Title of article reviewed: The Use of Information and Communication Technology (ICT) in Teaching ESL Writing Skill

Journal: English Language Teaching; Vol. 6, No. 7; 2013

Authors:1. Melor Md Yunus, Norazah Nordin, Mohamed Amin Embi [Faculty of Education, Universiti Kebangsaan Malaysia (UKM)]

              2. Hadi Salehi, Zeinab Salehi [Faculty of Literature and Humanities, Najafabad Branch, Islamic Azad University, Najafabad, Isfahan, Iran]

Published by: Canadian Centre of Science and Education

The journal article entitled ‘The Use of Information and Communication Technology (ICT) in Teaching ESL Writing Skill’ is a research based study, purposely aimed to find out whether the incorporation of Information and Communication Technology (ICT) is useful in teaching writing skills in ESL classrooms in Malaysia. Along the research, the researchers also pointed out several advantages and disadvantages of integrating ICT in teaching ESL writing skills. All in all, the study was not only focusing on the level of efficiency when ICT is used in classroom setting to teach writing skills, but also to look up into the problems that may arise and how to deal with such matters. The researchers decided to do a qualitative survey in which, they interviewed English teachers from the selected secondary schools of five different regions in Malaysia. Interview was used as the medium of gathering information to gain insight from the respondents. From the interviews, the researchers were able to examine teachers’ perception and practice of using ICT in teaching writing skills in ESL classrooms. There were drafting stages involved in the process of constructing the interview questions. The first draft and the second draft were tallied with some relevant literature and commented by the experts in the field. Thus, to testify the validity of the interview questions, it was piloted to four English teachers to answer the research questions, which are: i) What are the advantages and disadvantages of using ICT in teaching writing skills in ESL classrooms? and, ii) How do Malaysian secondary school English teachers manage problems and plan activities involving ICT in teaching ESL writing skills? From the interview, two main findings were concluded which are the advantages and disadvantages of using ICT and ways to manage problems and activity planning involving ICT. The four samples responded that some of the advantages of using ICT in teaching writing skills are engaging students’ interest and attention in class, aiding students’ learning process, refining students’ vocabulary and stimulating meaningful learning. Meanwhile, some of the setbacks listed were difficulties in terms of classroom management, students’ focus might be distracted and the tendency of using abbreviation in their writing. Nonetheless, all these downsides may be prevented through teachers’ repetitive reminder and guidance along the lesson. The research also suggested that teachers are weak in managing their problems regarding the integration of ICT in teaching ESL writing skills. The study suggests that a teacher must be prepared with knowledge of handling the apparatus. The teacher must take charge of the lesson because most teachers turn to technicians or ask help from students when they face difficulties in handling the computers. Teacher’s creativity level must be amplified as they usually restricted to the lower level of exercises and commonly only involved the earlier stage of writing like the pre-stage. In conclusion, using ICT could help to meet the teachers’ teaching objectives as ICT aids the teaching process.

            As I was reading the research article, I was really fascinated with the topic being focused because it is simple and common yet a serious issue among English teachers nowadays. Putting aside the ESL writing skills, as I believe that the problem arise will be the same when it comes to handling ICT in teaching language. The amount of knowledge hold by teachers these days regarding ICT is rather questionable. The students are getting more and more visual as technology revolve rapidly around them. They are easily intrigued by videos and graphic image rather than the conventional way of teaching; explaining and elaborating. They preferred to be exemplified or demonstrate in order to get better understanding. Thus, teachers must also keep up with this vast movement of technology so that they could have good rapport with students while teaching. That is why teachers today have to fulfill an online examination regarding ICT knowledge and it is compulsory for them to at least past the test. This is one of the Ministry’s ways of educating teachers to be holistic. In my opinion, the research was well supported, but in terms of the execution, it can be improved. The researches decided to interview four English teachers of the same school, thus limiting the kind of responses that thy received. Different school background have different teachers’ perception and students’ attitude. However, I do understand of the limitations of the feedback as the research was just a pilot interview to testify the validity of the questionnaires. A variety of responses could be gained if the researchers choose to pilot the interview at two different school involving rural and urban areas. I also believe that asking trainee teachers or fresh graduates will give some kind of a fresh air towards the issue. These young people are in the same generation with the students and probably a bit more advanced in terms of ICT knowledge.

The research somehow gives implications and ideas to teachers, especially English teachers on managing lesson with the incorporation of ICT. The study focused on teaching writing skills. Generally, all English teachers would benefit from the research by knowing the dos and don’ts when they want to include ICT in their writing lesson. At least, now the teachers will realize that ICT can be really helpful in finding various sources and information on topics to be written. Teachers gain some fresh ideas on planning writing activities and how to cope with the problems. Students on the other hand, will enjoy the learning environment as they were given the opportunity to do something that they are interested at. In terms of incorporating ICT, it is regarded not as a conservative technique, but a brand new creative way of teaching which the researcher deduced as one which could activate active learning among the students. Even though several disadvantages were listed, those setbacks can easily controlled by the teacher’s role. ICT can be a tool to boost students’ potential and interaction; however, it must not be used excessively because the teachers should take charge of the class, not the technology.

Melor Md Yunus, Norazah Nordin, Mohamed Amin Embi, Hadi Sallehi, Zainab Salehi. "The Use of Information and Communication Technology (ICT) in Teaching ESL Writing Skill." English Language Teaching 6.7 (2013).