Innovation in Language Learning

The study investigates the effective utilization of Information and Communication Technology (ICT) by first year undergraduates of the University of Botswana (UB) in their reading and writing skills. The first year students are not first language (L1) learners of English. They have not utilized computers for learning reading and writing in their basic education and have not been exposed to such Learning Management Systems (LMS) as Blackboard and Moodle at the secondary school level. Consequently, at the university, when they are required to utilize computers in their reading and writing skills in such core courses as ICT 121 and ENG 131, this becomes a huge challenge. For example, when these students are required to download course outlines, assignments, notes and other course materials using the LMSs, they find it very challenging, perhaps because they are more comfortable with the print media. This paper investigates how UB first year undergraduates utilize the computer as an ICT tool in their reading and writing skills using the quantitative research method. A questionnaire was administered to 200 students enrolled in both ICT 121 and ENG 131courses during the second semester of 2013/2014 academic year. In addition, classroom observations over the same period were undertaken by the researchers. Insights from Constructivist theory formed the theoretical framework of the investigation. Conclusion and recommendations have been made based on the findings of the study.