Saudi English Teachers’ Use of Technology in Secondary Classrooms: Perceptions, Barriers, and Suggestions for Improvement

Deya’a Ageel Mutlaq Alswilem

Abstract


This study sought to quantify the perceptions of Saudi English teachers towards the use of technology in secondary classrooms. To achieve this goal, seventy-six English teachers in Al-Jouf district of the Kingdom of Saudi Arabia responded to a questionnaire, showing that the teachers held positive attitudes toward the use of technology in the classroom. However, the participants reported several critical barriers to widespread use. These included a) the lack of teacher training, b) the lack of infrastructure (labs and classrooms), and c) the lack of technology resources (computers). The survey results suggested the need for an explicit vision and strategy for technology use. Further, the teachers suggested that the creation of a standardized physical infrastructure in conjunction with financial incentives could help to improve adoption.

Keywords


Technology, ICT, Barriers, Secondary School

Full Text:

PDF

References


Ageel, M. (2011). The ICT proficiencies of university teachers in Saudi Arabia: A case study to identify challenges and encouragements. University of Southampton’s Doctoral Research Journal. Hummingbird, 2, 55-60. Retrieved from http://eprints.soton.ac.uk/337733/1/ICT.pdf.

Akcaoğlu, M. (2008). Exploring technology integration approaches and practices of pre-service and in-service English language teachers.

Alharbi, A. M. (2013). Teachers’ attitudes towards integrating technology: Case studies in Saudi Arabia and the United States. Master’s Thesis. Paper 58. Grand Valley State University, Michigan. Retrieved from http://scholarworks.gvsu.edu/cgi/viewcontent.cgi?article=1057&context=theses

Al-Maliki, S. Q. A. K. (2013). Information and communication technology (ICT) investment in the kingdom of Saudi Arabia: Assessing strengths and weaknesses. Journal of Organizational Knowledge Management, 2013, 1-15.

Almalki, G. & Williams, N. (2012). A strategy to improve the usage of ICT in the Kingdom of Saudi Arabia primary school. International Journal of Advanced Computer Science and Applications, 3(10), 42-49. Retrieved from http://thesai.org/Downloads/Volume3No10/Paper_7-A_Strategy_to_Improve_The_Usage_of_ICT_in_The_Kingdom_of_Saudi_Arabia_Primary_School.pdf

Al-Mekhlafi, A. (2004). The internet and EFL teaching: The reactions of UAE secondary school English language teachers. Journal of Language and Learning, 2 (2), 88-113. Retrieved from http://webspace.buckingham.ac.uk/kbernhardt/journal/jllearn/2_2a/mekhlafi.pdf

Alshumaim, Y. & Alhassan, R. (2010). Current availability and use of ICT among secondary EFL teachers in Saudi Arabia: Possibilities and reality. Paper presented at the Global Learn Asia Pacific 2010 Conference on Learning and Technology, Penang, Malaysia. Retrieved from http://faculty.ksu.edu.sa/Alhassan/DocLib4/Current%20Availability%20and%20Use%20of%20ICT%20Among%20Secondary%20EFL%20Teachers%20in.pdf

Alshumaimeri, Y. & Bamanger, E. (2013). The Effects of WebQuest Writing Instruction on the Writing Performance of Saudi Male EFL Learners. Procedia- Social and Behavioral Sciences, 83, 960–968.

Alshumaimeri, Y. A. (2008). Perceptions and attitudes toward using CALL in English classrooms among Saudi secondary teachers. The JALT CALL Journal, 4 (2), 29-46. Retrieved from http://journal.jaltcall.org/articles/4_2_Alshumaimeri.pdf

Alshumaimeri, Y., Gashan, A. & Bamanger, E. (2019). Virtual worlds for collaborative learning: Arab EFL learners' attitudes. World Journal on Educational Technology: Current Issues. 11(3), 198–204.

Al-Sulaimani, A. A. (2010). The importance of teachers in integrating OCT into science teaching in intermediate schools in Saudi Arabia: A mixed-methods study. Doctoral Thesis. RMIT University, Melbourne.

Alwani, A. E. S. & Soomro, S. (2010). Barriers to effective use of information technology in science education at Yanbu Kingdom of Saudi Arabia. In Safeeullah Soomro (Ed.), E-learning Experiences and Future (pp.35-46). InTech. Retrieved from http://cdn.intechweb.org/pdfs/10062.pdf

Aytekin, I., AbdulAziz, A. F., Barakat, H. H., & Abdelrahman, A. S. M. (2012). Saudi secondary school teachers attitudes' towards using interactive whiteboard in classrooms. The Turkish Online Journal of Educational Technology, 11 (3), 286-296. Retrieved from http://www.tojet.net/articles/v11i3/11327.pdf

Bamanger, E. & Alhassan, R. (2015). Exploring Podcasting in English as a Foreign Language Learners’ Writing Performance. Journal of Education and Practice, 6(11), 63- 74.

Bingimlas, K.A. (2009). Barriers to the successful integration of ICT in teaching and learning environments: A review of the literature. Eurasia Journal of Mathematics, Science & Technology Education, 5 (3), 235-245.

Boulter, C. (2007). EFL and ESL teacher values and integrated use of technology in universities in the Asia-Pacific region. Retrieved from http://eprints.qut.edu.au/16525/1/Carmen_Boulter_Thesis.pdf

Cohen, C., Manion, L, & Morrison, K. (2010). Research methods in education. London, England: Routledge.

Darus, S. & Luin, H. W. (2008). Investigating teachers’ use of computers in teaching English: A case study. The Journal of Teaching English With Technology, 8 (1). 1-18.

Dashtestani, R. (2012). Barriers to CA: Implementation: Iranian FL teachers’ perspectives. JaltCallJournal, 8 (2), 55-70. Retrieved from http://journal.jaltcall.org/articles/8_2_Dashtestani.pdf

Earle, R. S. (2002). The integration of instructional technology into public education: Promises and challenges. ET Magazine, 42 (1), 5-13.

Egbert, J., Paulus, T. M., & Nakamichi, Y. (2002). The impact of CALL instruction on classroom computer use: A foundation for rethinking technology in teacher education. Language Learning & Technology, 6 (3), 108-126.

Fleming, J. (2013, October 7). Teaching in the internet, Retrieved from http://www.educationspace360.com/index.php/teaching-in-the-internet-or-digital-age-19727/

Gashan, A. & Alshumaimeri, Y. (2015). Saudi Female Teachers’ Attitudes toward Using Interactive Whiteboards in English as a Foreign Language Classrooms. Journal of International Education Studies, 8(12), 176-184.

Groff, J. & Mouza, C. (2008). A framework for addressing challenges to classroom technology use. AACE Journal, 16 (1), 21-46. Retrieved from http://www.academia.edu/707629/A_Framework_for_Addressing_Challenges_to_Classroom_Technology_Use

Hakami, Y. A. A., Hussin, A. R. C., & Dahlan, H. M. (2013). Critical success factors necessary for curriculum integration of computer-based testing into Saudi secondary schools. Journal of Information Systems Research and Innovation, 22-30. Retrieved from http://seminar.spaceutm.edu.my/jisri/download/G_FinalPublished/Pub3_CSF_ComputerBasedTest.pdf

Hamed, E. E. D. & Devi, K. K. S. (2011). Investigating Libyan teachers' attitudes towards integrating technology in teaching English in Sebha secondary schools. Academic Research International, 1 (3), 181.

Ismail, S. A. A., Almekhlafi, A. G., & Al-Mekhlafy, M. H. (2010). Teachers’ perceptions of the use of technology in teaching languages in United Arab Emirates’ schools. International Journal for Research in Education, 27, 37-56.

Jacobsen, D. M. (1998). Adoption patterns of faculty who integrate computer technology for teaching and learning in higher education. Proceedings of the ED-MEDIA AND ED-TELECOM 98: World Conference on Educational Multimedia and Hypermedia & World Conference on Educational Telecommunications, Freiburg, Germany, June 20-25. Retrieved from http://people.ucalgary.ca/~dmjacobs/phd/phd-results.html

Jones, A. (2004). A review of the research literature on barriers to the uptake of ICT by teachers. BECTA ICT Research. Retrieved from http://dera.ioe.ac.uk/1603/1/becta_2004_barrierstouptake_litrev.pdf

Kabilan, M. K. & Rajab, B. M. (2010). The utilization of the Internet by Palestinian English language teachers focusing on uses, practices, and barriers and overall contribution to professional development. International Journal of Education and Development using Information and Communication Technology, 6 (3), 56-72. Retrieved from http://ijedict.dec.uwi.edu/include/getdoc.php?id=4234&article=991&mode=pdf

Khan, M. S. H., Hasan, M., & Clement, C. K. (2012). Barriers to the introduction of ICT into education in developing countries: The Example of Bangladesh. International Journal of Instruction, 5 (2), 61-80. Retrieved from http://files.eric.ed.gov/fulltext/ED533790.pdf

Lee, K. (2000). English teachers’ barriers to the use of computer-assisted language learning. The Internet TESL Journal, VI (12). Retrieved from http://iteslj.org/Articles/Lee-CALLbarriers.html

Lu, S. (2006). Barriers on ESL CALL programs in South Texas. MERLOT Journal of Online Learning and Teaching 2 (3), 158. Retrieved from http://jolt.merlot.org/vol2no3/lu.pdf

Marwan, A. (2008). Teachers’ perceptions of teaching with computer technology: Reasons for use and barriers in usage. International Journal of Instructional Technology & Distance learning, 5 (6).

Muir-Herzig, R. G. (2004). Technology and its impact in the classroom. Computers & Education, 42, 111–131. Retrieved from http://te886.pbworks.com/f/Tech%2Bin%2Bthe%2BClassroom.pdf

Mumtaz, S. (2000). Factors affecting teachers’ use of information and communications technology: A review of the literature. Journal of Information Technology for Teacher Education, 9 (3), 319-342. Retrieved from http://faculty.ksu.edu.sa/saad/Documents/factors%20affecting%20CALL%20use.pdf

Nor, F. B. M. & Vasu, S. M. (2010). Teachers’ perceptions of lessons using computer-assisted language learning.

Okojie, M. C. P. O., Olinzock, A. A., & Okojie-Boulder, T. C. (2006). The pedagogy of technology integration. Journal of Technology Studies, 32 (2), 66-71.

Olowa, O. W. (2012). An assessment of internet uses, practices, and barriers for professional development by agricultural science teachers in Lagos state. Education Research International, 1-7. Retrieved from http://www.hindawi.com/journals/edri/2012/503264/

Oyaid, A. (2009). Education Policy in Saudi Arabia and its Relation to Secondary School Teachers’ ICT Use Perceptions and Views of the Future of ICT in Education. Ph.D. thesis, The University of Exeter, United Kingdom.

Park, C. N. & Son, J. (2009). Implementing computer-assisted language learning in the EFL classroom: Teachers’ perceptions and perspectives. International Journal of Pedagogies and Learning, 5 (2), http://eprints.usq.edu.au/6887/1/Park_Son_IJPLv5n2_AV.pdf

Salehi, H. & Salehi, Z. (2012). Integration of ICT in language teaching: Challenges and barriers. 2012 3rd International Conference on e-Education, e-Business, e-Management and e-Learning. International Proceedings of Economics Development and Research, 27, 215-219. Retrieved from http://www.ipedr.com/vol27/40-IC4E%202012-F10037.pdf

Semary, H.E. (2011). Barriers to the effective use of technology in education: Case study of UAE university. Asian Transactions on Science & Technology, 1 (5), 22-32.

Solanki, S. D. (2012). Use of technology in English language teaching and learning: An analysis. International Conference on Language, Medias, and Culture. Retrieved from http://www.ipedr.com/vol33/030-ICLMC2012-L10042.pdf




DOI: http://dx.doi.org/10.7575/aiac.alls.v.10n.6p.168

Refbacks

  • There are currently no refbacks.




Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2010-2020 (CC-BY) Australian International Academic Centre PTY.LTD.

Advances in Language and Literary Studies

You may require to add the 'aiac.org.au' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.