Teachers’ Perspectives on the Benefits and Challenges of ICT Integration in Algerian EFL Classrooms: The Case of Tizi Ouzou University

Katia Berbar, Tizi Ouzou University, Algeria
Hanane Ait Hamouda,  Blida 2 University, Algeria

Abstract

Today’s world is constantly witnessing a great evolution in the field of Information and Communication Technologies (ICTs) which renders the access to information at our fingertips. Such technological devices have earned a solid position in language education since the 1960s, but it was until 1994 with the emergence of the internet that they have become the focus of researchers and educators worldwide. However, the implementation of ICTs in language instruction is still at infancy in most developing countries and Algeria is no exception. Despite the efforts of the Algerian government to promote the use of ICT tools in teaching and learning, many barriers including connectivity issues and cost of infrastructure and training prevent teachers and students from taking advantage of their potential. Accordingly, the issue investigated in this paper is teachers’ perspectives on the benefits and challenges of ICT integration in Algerian EFL classrooms. To this end, a questionnaire with open and closed questions was addressed to teachers from the department of English in Tizi Ouzou University. The Statistical Package for Social Sciences (SPSS 24.0) and relational content analysis were used to analyze the collected data. The results obtained were summarized and some recommendations were provided.

Keywords: ICT, benefits, challenges, teachers’ perspectives.

Introduction

In today’s globalized and digital era, information and communication technologies have become an integral part of daily life. ICT devices are used in various sectors such as business, banking, transportation, communication, and education. The use of ICTs in the classroom provides learners with plenty of opportunities to promote their learning and enables them to develop the necessary skills to successfully communicate in this information age which is advancing at a rapid pace. The implementation of ICT tools in pedagogical settings becomes more pervasive and continues to proliferate worldwide. In western and Asian countries, nearly all schools are equipped with ICT infrastructure for the sake of developing digital literacy which contributes in improving the teaching/learning process. On the contrary, many African countries are in the early phase of ICT integration and Algeria is no exception. Despite the massive investments of the Algerian government to enhance a national ICT policy and update the educational field by setting various programs such as the E-Algeria, many obstacles prevent teachers from incorporating such tools into their teaching.

Literature Review

  1. Definition of ICTs

Consistent with Sarkar (2012), “Information and Communication Technologies consist of the hardware, software, networks, and media for collection, storage, processing, transmission and presentation of information (voice, data, text, images), as well as related services” (p. 32). In another definition, Marcelle (2000) stated that ICTs “are a complex and heterogeneous set of goods, applications and services used for producing, distributing, processing and transforming information” (para. 1). All in all, ICTs embrace diverse set of tools used to store, process, and diffuse information and knowledge. ICT resources include television, radio, telephone, satellites, computers, and internet. Such technological devices have infiltrated all aspects of life including education.

  1. ICTs in Education

In educational settings, ICTs play an important role in enhancing the quality of teaching and learning. Many research studies have assessed the impact of ICTs on educational outcomes. The results demonstrated that ICT devices enhance learners’ autonomy (Guerza, 2015), improve the speaking skill (Benboulaid, 2014), foster students’ motivation, refine questioning skills and research spirit, and increase school marks (Ghaznavi, Keikha, & Yaghoubi, 2011). Consequently, many developed countries have invested heavily in technology infrastructure and training in an attempt to reshape the state of education and prepare students for the information age.

With the rapid growth of the information-based society, the incorporation of ICT tools into the curriculum has become a great concern of many governments in developing countries like Algeria. Since the introduction of the Competency-based Approach in 2002, there is an unceasing call for investment and integration of ICT facilities in Algerian schools. Indeed, the Algerian Ministry of education “has initiated partnership with many international agencies to implement projects that would boost the status of technology in education and make it available for all”. (Ladaci, 2017, p. 161). Despite these efforts, ICT implementation in Algerian schools and universities is still at infancy. Many challenges prevent both teachers and students to successfully harness the potential of such technological innovative tools. In one study, Kouninef, Djelti and Kourbali (2013) explored the conditions and constraints related to ICT integration in higher education in Algeria. A questionnaire was administered to 91 teachers of the Faculty of Economics, Management Science from the University of Oran and the National Institute of Telecommunications and Information and Communication Technology. The findings indicated that a number of obstacles preclude teachers from implementing ICTs into the classroom. Such difficulties include lack of training, unequipped classrooms, lack of ICT resources, lack of administrative support, and overcrowded classrooms (Kouninef et al., 2013, p. 55). In another study, Ladaci (2017) investigated the status and teachers’ perceptions toward the use of ICTs in EFL classrooms. In order to gather the relevant data, Ladaci administered a questionnaire to ten teachers from the department of English in El Tarf University. When asked to state the barriers that prevent them from incorporating ICTs into their teaching, the respondents mentioned lack of technological materials, unfamiliarity with technology, and lack of time, training and support (Ladaci, 2017, p. 166).

Effective implementation of technological devices into the classroom environment depends largely on teachers’ perceptions and attitudes (Albirini, 2006, p. 375). Teachers who have positive perceptions toward technology feel more comfortable using it and are more willing to integrate it into their teaching (Kersaint, Horton, Stohl, & Garofalo, 2003; as cited in Albirini, 2006, p. 375). When exploring teachers’ perceptions of technology incorporation in EFL classrooms, Ladaci (2017) found that teachers from the department of English in El Tarf University hold positive attitudes and are aware of its importance as an instructional medium.

Purpose of the Study

The present research aimed to investigate the extent to which information and communication technologies are used by teachers from the department of English in Tizi Ouzou University, capture their perceptions regarding the benefits of ICT integration in EFL classrooms, and highlight the challenges that hamper them from incorporating such technological devices into the classroom environment. More specifically, the study was set out to answer the following research questions:

  1. To what extent do teachers from the department of English in Tizi Ouzou University use ICTs for teaching purposes?

  2. What is teachers’ perception of the usefulness of ICT tools?

  3. What are the challenges that prevent teachers from using ICTs in the classroom?

Materials and Methods

  1. Data Collection Tool

Data were gathered using an online questionnaire addressed to sixteen teachers from the department of English in Tizi Ouzou University. The participants were selected randomly; no specific criteria, such as gender and age, were taken into account. The questionnaire comprised closed and open-ended questions. The former sought to obtain numerical data while the latter was about getting qualitative data, mainly in form of texts.

  1. Data Analysis Procedures

The analysis relied on two different procedures, namely the Statistical Package for Social Sciences (SPSS 24.0) and content analysis. The former is a computer software package used to perform a complex range of statistical analysis and to generate tables and graphs. The latter is a tool used to determine the presence of certain terms or sentences that express a specific goal. In other words, content analysis takes into consideration the meaning of sentences that determine the communicative functions. The current study made use of relational content analysis, also known as semantic analysis. This type of analysis goes beyond the identification of predetermined terms in any given genre and looks for meaningful sentences or general ideas which express a specific communicative function.

Results

  1. Participants’ Characteristics

To gather background information about the participants’ characteristics, the teachers were asked to specify their educational level, their teaching experience, and their personal experience with ICT tools. Table 1 summarizes the basic characteristics of the respondents.

Table 1

Basic Characteristics of the Participants

The analysis of the first three questions uncovered some basic information about the participants. The majority of teachers (87.5%) have an M.A. degree while 12.5% hold a PhD degree. Their teaching experience ranges from six to fifteen years (43.7%) and from one to five years (37.5%). 12.5% have been teaching for more than twenty-five years, while 6.3% have an experience ranging from twenty-one to twenty-five years. In the third question, the participants were asked to describe their experience in using ICT tools. The majority of the participants (75.0%) indicated that they are average users whereas 18.7% consider themselves as advanced users. Only a small percentage (6.3%) stated that they are beginner users.

  1. Level of ICT Use

As for the fourth question, the participants were requested to specify the extent to which they use ICT tools on a four-point scale ranging from always to never. The percentages of the responses are presented in Table 2.

Table 2

Frequency of ICT Use

As it can be noticed in Table 2, 25.0% of the respondents reported that they always use ICTs like mobile phones or computers plus internet connection to participate in social networks. The same percentage (25.0%) opted for often and sometimes, while 18.7% chose never. For the item “Use email to communicate with colleagues”, half of the respondents (50.0 %) opted for often, while 31.3% chose always. More than half of the respondents (62.5%) argued that they sometimes communicate with students via emails, while 25.0% stated that they always use internet and emails to correspond with their students. 62.5% of teachers indicated that they always search the internet for information and resources for a lesson, while 25.0% often rely on the internet to prepare their courses. Half of the participants (50.0%) specified that they always use computer applications such as word processor to prepare handouts, test/exams, and homework assignments for students, whereas 25.0% selected often and sometimes. Concerning the frequency of the use of a projector connected to a computer in the classroom, half of the respondents (50.0%) replied sometimes and 25.0% answered often and never. More than half of the respondents (62.5%) asserted that they sometimes create PowerPoint presentations to use in class, whereas 25.0% opted for never. When asked to describe the frequency of their use of spreadsheets to record students’ marks, 25.0% of the teachers opted for often and sometimes, 18.7% chose never, and 12.5% selected always. The majority of teachers (81.3%) never post lectures and homework assignments for students on the university website, and 31.3% never incorporate e-learning into their teaching.

When asked whether they have received any ICT related training, 68.7% reported having received no training, while 31.3% indicated that they took part in training programs. As per the training received, the respondents explained that the training took place in the following locations:

  • Tizi Ouzou University, Algeria

  • Boumerdes University, Algeria

  • An online training provided by Constantine University, Algeria

  • The National Institute of Telecommunications and Information and Communication Technology in Algiers, Algeria

The results of the seventh question showed that 31.3% of teachers have been using ICT tools as a medium of instruction between four and six years, 25.0% between one and three years, and 18.7% for more than six years. 12.5% said that they do not use ICTs for teaching. The same percentage (12.5%) did not answer the question.

  1. Teachers’ Perception of the Usefulness of ICTs

The eighth question asked the respondents whether ICTs could enhance the quality of education. All the teachers (100%) think that ICT tools are very useful for teaching and learning. According to them, ICT devices should be incorporated in EFL classrooms owing to the wide range of benefits and the support they offer. Teachers’ comments can be reported in the following points:

  • ICTs improve classroom management. By incorporating such tools, teachers can get the attention of disruptive students.

  • They facilitate teachers’ job through visual and sound support, and students are inclined to understand the lesson faster and more easily.

  • They are time-savers in the sense that they allow teachers to do more exercises and provide several examples related to the topic. ICTs are definitely a plus for students to understand better.

  • They make the teaching/learning process a multimodal one as the information delivered to students take multiple forms such as images, videos, and written texts. It permits to cope with the different learning styles and offers more possibilities to understand the intended meaning.

  • They create an enjoyable, interactive, and productive learning environment.

  • Students can get in touch with their teachers any time via emails, forums, or platforms. Learners can interact with their teachers and classmates, discuss any given topic, and get online lectures.

  • They allow shy students to interact more easily with their classmates. In fact, in the virtual environment, they can ask, interact, and share their ideas without being preoccupied by the opinions of others.

  • They enhance learners’ motivation by making the lectures and workshops more pleasant.

  • They develop students’ communicative abilities. By being exposed to the English language as it is used in authentic contexts, learners can enrich their vocabulary and learn how to use the language effectively.

  • They are sources of an endless number of valid data that help students deepen their understanding of the lectures and do the assignments effectively.

  1. Challenges of ICT Integration

The ninth question is crucial in finding whether teachers from the department of English in Tizi Ouzou University face obstacles while attempting to incorporate ICT tools into the classroom setting. Only 12.5% said no, while 87.5% indicated that they encounter some difficulties. These barriers can be summarized in four main points:

  • Lack of appropriate materials and resources such as data shows, head projectors, computers, and the absence in many classrooms of sockets where to plug the tools, which impede the utilization of ICTs in the classroom.

  • Students’ unfamiliarity with ICT tools. Students are familiar with the use of different social media, but not with the correct way of getting reliable data to fit their needs, and even the use of word processing is a challenging task for them.

  • Lack of internet access at home. There are still some regions that do not have internet and even campuses are not all equipped with ICT facilities.

  • Overcrowded classrooms (about 30 students per class). This may interfere with the smooth progress of the lecture.

  1. Suggested Ways to Overcome ICT Barriers

In question ten, the participants were asked to suggest ways to address those barriers that affect the use of ICTs in the classroom. The participants’ recommendations can be recapitulated in the following points:

  • Raise teachers’ and learners’ awareness on the importance of ICTs in facilitating the teaching/learning process, as well as considering ICTs as a more developed form of what is used to be a manuscript or a book.

  • Train teachers on when and how to use ICTs to benefit from the advantages those tools can have.

  • Equip classrooms with ICT resources like data shows.

  • Repair the deficient equipment (computers, sockets, etc.) in order to create a digital and agreeable atmosphere for teaching and learning.

  • Reduce the number of students per class. This can improve learners’ understanding of the delivered information and allow the teacher to be attentive and meet the needs of every student.

Discussion and Conclusion

The findings showed that the participants of the current study have positive perceptions regarding technological devices. All the teachers are aware of the importance of using ICTs as an instructional medium and are eager to incorporate them into the teaching/learning process. However, their attitudes do not correlate with their use of such devices in the classroom. Indeed, the results indicated that the use of ICT tools for instructional delivery in the classroom is rather scarce. Their use is restricted to the preparation of teaching materials and activities. The participants complained about the dearth of equipment and internet connection, students’ unfamiliarity with technological devices, and large classes. All these obstacles hamper them from successfully implementing ICTs into the classroom. The study findings support the results obtained in Oran and El Tarf Universities where almost the same obstacles regarding ICT integration were observed. Therefore, providing teachers and students with training concerning the appropriate way of using such tools, supplying teachers with adequate equipment and internet facility to support their teaching, and reducing the number of students per class are the keys to ensure an effective application of ICTs in the educational process.

The present study is limited in terms of the sample. Even though we sent twenty-five questionnaires, we got only sixteen responses. In addition, the data obtained from the questionnaire were based on the respondents’ viewpoints. This may not reflect the real state of ICT use. Furthermore, the different outcomes are proper to the department of English in Tizi Ouzou University. Therefore, it is difficult to generalize the results to other departments and universities.

The present study is just a starting point. Upcoming research ought to investigate the use of ICT tools in different schools and universities in Algeria and make use of other data collection instruments such as classroom observation in order to get hard evidence on teachers’ use of ICTs and highlight the challenges faced during their integration into the classroom.

References

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