Implementing change: An example of ICT integration in an English language centre (foundation year), Saudi Arabia

Abstract

Integration of ICT is a crucial element in developing teaching, learning and educational outcomes. Saudi Arabia has developed an ICT plan to promote the use of technology in higher education institutions. Thus, the Ministry of Higher Education in SA has developed many national projects (Jusur VLE, NCeLDL, Saudi Repository, Excellence Award in E-learning) to encourage universities to adopt ICT in everyday instruction.

On the contrary, despite the above-mentioned projects, many studies have shown the less than effective adoption of ICT in education. Accordingly, this study sheds light on the actual implementation of technology in a Saudi University from EFL teachers‘, administrators‘, and policy makers‘ perspectives.

An effective integration of technology requires holistic and comprehensive investigation of teachers‘, administrators‘ and policy makers‘ experiences. The aim of this study is to investigate teachers‘ attitudes, utilization and overall experience regarding ICT adoption in language teaching. Teachers‘ attitudes, utilization and experience mirror and reflect the actual integration and highlight the limitations as well. Additionally, factors that affect teachers‘ use of ICT are discussed. In addition, the study examines administrators‘, and policy makers‘ point of views as well.

The context of the study is the English language centre (ELC) at Taibah University. To investigate ICT implementation, a qualitative institutional case study approach is adopted. The main tool of data collection is a set of interviews. These interviews are triangulated with other methods e.g. classroom observations, focus groups, document reviews and field notes. The findings show less than effective integration. Many factors that impede/enable teachers‘ integration of ICT are presented. Finally, the participants in the research project hope for comprehensive improvements in education i.e. change in ICT integration strategies. Additionally, a change in the curriculum, teachers‘ roles and pedagogical practices are recommended.

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Identifiers

ORCID for William Baker: orcid.org/0000-0003-0533-2795

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