (2010), a stand-alone literature review, in its best
form, becomes a much cited piece of work which researchers would seek out as a first
clear outline of the literature when undertaking an investigation. Such free-standing
reviews summarize existence evidence, identify gaps in current research and provide a
framework for positioning research endeavours.
In general terms, the literature review helps to provide a context for the research,
justify the research, ensure the research hasn`t been done, show where the research
fits into the existing body of knowledge, enable the researcher to learn from theory on
the subject, illustrate how the subject has previously been studied, highlight flaws in
previews research, outline gaps in previous research, show that the work is adding to
the and knowledge of the field, help refine, refocus or even change the topic. (Krathwol,
1998)
To be able to achieve the target of this study, the search of different journals that is
related to the study was the first step done. The search process was based on the
eligibility criteria that were established before the process of identifying, locating, and
retrieving the research needed to address the problem of evidence-based practice
started. We identified the journals by separating them into inclusion and exclusion
criteria. Such method is also supported by Melina (2006), she stated that the eligibility
criteria specified which studies will be included and which will be excluded from the
systematic review-though the criteria were subjected to possible changes as the
systematic review progressed through the early stages of the process, some of the
criteria were fundamental to collecting a rigorous and defensible set of data for the
review. The criteria used for including and excluding studies form the operational
definition of the problem (Abrami, Cohen & d`Apollonia, 1998), and they provide a clear
guideline as to the standards of research that will be used to determine the researchers
that will be included in the review. The eligibility criteria were liberally applied in the
beginning to ensure that relevant studies were included and no study is excluded
without thorough evaluation. After we identified the things the need to be excluded, we
focused on the journals.
According to Slavins (1987), using critical evaluation approach aims to include
studies that meet some high methodological standard of quality. The inclusion criteria
were not too broad and not to strict. Lam and Kennedy (2005) stated that if the inclusion
criteria are too broad, poor quality studies may be included, lowering the confidence in
the final result. If the criteria are too strict, the results are based on fewer studies and
may not be generalizable. Hence, the specific inclusion and exclusion criteria were
identified by the researcher in the process of retrieving the available data from the
databases.
Parameter Inclusion Criteria Exclusion Criteria
Primary research published Book reviews, policy
in peer reviewed journal, documents, opinion pieces
Types of research scientific paper, literary
reviews.
Research articles or Research articles or
scientific papers that dealt scientific papers that did not
Results of the study with the effective focus on the effective
platforms/tools that used in platforms/tools in learning
learning English language. English language.
Research articles or Research articles or
scientific papers that made scientific papers that did not
Language use of English as a center make use of English as a
of understanding in both medium of understanding
speaking and writing. in both speaking and writing
Google scholar, Academia Data bases not accessible
Data Base and other data bases to the researcher like the
accessible to the pinterest and other
researcher. websites that needs
accounts.
Researcher articles or Researcher articles or
scientific papers on scientific papers not related
Time Frame mediation in Traditional and to the tools or platforms in
Electronic devices teaching English language.
published from 2008-2015.
According to Kalichman, ( 2001), The primary consideration in the selection of articles
as included in the inclusion criteria are well-founded publications or those that have
undergone a peer review process, Publications are significant pace in the
communication with other scientists about the view point and significance of research
studies.
After guaranteeing that the research articles encounter the above cited criteria, the
characteristics of the paper were further evaluated for the selection of the final papers to
be included in review identified. At this juncture, the criteria used in evaluating a
scientific paper were reviewed. The papers should have at least the generallyaccepted
structure of a scientific paper sectioned as introduction, method, results/findings and
discussions (Sharp, 2002).
Research Questions
To be able to achieve the aim of this study, research questions were crafted as
one of the most important part of the systematic review. The following review questions
were targeted in the study: What is the research problem of the article? What was the
aim of the study? Who are the respondents involved in the study? What research
approach, method and design were utilized in the conduct of the study? What were the
variables that were included in the study? What were the major constructs that were
dealt with in the study? What were the results and findings of the study? What were the
recommendations or suggestions for further investigation given by the study?
Treatment of the data
A repertory grid was used to plot the responses to the research questions
posted. According to Bavelas, Chan, & Guthrie, (1975) the repertory grid is an
interviewing technique which uses nonparametric factor analysis to determine an
idiographic measure of personality. However, though the data in the study do not
consist of the personal constructs but rather the different answers to the research
questions, these data were analyzed to be able to identify the gaps in the researches
that were conducted. These gaps were thematically analyzed and were coded
according to areas of concerns.
Result
Coverage
There were fifteen (15) literature included in the study. Figure 1 shows the locale
of the studies. The locale of the study is an integral part of the analysis to show the
coverage studies in communication classroom.
ASIA
EURESIA
EUROPE
USA
0 2 4 6 8 10 12 14
Asia Eurasia Europe USA
Series 14 0 0 0
The most published studies about e-learning and instructional materials are
Asia-based researches (Yunus,Nordin & Salehi,
2013;Ghaviferks,Rosdy,2015;Yunus,Nordin & Salehi, 2013;Teng , 2005; Shamim &
Ralhan , 2015; Peralta & Fonseca , 2019; Matumbik, 2018; Misbah, 2016;
Affouneh,Salha & Khlaif, 2020; Amir,Azim & Kamal, 2018; Goldberg,Russel l& Cook,
2003; Erizar,Syahputra & Hidayati, 2019; Rahmi ,2017; Considine, Horton
&MOORMANI, 2009).
However, as gleaned from the figure, there is no considerable number of
researches from USA, Europe,and Euresia
Areas of Concern
The answers of the research questions filled in the repertory grid. From this,
similar areas of concerns were deduced and coded for the identification of gaps. Table
1 presents the areas of concern of the studies.
Areas of Concern Article/Journal
ICT Generally,all studies were considered in this area,Yunus,Nordin
& Salehi (2013),Ghaviferks,Rosdy (2015),Yunus,Nordin & Salehi
(2013),Teng (2005),Shamim & Ralhan (2015).
Multimedia Peralta & Fonseca (2019),Matumbik (2018),Misbah
platforms/E-Learning (2016),Affouneh,Salha & Khlaif (2020),Amir,Azim & Kamal
(2018),Goldberg,Russell& Cook (2003),Erizar,Syahputra
&Hidayati (2019),Rahmi (2017),Considine, Horton &MOORMANI
(2009).
Design
Most of the articles/journals published and researched in this review were
qualitative research design. There are thirteen (13) researches used this design in
instructional materials/E-learning. While one (1) of the researches were quantitative.
Researches here used questionnaire and scale in determining the result of the different
studies.
The design used in the studies were explicitly stated thus the easier identification
of the research methods for analysis.
Research Design
QUALITATIVE
Quantitaitve research design QUANTITATIVE
7.14%
Qualitative research design
92.86%
Recommendations for further investigation were present in most of the studies
however the limitations were not explicitly stated.
Discussion:
With the identification of the different parts (problems, objectives,
methods/designs, findings, recommendations and limitations) of the studies and the
ultimate goal of the literature review, gaps were ascertained. The main findings of the
study are presented based upon the following themes: Advantages of Using ICT in
Teaching Reading Skills upon inquiry on whether or not there are advantages in the use
of ICT in teaching reading skills, most of the teachers referred to the attractive features
of ICT tools.
The integration of ICT in the teaching of writing was said to encourage learners’
independence and self-discovery skills like searching for educational related materials
online. This data supports findings by Blachowicz et al. (2009) who found out that the
learning technology allowed students to develop independent work habits and to build
both their skills and confidence about literacy and about using technology. Students
could take responsibility for finding answers to suit their own learning needs (Choi & Ho,
2002 as cited in Sweeny, 2010).
ICT is beneficial in terms of attracting students’ attention. Students will be more
interested in the lesson when we use ICT. They are more attentive in class and
sometimes even a double-period is not enough. In fact, ICT tools are beneficial because
they meet the teacher’s teaching objectives.This finding is in agreement with Melor Md
Yunus (2007) statement that ICT could be a learning tool in education. Some of the
teachers referred to the advantages of using internet for improving students’ reading
abilities. They believed that the students can search more about the reading topics in
order to fully comprehend the text. For example, Ida from a secondary school in Tawau
described her views on how ICT can facilitate students’ learning process:
In terms of reading, I think ICT can help the students with the vocabulary and the
meaning of the words in the texts they read. For example, when they are reading a
certain article online or when they are watching a movie with English subtitles, they can
look up the meaning of unknown words in online dictionaries. So they can learn many
words from the web.
This response supports the findings by Yuksel & Tanriverdi (2009) on the effects
of watching captioned movie clips on vocabulary development of EFL learners. When
the findings of this study are interpreted, it can be argued that watching movie clips
helps the participants of the study to develop their vocabulary knowledge, and this
would facilitate the reading process.Huda from Johor Bahru also highlighted the multi-
coloured features of PowerPoint software for presenting the reading text. She stated
that these features attract the students’ attention to be more attentive while the teacher
is teaching reading texts. She added that:
ICT tools make the lessons more interesting. For example, through using
PowerPoint slides, the students can pinpoint the words, phrases or structures instead of
just reading from texts.
In general, ICT allows the teachers to access to a wide range of information in
different formats. Computers, software’s, cameras and any range of ICT devices can all
make teaching reading skills more effective and more fun for the students. However, the
number of activities and resources available to teachers is truly vast, and judgments
need to be made about when and more importantly why ICT should be used. Using ICT,
students can engage directly with the area of literacy and they can focus more on their
learning activities. This had been agreed by most of the interviewed teachers. Chin from
a secondary school in Johor Bahru referred to this issue:
ICT devices make the lesson easier for the teachers to teach. For example, they
can just show their lesson using the screen which has been provided by the school. The
students also benefit from the ICT tools and improve their abilities in learning new
materials.
Advantages of Using ICT in Teaching Writing Skills
Using ICT can motivate my students to be creative and learn in an enjoyable
environment. For example, they can easily write their essays anytime because they can
find a lot of information about each topic on the web. In agreement with Najeeb’s
opinion, Badariah from a secondary school in Johor Bahru referred to the benefits of
surfing the net for the students to improve their writing skills. She added that:
Students can use the Internet to search for the information they may need for
writing. For example, if they are going to write about a personality they admire, they can
‘google’ to find more information about the person they selected.In the same way, Siti
who is from a secondary school in Alor Setar added that she does not use ICT in her
classes; however, she referred to the general advantages of ICT usage in the process
of education. She specifically stated that:
There are some good points in the use of ICT to teach writing. Students now are
so closely linked to ICT. They are using ICT outside school almost every day. When ICT
is used, the students can learn more easily. If they can use ICT in the classroom for the
purpose of reading and writing, I think the learning process can be more meaningful.The
point on meaningful learning touched by Siti reverberates with the literature whereby
Meyer (2002) suggested that ICT is seen to provide a platform for active and meaningful
learning to occur.
Moreover, Hasnah responded very positively towards the view of ICT being
utilized for the purpose of teaching writing skills. She stressed on how ICT as a teaching
tool could help make the lesson more interesting, which in turn could keep the students
focused in class. When the teachers can draw the students’ attention in the class, the
lessons could be carried out more smoothly and when that happens, the students will
not be so bored as well. In agreement with Hasnah’s opinion, Fetty from a cluster
school in Johor Bahru highlighted how the current generation of students are put side by
side with ICT. Students, as she has said, are using the ICT tools themselves even out of
school. The current twenty-first century students as Sweeny (2010) put, should be
treated differently in terms of teachers’ methods of teaching. It is suggested that if
students are able to use the ICT tools themselves outside the school, it would really
benefit them if the ICT tools are integrated in the teaching of reading and writing as well
From a cluster school in Alor Setar, Zalilah commented on how the current
generation of students is different in terms of their creativity and self-discovery skills.
She believed that today’s students are able to do many things on their own including
searching for educational related materials online. She also added the following with an
example:
We teachers are not bound to the traditional way of teaching. The students now
are different. Students are more creative now; they are able to search for materials on
the net themselves. Once I gave my Form 4 students a writing exercise. It was a formal
letter. I did not explain to them the format or the content they should include in the letter.
I just gave them the topic. After the school holiday, I expected to repeat the lesson but
the students had already completed the exercise! I asked them how they did it and they
said they just searched the topic in the ‘Google’.
Furthermore, Nabihah from Tawau commented on the benefits of using ICT in
assisting students of the lower English language proficiencies. She stated that:
With the use of ICT, students seemed to be able to read more model essays
which could assist them both in reading and writing processes. Another point
emphasized here is about how ICT and the materials on the internet could facilitate
students’ learning of new lexical items.
In agreement with Labbo & Kuhn’s (2000) findings, it can be highlighted that ICT
allows the students to create and share their works. Some software’s allow them to
create graphics and multimedia projects so that they can read and do the activities.
Moreover, the use of internet allows information sharing through resources such as
online research, personal web pages, and e-mail. In fact, electronic references allow
students to read various kinds of reading materials and do some research activities.
In general, ICT could help to meet the teachers’ teaching objectives as ICT aids
the teaching process. This comment resonates with Melor Md Yunus (2007) finding that
ICT could be a learning tool in education. Moreover, another finding was that ICT is
viewed not as a conventional method, but a new creative method of teaching which the
researcher interpreted, as one which could activate active learning among the students
(Mullamaa, 2010).
The findings on the advantages also revealed that the use of ICT is beneficial in
terms of attracting students’ attention. According to one of the interviewed teachers,
students were more interested in the lesson when ICT was used. Moreover, the
integration of ICT in the teaching of writing was said to encourage learners’
independence and self-discovery skills like searching for educational related materials
online. This data supports findings by Blachowicz et al. (2009) who found out that the
learning technology allowed students to develop independent work habits and to build
both their skills and confidence about literacy and about using technology. Students
could take responsibility for finding answers to suit their own learning needs (Choi & Ho,
2002 as cited in Sweeny, 2010).
Conclusion
Using a systematic literature review, this paper attempted to identify gaps for
further investigations on mediation in language learning and teaching. Based on our
situation right now, the needs to identify the most effective instructional materials in
teaching English is very important.
There were four advantages of using ICT in teaching reading skills as reported
by the teachers. Firstly, the use of ICT was said to be beneficial in terms of attracting
students’ attention. Students were said to be more interested in the lesson when ICT
was used. Secondly, it is reported that ICT use could help meet the teacher’s teaching
objectives as ICT aids the teaching process. The third advantage was that ICT could
help students improve their vocabulary and enable them to find out the meaning of the
words in the texts they read. This could occur when students read a certain article
online, when they check the online dictionary for the meaning of the words which are
unknown for them. Many lexical items could also be learnt when they watch any movies
with English subtitles. Lastly, it is reported that there are advantageous to use ICT in
terms of getting suitable reading materials online.
The findings suggested that when ICT was integrated to teach writing, the lesson
appeared to be more interesting. Students were reported to be able to relate to what
they learn more easily. Adding on, ICT use could help make the learning process more
meaningful for ESL learners. Besides, ICT is viewed not as a conventional method, but
a new creative method of teaching. Moreover, the integration of ICT in the teaching of
writing was said to encourage learners’ independence and self-discovery skills like
searching for educational related materials online. This happened when students had
access to the internet. Besides, the internet enabled students to read good sample
essays online which could guide them in their writing process. It is reported that from
the use of ICT in teaching reading skills, teachers found it more difficult to control the
class. Students got too excited when ICT was used and this had caused problems to
teachers in terms of class control. Besides that, students might be distracted by other
elements in the website when they use the internet. Besides the distraction factor,
teachers were afraid of the actual content from students’ readings on the internet as
there were so many articles available and students might not actually read what they
are required to.
Our effort for this study shows that the most effective way in teaching English
language during this pandemic are the multimedia platforms that enhance their thinking
skills, vocabulary skills and speaking/reading skills. We try to mention these matters in
an explicit and understandable way. We try to explain different parts of e-learning and
their effects on language learning and finally try to answer to our raised problem. As the
world progresses, the use of e-learning, electronic devices, internet, computers in
teaching and learning process increase too and we have to synchronize ourselves with
it and increase our abilities to be able to work with technologies to increase our
knowledge. The more teachers and learners get familiar with technologies, the more
they can use and incorporate them with their teaching styles and these technologies
provide teachers with practical and creative ideas and make them create their own
electronic methods. So we should arrange some programs to teach our teachers and
learners how to use internet and computers and increase their information about
multimedia and other devices which can be used for language learning and thus they
can keep up with the world.
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