Innovation in Language Learning
Decoding the Digital Classroom: A Study on In-Service Teachers’ Experiences with ICT Tools
Shadab Khan, University of Hyderabad, Hyderabad (India)
Abstract
Research has consistently demonstrated that the integration of Information and Communication Technology (ICT) in English as a Second Language (ESL) classrooms can enhance student engagement, personalise learning experiences, and improve access to resources (Ghavifekr & Rosdy, 2015; Tondeur et al., 2017). However, the perceptions and experiences of in-service teachers with over a decade of teaching practice regarding ICT use, particularly in terms of challenges and effective strategies, remain relatively under-explored. Thus, to address this critical gap, the present study investigates how experienced educators engage with ICT in both pedagogic (school-level) and anthrogogic (adult-learning) contexts. Drawing on semi-structured interviews with sixteen in-service ESL teachers, ten from universities and six from public schools, the study identifies several persistent challenges, including resistance to change, inadequate training, and infrastructural limitations. The findings reveal notable age-based differences in ICT effectiveness: basic, structured tools were more successful with younger learners, while adult learners benefited from collaborative and flexible platforms. These insights underscore the necessity of differentiated ICT approaches, context-sensitive implementation, and robust institutional support. The study concludes by advocating for tailored training programmes, enhanced technical support, and sustained Continuous Professional Development (CPD) opportunities to empower educators and ensure meaningful, equitable ICT integration across diverse ESL classrooms.
Keywords: English as a Second Language (ESL), pedagogic learning, anthrogogic learning, digital literacy, teacher training.
REERENCES
[1] Ghavifekr, S., & Rosdy, W. A. W. (2015). Teaching and learning with technology: Effectiveness of ICT integration in schools. International Journal of Instruction, 8(2), 175–191. https://doi.org/10.21890/ijres.23596
[2] Tondeur, J., Van Braak, J., Ertmer, P. A., & Ottenbreit-Leftwich, A. (2017). Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: A systematic review of qualitative evidence. Educational Technology Research and Development, 65, 555–575. https://doi.org/10.1007/s11423-016-9481-2
