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Malaysian ESL teachers use of ICT in their classrooms: expectations and

realities
MELOR MD YUNUS
ReCALL / Volume 19 / Issue 01 / January 2007, pp 79 - 95
DOI: 10.1017/S0958344007000614, Published online: 14 February 2007

Link to this article: http://journals.cambridge.org/abstract_S0958344007000614

How to cite this article:
MELOR MD YUNUS (2007). Malaysian ESL teachers use of ICT in their classrooms: expectations and realities. ReCALL,
19, pp 79-95 doi:10.1017/S0958344007000614
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ReCALL 19(1): 79-95 2007 European Association for Computer Assisted Language Learning
DOI: 10.1017/S0958344007000614 Printed in the United Kingdom

79

Malaysian ESL teachers use of ICT in their

classrooms: expectations and realities

MELOR MD YUNUS
Graduate School of Education, University of Bristol,
35 Berkeley Square, Bristol BS8 1JA, UK
(email: Melor.Md-Yunus@bristol.ac.uk)

Abstract
English as a Second Language (ESL) teachers in Malaysia, as in many other countries, are anxious
to exploit the potential of Information and Communication Technologies (ICT) to enhance the
teaching and learning process. Given the increasing pressure exerted by technological developments
on language education, it is important to understand the underlying factors behind teachers
decisions regarding ICT. Egbert et al. (2002) state that few investigations have been conducted on
computer-using language teachers development. According to BECTA (1999) the learning potential
of ICT is not being realised, because many teachers are not familiar with ICT and do not use it in
their teaching. This study investigates the present use of ICT among ESL technical school teachers
in teaching, factors that affect the use of ICT and perceptions of their skills in ICT. The theory that
frames this study is drawn from theories of learning. The model adopted is Davis Technology
Acceptance Model (TAM) (1989) which provides a basis for determining ICT attitudes and factors
affecting the usage of ICT in teaching. Data was collected via a questionnaire survey of ESL
technical school teachers in Malaysia, and followed by semi-structured interviews with them. The
questionnaire data was analysed using descriptive statistics and later triangulated with the
interviews. The findings will be presented and elaborated upon in this paper.
Keywords: ICT in language teaching, country-specific development, technology acceptance model,
technical schools, pedagogical issues

1 Introduction
During the past 20 years, computer use in education has developed rapidly, giving rise
to new roles for teachers and creating a need for them to be given opportunities to obtain
new skills for using technology in education. The use of Information and
Communication Technologies (ICT, henceforth) can help teachers and students to meet
the challenges of the future. In order to prepare students for the challenges they will face
in future life, teachers and students should be able to use ICT in their teaching and

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Melor Md Yunus

learning activities, which may facilitate the development of new skills and high order
thinking (Spencer, 1999). As suggested by Spencer (1999) this can be done by providing
wider opportunities for dialogue with the physical and social world, leading to the
assimilation of information to create mental schemes. It can also help teachers to keep
up to date with the developments in their field and education in general (Spencer, 1999).
It can help teachers to gain broader perspective and more objectivity through increased
interactions, with peers (for example, through discussion groups) and create a better
environment for collegial approaches. However, according to BECTA (1999) the
learning potential of ICT is not being realised, because many teachers are not familiar
with ICT and do not use it in their teaching.
This paper will report the results of a study that investigated the concerns of English
as a Second Language (ESL) teachers in technical schools in Malaysia. Data were
gathered through surveys and semi-structured interviews with the teachers regarding: (a)
their present use of ICT; (b) the factors that affect the use of ICT, and (c) their
perceptions of their skills in ICT in teaching. An overview will be provided of the
general findings of the surveys, supported by interviews.
2 Malaysian context
In Malaysia, by 2010 all primary and secondary schools will be Smart Schools (Smart
School Project Team, 1997). The Smart School Project Team (1997) has defined the
Malaysian Smart School as a learning institution reinvented in terms of teachinglearning practices and school management in order to prepare children for the
Information Age (Smart School Project Team, 1997: 20). Therefore, the majority of
teachers in Malaysia should be fully prepared to teach Smart Schools nationwide. The
pressure on teachers to be able to use ICT as well as to understand the educational
implications of the new technology is, therefore, urgent. ICT is making headway in
schools and this is seen as an important step for Malaysian education.
Knowledge of the factors affecting the using of ICT in ESL teaching and the
availability of adequate support for ICT are important considerations in the effort to
incorporate ICT into the curriculum. Understanding attitudes towards the use of ICT,
and the support needed to incorporate them into ESL teaching could help teachers to use
them better. The study identifies challenges that the teachers face in their attempts to
implement ICT in ESL teaching. An awareness of challenges that teachers face could
lead to the development of solutions for overcoming these challenges, develop useful
training programmes, and encourage the use of ICT where they found them to be most
effective. It could also help the Ministry of Education to meet the needs of national
commitment to the adoption of ICT as indicated by the Smart School, the National
Educational Policy (NEP), the Multimedia Super Corridor (MSC), and to accomplish
the national agenda to be a developed nation by the year 2020.
3 Learning theories and approaches to using computers in language teaching
Wood (1999) asserted that although technology might be relatively new, the ideas
underpinning it are old and familiar to teachers. He further added that the design and
aims of ICT are strongly influenced by longstanding traditions in educational

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81

philosophy and learning theory. Skinners behaviourist theory, Piagets cognitive theory
and Vygotsky social-cultural theory are three of the most influential ones.
The use of computers in education can be based on these theories of learning and
approaches in teaching. Some approaches to language learning, for example the
structural approaches, have shown that behavioural theories play important roles, such
as the theory that language is learned by imitation and habit formation. The cognitiveconstructivist approaches describe language learning as going through mentally
constructed systems and being understood through innate cognitive structures. More
recent approaches to language learning, such as the sociocognitive approach, stress the
need for an environment that is communicative and with a balanced activities approach.
Internet facilities provide resources of information and language activities that are
communicative and balanced and at the same time can be downloaded if one knows
how. There is an abundance of materials to support language learning via
communicative language activities such as online forum and Internet relay chat. Kern
and Warschauer (2000) describe three theoretical approaches to the applications of the
computer in language teaching, namely structural, cognitive-constructivist, and
sociocognitive.
Besides these three theoretical frameworks, there are several models which are related
to ICT. The model that I selected was Davis Technology Acceptance Model (TAM)
(1989) which provides a basis for determining ICT attitudes and factors affecting usage
in teaching, as discussed below.
3.1 Factors contributing to using ICT in teaching
Davis, Bagozzi and Warshaw (1989) developed a theory of action relating to reasons
(technology acceptance model) based on the work of Fishbein and Ajzen (in Davis et al,
1989) to investigate why some people use computers and their attitudes towards them.
Their model, shown in Figure 1, links the perceived usefulness and ease of use with
attitude towards using ICT and actual use (system use). They tested this model with 107
adult users, who had been using a managerial system for fourteen weeks. They found
that peoples computer use was predicted by their reasons for use and that perceived
usefulness was also strongly linked to these reasons.

Fig. 1. Technology acceptance model (Davis, et al., 1989, p.985)

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Melor Md Yunus
3.2 Challenging factors

In June 2004, Becta published two documents outlining the challenging factors which
affect teachers use of ICT (Becta, 2004; Scrimshaw, 2004). Both reports review
literature reporting the findings of British and international research into these areas.
They also draw on a survey of teachers, the result of which they use to engage with the
literature.
Becta (2004) and Scrimshaw (2004) literature reviews identify several issues, both
positive and negative, which recur across this research, such as confidence in the use of
ICT, personal access to ICT, positive attitudes towards wider educational change, access
to ICT in school, quality technical support, quality training and professional
development in ICT, time for preparation and research using ICT and knowledge of
benefits offered by ICT.
The reviews also explore the ways in which these issues are inter-related. Scrimshaw
(2004) groups them according to whether they are school-based or external factors
affecting teachers use of ICT. The Becta review (2004) relates barriers according to
whether they are external or internal, school- or teacher-level.
There are two issues relating to the usefulness of these British reviews: the relevance
of international research and the limited scope of the survey of teachers. Although they
may provide evidence of useful experiences from other countries, the effects of
differences in context should not be discounted. The development of educational ICT
has taken very different paths within different education systems, social, political and
cultural contexts. These differences could influence the factors affecting teachers use of
ICT.
Although Bectas survey of teachers is useful in relating research findings to practical
examples and comments made by practising teachers, it is based on a small sample of
170 which is not necessarily representative of the workforce as a whole. The teachers
surveyed were attending BETT 2003, the Education Show 2003 or were visitors to
Bectas Teachers Online website. These teachers are more likely to have an active
interest in ICT and may only be able to report their perceptions of existing barriers
rather than firsthand experiences.
Although this research does not focus specifically on the use of ICT in technical
secondary schools, it is still useful. It is particularly useful in identifying the factors
affecting teachers use of ICT in teaching.
3.2.1 Factors relating to teachers
Yuen and Ma (2002) found that the development of teachers positive attitudes towards
computers is considered to be a key factor in fostering computer integration and the
enhancement of quality learning and teaching using computers (op. cit., 366). Their
research revealed that teachers perceptions of ICT, as useful and easy to use, were key
to the development of positive attitudes and that this required continual support for
experiential learning (op. cit., 378).
Positive attitudes are also dependent on teachers access to ICT for personal use
(Cunningham, Kerr, McEune, Smith & Harris, 2003). Cox, Preston and Cox (1999) and
Guha (2000) found direct evidence that lack of personal access to ICT led to lack of
confidence in professional use. Having time to use and apply skills in personal and
professional contexts enables teachers to build confidence and competence levels (Ross,

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83

Hogaboam-Gray & Hannay, 1999). In contrast to these findings, Cuban et al. found that,
in 1999, 70% of American teachers had access to a computer at home, while less than
20% of them used computers on a weekly basis in their teaching. This indicated that the
relationship may not a simple one.
3.2.2 External factors
Low quality or out of date hardware can slow down the teaching and learning process.
Unsurprisingly, this was found by Preston, Cox and Cox (2000) to be a major factor
affecting teachers enthusiasm for using ICT. A report produced by the British
Educational Suppliers Association (BESA) in 2000 found that a third of ICT equipment
in schools was inadequate to meet the demands of the curriculum (BESA, 2002). It is
clear that the deficiency of quality resources indicated by BESA (2002) could have led
to a widespread lack of enthusiasm for ICT.
Pelgrum (2001) and Guha (2000) found that insufficient numbers of computers was
commonly identified by teachers as a barrier to the use of ICT. However, Pelgrum also
points out that this is sometimes causes by poor organisation of resources, resulting in
lack of access. This is supported by Fabry and Higgs (1997) who emphasise the
importance of location and appropriateness of resources in providing productive
access.
In addition to the provision and organisation of quality hardware, in recent years it
has been recognised that technical support is needed if ICT is to be used in teaching
and learning. Preston et al. (2000) found that the breakdown of equipment is, not
surprisingly, demotivating. Cuban et al. (2001) also highlight the need for ongoing
maintenance, which can prevent problems from occurring.
3.2.3 Training and support
With reference to training and support in ICT, the importance of the inclusion of
pedagogy as well as basic skills was highlighted. Veen (1993) found that teachers
pedagogical skills were more important than their technical ICT skills in influencing
their use of computers for teaching and learning. Wild (1996) and Simpson et al. (1999),
in research into ICT in initial teacher training, found that understanding the purpose of
using ICT was crucial to the effective use of ICT in teaching and learning. Many studies
(Larner & Timberlake, 1995; Becta, 2004; Russell & Bradley, 1997; Bradley & Russell,
1997) identify the need for training and support in ICT to help teachers to develop
confidence and overcome anxiety.
4 Method
The research design for this study uses a large-scale quantitative survey and face-to-face
semi-structured interviews. Considering the questions and the purpose of the study, I
find that it is most appropriate to combine quantitative and qualitative approaches in
order to maximise both the breadth and the depth of the insights generated (Punch,
2005). For the purpose of the questionnaire I interpret ICT as having to do with any
computers based on communication technologies, networked and stand alone, including
both hardware and software, which can be used as teaching, learning and information
resources.

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Melor Md Yunus
4.1 Procedures

The study was carried out in 2005. A 128-item survey that inquired about a wide range
of issues was distributed to 530 ESL teachers at 75 technical schools in Peninsular
Malaysia. Four hundred and forty four were collected with a return rate of 84%.
Seventy-seven percent of the respondents were female; 41% were in the 2030 age
group, while 87% had graduated from undergraduate programs. Forty percent of the
respondents in the 15 years teaching experience group and over a quarter of the
respondents had not received any ICT training either during teacher training or during
their teaching career.
Interviews were carried out with thirty five teachers who completed the questionnaire,
to get more detailed information about issues emerging from the questionnaire data.
The teachers were from six technical schools in two states in Malaysia. They were
interviewed between mid July and early September 2005.
5 Results
Results focusing on the teachers use of ICT in their teaching are presented here in three
subsections. The first consists of the variables describing the usage of ICT related to
language teaching and learning. The second subsection presents the results relevant to
factors associated with the use of ICT in teaching and learning language. The third
consists of the skills in ICT in language teaching. The data from the questionnaire was
analysed using SPSS.
5.1 Use of ICT in language teaching and learning
This section presents teachers responses in relation to their use of ICT in language
teaching and learning. Table 1 shows that ICT was not widely used in teaching ESL.
There is some variation in the use of ICT in ESL teaching at technical schools. Most of
the non-usage related to access to the Internet. For example, the figures of Table 1
indicates non-usage of using e-mail to give feedbacks on students work, facilitating
students to establish networks with language experts via e-mail and guiding students
to participate in on-line discussions with international key-pals. In greater detail,
97.2% of the sampled teachers reported minimal use (ranging from once a term or not at
all) of ICT to facilitate students to establish networks with language experts via e-mail.
Only 2.8 % reported use once a month or most weeks.
Conversely, ESL teachers report some usage on using reading comprehension
programs to develop reading skills, constructing language test items with the use of
ICT and incorporating language learning and teaching materials from the Internet
although the percentages are low. For example, 15% indicated using reading
comprehension programs to develop reading skills. Similarly, 11.4% reported
incorporating language learning and teaching materials from the Internet.
Some of the teachers who were interviewed expressed the opinion that they find what
they are looking for on the Internet through surfing some Malaysian and foreign sites
and holding discussions about developing teachers performance in explaining a
particular lesson to the students. One teacher stated:

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Malaysian ESL Teachers use of ICT

Table 1. Use of ICT in language teaching and learning
Statements

Most
Most
Once a
classes(%) weeks (%) month (%)

Once a
term (%)

Not at all
(%)

I use reading comprehension

programs to develop reading skills
(e.g. pre-reading activities,
question and answer).

29
(6.7)

37
(8.5)

57
(13.2)

85
(19.6)

225
(52.0)

I incorporate language learning

and teaching materials from the
Internet.

14
(3.2)

36
(8.2)

111
(25.3)

109
(24.9)

168
(38.4)

I use e-mail to give feedbacks on

students work.

3
(0.7)

11
(2.5)

13
(3.0)

412
(93.8)

I facilitate my students to establish

networks with language experts
via e-mail.

10
(0.5)

10
(2.3)

15
(3.4)

411
(93.8)

I guide students to participate in

on-line discussions with
international key-pals
international key-pals.

1
(0.2)

4
(0.9)

13
(3.0)

22
(5.0)

399
(90.9)

I construct language test items

with the use of ICT.

20
(4.6)

17
(3.9)

59
(13.5)

110
(25.2)

231
(52.9)

Maybe I can communicate with my other TESL friends, which Im doing right now.
We have a group. So when we have problems or we want to share ideas. Thats
where ICT is important when we can discuss online with our friends (female
teacher)
Teachers have used some of the sites as a source of educational information for their
classes. One teacher said,
the Internet to surf for the sources. Because they are a lot of resources from the
Internet like the websites for English so whenever I try to teach my students
especially in grammar I use that sites ESL Lounge. This is the main website that I
surf (male teacher)
However, there are some negative views in this regard. For instance, one teacher stated
that the content of the secondary education syllabus is designed to be suitable for students
in secondary school, and it was imparted directly by the teacher and learned by heart.
Therefore, there is no need for ICT and it is a waste of time in her opinion. She stated:

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Melor Md Yunus

I dont really rely so much on computer for my teaching materials because it is a

waste of time I prefer to take you know exam based exercise from books and past
years questions because well our education system is more toward exam based.
Another teacher commented on the account of time it takes up.
To prepare the materials using ICT or getting it outside likes the CDRom. I need
more time to prepare
5.2 Factors associated with the use of ICT in teaching and learning language
5.2.1 Perceived usefulness of ICT in language teaching
Teachers were also asked to indicate on a four point Likert scale how much they agreed
with statements about the usefulness of using ICT in their language lessons. Analysis of
the full list of factors relating to usefulness reveals a very positive attitude amongst the
majority of the teachers to using ICT in their language teaching. The majority (91%)
agreed that using ICT in language teaching helps their students understand English better,
and 93% thought that ICT does not reduce student motivation in learning language.
I think they are getting better. Let say essay writing. If we ask them to write on their
own they might not have enough information. So when they use the search engines
to find information, they find vocabulary and knowledge (female teacher)
One thing that I really proud of ICT is that it really boosts of my students
motivations to learn English because learning language is not that easy for them.

Fig. 2. Responses relating to the extent to which ICT was considered to make students
understand English better

Malaysian ESL Teachers use of ICT

87

Fig. 3. Responses relating to the extent to which using ICT in language teaching was considered
to reduce student motivation.

This is not their first language. So when we just simply go to the class and teach and
talk, they are going to look at us so blur as if they know nothing. But then when we
use ICT with the graphics, with the sounds they enjoyed it more. They learned it.
Thats the most important thing (female teacher)
The survey respondents also showed a positive attitude towards ICT in teaching which
facilitates their students language learning (88.8%), enables their students to use real or
authentic language with people (84.6%) and meets the individual language learning needs of
their students (80.6%). More than 80% of the respondents (strongly agree and agree) felt that
ICT provides greater teaching satisfaction. The interviews supported the survey findings.
we got variations in situations and contexts, for instance like in the classroom
they cannot see the use of the language. For instance like present tense, it is
supposed to be used for describing something that happens now. But if they can use
ICT probably they can see better in the sense that they have more example, tutorial
clues for instance (female teacher)
For variety is good. I mean other than textbook you know sometimes we give them
authentic materials it is interesting to the students. (female teacher)
So I did use ICT, I felt proud, you know. He (Head of English Panel) also was proud
because he saw the faces of the students. I showed them the topography, graphics of
the galaxy. I got it from MESA. So when the students were proud, you know and
your superior saw you using ICT and the connection between you and your
students. It is different, you know, when you simply write down on the whiteboard

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Melor Md Yunus

or blackboard The Galaxy. (male teacher)

However, the survey results also indicate that ESL teachers showed strong agreement
(92.1%) for ICT makes them need to know how to integrate ICT into teaching
method. It may reflect a lack of skills and confidence by the teachers in using ICT in
teaching or simply lack of awareness of the possibilities. One female teacher said,
It will take me time to learn and I dont want to be slow in front of my students so I
need to learn it first.
In general, the data indicated that ESL teachers perceive that ICT enhances the need to
know how to integrate it in teaching, helps their students understand English better,
facilitates their students language learning, enables their students to use real or
authentic language with people and meets the individual language learning needs of
their students.
5.2.2 External factors deter or prevent teachers from using ICT in teaching ESL
Teachers identified what they perceived as their most challenges encountered when they
tried to use ICT in teaching (never always). The ESL teachers reported that many
challenges limit the use of ICT in teaching (Table 2). All ten items showed a high level
of agreement on challenges to using ICT in teaching, from 71.6% (access to the Internet
for teaching) to 82.6% (lack of time to gain computer skills).
The challenges have been grouped under two categories: unavailability/lack of access
and lack of training.

Fig. 4. Responses relating to the extent to which using ICT makes teachers need to know how to
integrate ICT into teaching method.

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Malaysian ESL Teachers use of ICT

Table 2. Challenges of using ICT in teaching
Challenges

Always (%)

Sometimes (%)

Rarely (%)

Never (%)

Access to
computers for
teaching.

165
(38.1)

163
(37.6)

73
(16.9)

32
(7.4)

Access to the
Internet for
teaching.

174
(40.2)

136
(31.4)

84
(19.4)

39
(9.0)

Outdated
computer.

131
(30.7)

187
(43.8)

74
(17.3)

35
(8.2)

Access to
computers in the
staff room.

164
(37.8)

189
(43.5)

60
(13.8)

21
(4.8)

Access to
technical support.

143
(33.1)

184
(42.6)

67
(15.5)

38
(8.8)

Access to
instructional
support (to
incorporate ICT
into teaching).

150
(34.6)

161
(37.2)

73
(16.9)

49
(11.3)

Students lack of
necessary
computer skills.

122
(28.4)

220
(51.3)

70
(16.3)

17
(4.0)

Time to gain
computer skills.

126
(29.2)

230
(53.4)

58
(13.5)

17
(3.9)

Experience with
ICT oriented
pedagogy.

118
(27.3)

217
(50.2)

66
(15.3)

31
(7.2)

Computer training
opportunities.

131
(30.3)

205
(47.3)

67
(15.5)

30
(6.9)

Unavailability/lack of access
Through the analysis of the questionnaire results it appears that there is general
agreement among the respondents that the level of access to computers is very low. For
example, access to computers in the staff room (81%), access to computers for
teaching (76%), access to the Internet for teaching (72%). 75% of the teachers
always and sometimes faced low quality hardware such as outdated computers. ESL
teachers in technical schools reported lack of technical support as one of the greatest

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Melor Md Yunus

challenges too in the use of ICT in teaching (76%). The interview data and the analysis
of the questionnaire results all agree that one reason for the unsatisfactory use of ICT in
teaching ESL is lack of access to the computer lab.
The access to the computer lab is the problemThe computer lab is accessible but
we have to say that the priority is given to the students who are having or doing the
computer-programming course. (female teacher)
There are plenty of computers round but there is no Internet access. Even in the
teachers staffroom as well. (female teacher)
Lack of training
In the survey a high percentage of teachers (83%) reported lack of time to gain computer
skills and lack of computer training opportunities as challenges to using ICT in teaching
(78%). They were also worried with their students lack of necessary computer skills
(80%), and their own experience with ICT oriented pedagogy (78%). Here are some of
their opinions from the interviews:
Some of the chances to go for courses for ICT are not really role out to technical
schools. Im interested to venture into this kind of things. Im also interested in ICT.
But the chances to go for the training are not given. (male teacher)
when you are using then only you know what the problem is. So during courses,
if you never done any ICT, integrating ICT, you cannot imagine what kind of
problem that youre going to face. So, unless you have gone for a course and then
you have tried to integrate that and then the problem arise then you can go back to
another course and you can tell the problem.(female teacher)
5.3 Skill in using ICT
Figure 5 and 6 show teachers perceived levels of competence in using ICT in different
contexts. In the teaching context slightly more than half (50.8%) of the sample
considered themselves as competent or very competent. Teachers clearly felt most
competent in their personal use of ICT, where the majority (83%) described themselves
as competent or very competent.
In general terms, teachers ICT literacy differs from one teacher to another. For
instance, a teacher who is good at Word Processing might be weak in Power Point.
Some interviewees who reported low level of ICT competence indicated that they
wanted more training to improve their skills. One woman teacher stated:
because now computer is like a very important medium for teaching. I need to
brush up my knowledge because Im way back in terms of information technology
and all these IT techniques. Thats why I see I need to know. I only know how to
type but especially Power Point, doing Power Point; I dont know about that at all
which is the basic knowledge for teacher also, right? I think it will be useful for me
if I manage to go to the courses.

Malaysian ESL Teachers use of ICT

91

Another teacher stated:

even though I know how to use Internet but then there are certain skills I still
dont know. For example, simple skill likes how to use Excel. Thats certain formula
in Excel that I still dont know. PowerPoint. I know how to type. I know how to do
all those kinds of things. I think I need both, advanced and basics. It is important to
brush up the skills sometimes.
6 Discussions
6.1 The experiences and attitudes of the teachers
The results of the questionnaire analysis showed that the majority of teachers had
positive attitudes toward using ICT in teaching ESL. The teachers viewed ICT as having
the potential to support new learning experiences within their contexts, a factor found to
be of importance by Yuen and Ma (2002). An additional factor was that most of the
teachers interviewed had access to a computer at home. This has many positive effects
on teachers attitudes to ICT, some of which have been identified by Cunningham et al.
(2003), including increased knowledge, confidence and motivation and the use of a
greater range of resources (see Figure 5).

Fig. 5. Responses relating to the level of ICT competence in personal use.

Fig. 6. Responses relating to the level of ICT competence in teaching.

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Melor Md Yunus
6.2 The availability of hardware and software

Most of the teachers identified problems with the quantity or organisation of computers
because most of the schools (76%) only have access to one computer lab. This is
consistent with the findings of Pelgrum (2001) and Guha (2000) where insufficient
numbers of computers was cited as a major obstacle to the integration of ICT into
teaching and learning. It also validates Fabry and Higgs (1997) research in which
teachers found the organisation of computers to be a barrier to effective use of ICT.
Some of the teachers cited low quality hardware as an issue (75%), particularly
computers and printers. The slow speed of older equipment is particularly difficult
for teachers to search for information on the Internet. Low quality or ageing
hardware has been shown to reduce teachers enthusiasm for using ICT (Preston et al.
2000). The need for reliable, fast hardware is identified in research (Preston et al.
2000 and BESA 2002). This is particularly at issue when ESL teachers are using ICT
in teaching, as they need to retrieve information from the Internet or to prepare
teaching materials. Therefore computers and printers with fast processors and
graphic capabilities are essential in technical schools. This was borne out by the
experiences of the teachers in the interviews. In some schools, no negative comments
were made about the speed of the computers available. In these schools the
computers were recently purchased.
In one of the schools, the teachers had access to a wide range of quality resources.
The availability of a number of computers, with suitable software, meant that the
teachers and students had more control over how and where they worked with ICT. The
availability of a computer lab after school sessions facilitates autonomous learning.
This increased flexibility provided by these resources within the learning environment
allowed ICT to become more effectively integrated into learning (Farby & Higgs, 1997).
The teachers in the school commented positively on the ICT resources available. This
may be evidence that ESL teachers in technical schools can cope well with a lower level
of computers or computer lab, but can achieve a great deal when given access to
increased numbers of flexible resources.
6.3 Training and support
One of the factors affecting teachers understanding of using ICT in teaching in
technical schools is the lack of training. Some of the teachers interviewed requested the
school to provide some expertise to advise them with basic issues and exploring
possibilities and taking risks within the context of a supportive group who were learning
together.
The opportunity to meet others and share knowledge and experience during computer
training was voiced positively by some of the teachers. One respondent found the
courses organised for teachers particularly useful for exchanging ideas and knowledge.
This may have been partly due to the respondents workload as a teacher. This strategy,
of bringing practitioners together from different schools, opened up wider access to
exchanging knowledge and experience than that available in any individual school.
A teacher in one school became confident enough to use new software and resources
with the support of her colleagues. This approach allowed teachers to develop through

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93

individually differentiated training and support (Veen, 1993) which occurred within the
schools.
In summary, the results show that the teachers surveyed in this study had positive
attitudes toward ICT. They think ICT can help students learn language better. Davis,
Bagozzi and Warshaws model shows that ease of use and perceived usefulness can have
a positive influence on teachers use of ICT. However, the use of ICT in teaching
language is still very limited. From the study it was clear that availability was a major
factor in the use of ICT in teaching and learning, agreeing with the findings of Bectas
survey of teachers and literature review (2004). The main challenges reported in the
survey were also stressed in the interviews: lack of access to ICT, lack of time to use
computer skills and lack of training.
7 Conclusions
The findings of this study may be specific to ESL teachers in Malaysia, but their
implications are significant to other educators as well. Teachers positive attitudes in the
current study have a special significance given the limitations characterising the current
status of ICT in Malaysian schools: insufficient computer resources and teachers lack
of computer competence in teaching. It is therefore essential for policy-makers to
sustain and promote teachers attitudes as a prerequisite for deriving the benefits of
costly ICT initiatives. Since positive attitudes toward ICT usually foretell future
computer use, policy-makers can make use of teachers positive attitudes toward ICT to
better prepare them for incorporating ICT in their teaching practices.
One of the main challenges to ICT integration perceived by the ESL teachers in this
study is teachers low level of access to school computers, which may have played a role
in teachers modest computer competence, so essential to future computer use. Such a
conclusion points to the importance of ICT resources for the success of ICT initiatives
across the world. This also implies that ICT initiatives should include measures for
preparing teachers to use computers in their teaching practice. Teachers preparation
necessitates not merely providing additional training opportunities, but also aiding them
in experimenting with ICT before being able to use it in their classrooms. If decisionmakers want to involve teachers in the process of ICT integration, they have to find
ways to overcome the challenges perceived by the teachers.
8 Implications
The findings of the current study are consistent with other evidence that teachers are not
being adequately prepared to integrate ICT into teaching. As often noted, making
progress in this area is complex and requires collaboration within the technical schools
and with the Technical Education Department and Ministry of Education. ICT
integration is dependent upon adequate access, adequate computer resources, teacher
development opportunities, and onsite support all of which require funding, thought,
planning and support.
Furthermore, using ICT in teaching requires ongoing training and support. As
suggested in this study, support for ICT use by teachers varies from school to school.
Without adequate support, even well-prepared teachers are unlikely to undertake

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Melor Md Yunus

significant integration of ICT into teaching. In addition to needing access to onsite

technical support, ESL teachers would most likely benefit from additional mentoring
support from colleagues and the school.
It seems clear that the Smart School Project to promote ICT in teaching should
progress from supporting individual teachers to introducing comprehensive, systematic
change. While there have been many challenges to moving forward with true integration
of ICT (e.g. inadequate computer resources, lack of knowledge of ICT integration by
the teachers), current conditions in Malaysia appear more favourable. The time is right
to continue the changes.
As we proceed with this Smart School Project, it becomes increasingly important that
we gather data to inform our efforts. And finally, we need to begin by identifying
specific approaches by teachers that promote effective implementation of ICT in
teaching ESL.
Acknowledgements
The author would like to acknowledge the advice and support of Dr Sally Barnes and
Prof. Pauline Rae-Dickins. The author wishes to express her sincere gratitude to the
teachers involved in the study and also wishes to thank the editor and anonymous
reviewers for insightful comments and helpful suggestions for further development of
this paper. An early draft of this paper was presented at EUROCALL 2006 held in
September 2006 in Granada, Spain.
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