LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 11 : 6 June 2011
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         S. M. Ravichandran, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.

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Attitudes of the English Language Teachers at Tertiary Level Towards
the Use of Computers

Muhammad Rashid Hafeez
Zafar Iqbal Khattak
Aijaz Ahmed Gujjar

Abstract

The outburst of information technology in the later parts of the twentieth century has taken the whole world into its ambit and Pakistan is no exception. There is an ever growing use of computers with users estimated at somewhere around twenty million. This is quite a considerable number and is enough to cast away any doubts regarding Pakistani youth’s fondness for computers.

The present study was aimed at the measurement of the attitudes of the English Language teachers towards computers. It was a descriptive study and employed the survey method of research to collect data.

Data was collected from two hundred university teacher equally divided into male/female. These teachers were randomly selected from different universities of Pakistan. Data was analysed using SPSS 16. The findings revealed that there was a significant difference between the views of the male and the female teachers. Moreover, those who have no professional qualification have the highest mean score.

The study recommends that the English teachers should be trained in the use of computers so that they might be able to use them for effective teaching of English.

Introduction

Language teaching and the use of technology in classroom have a long lasting relationship. Technology has been used for the development of the individual language skills, like reading, writing, listening and speaking but also for wider communicative purposes (Ybarra & Green, 2003).

The use of computers in language teaching and learning is not new phenomenon. For more than two decades, interest in multimedia and computers has grown to a great extent and one observes more and more schools with language laboratories throughout the world. Almost thirty years ago, John Underwood produced a seminal work on Computer-Assisted Language Learning (CALL). However, Underwood’s emphasis was more on the acquisition of language through computers than on language learning. A close corollary to it was the conception of grammar that was to be learnt implicitly instead of being learnt explicitly (Chapelle, 2004).

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ARTICLE IN PRINTER-FRIENDLY VERSION.

Muhammad Rashid Hafeez
Federal College of Education
H-9 Islamabad, Pakistan
safnaan@hotmail.com

Zafar Iqbal Khattak
Al-Musanna College of Technology
Sultanate of Oman
aburohaan2004@yahoo.com

Aijaz Ahmed Gujjar
Federal College of Education
H-9 Islamabad, Pakistan
seek_to_learn@yahoo.com


 



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