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

Implementing change: An example of ICT integration in an English language centre (foundation year), Saudi Arabia
Implementing change: An example of ICT integration in an English language centre (foundation year), Saudi Arabia
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.
University of Southampton
Al-Marwani, Reem, Salah
76720a4d-45b6-48e8-bf14-c4a4fea4197c
Al-Marwani, Reem, Salah
76720a4d-45b6-48e8-bf14-c4a4fea4197c
Archibald, Alasdair
15b56a58-87df-4322-8367-70f4daff3f42
Baker, William
9f1b758c-e6e0-43ca-b7bf-a0d5e1387d10

Al-Marwani, Reem, Salah (2018) Implementing change: An example of ICT integration in an English language centre (foundation year), Saudi Arabia. University of Southampton, Doctoral Thesis, 362pp.

Record type: Thesis (Doctoral)

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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Published date: December 2018

Identifiers

Local EPrints ID: 427680
URI: https://eprints.soton.ac.uk/id/eprint/427680
PURE UUID: 6e558b60-3bf4-4899-a446-9e3e35782aa4

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Date deposited: 25 Jan 2019 17:30
Last modified: 13 Mar 2019 17:37

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