







































AsiaCALL Online Journal Received: 04/01/2021 

ISSN 1936-9859; https://asiacall.info/acoj Revision: 25/01/2021  

Vol. 12, No. 2, 2021  Accepted: 05/02/2021 

pp. 87-93  Online: 06/02/2021 

 

Investigating the Role of ICT for Teaching English at Elementary Level 
 

Muhammad Safdar Bhatti1*, Asif Iqbal2, Shaista Noreen3, Rafia Mukhtar4, Zahida Javed5 

 

1The Islamia University of Bahawalpur-Pakistan, Safdarbhatti2001@gmail.com 
2Assistant Professor of Education, University of Education Lahore, Faisalabad   Campus, asif.iqbal@ue.edu.pk 
3Assistant Professor of Education, The Islamia University of Bahawalpur, noreenshaista2@gmail.com 
4Principal, Workers Welfare School (Girls) Bahawalpur, rafia.wwsgirls@gmail.com 
5Assistant Professor of Education, University of Education Lahore, Joharabad campus, zahida.javed@ue.edu.pk 
*Corresponding author’s email: Safdarbhatti2001@gmail.com 

 

Abstract 

Today's world is an ultra-modern world where new ways of communication are being explored continuously. 

Technology continues to play an important role in ELT. ICT has become part and parcel of the educational systems 

of the nations. As computers are coming rapidly into the classrooms, parents feel the necessity of computers in 

education and don't want their children to be left behind. The present study explored the teachers' opinions about ICT 

use at the elementary level. It tried to explore the possibilities of using computers effectively to teach English. The 

study seeks out the availability of ICT facilities for the teachers at the elementary level and investigates the problems 

about accessing ICT. The study was descriptive type in nature. Fifty teachers from the Bahawalpur region 

participated in this study. The results showed respondents' positive attitudes toward the ICT implementation and 

integration of in-class activities. The results affirmed that using computers in an EFL classroom helps students better 

comprehend the English language than the traditional methods of teaching the English language. The 

recommendations are provided at the end.  

Keywords: ICT, role, facilities, attitudes, investigate. 

 

1. Introduction 

English is an international language and also a storage bank of world information and knowledge. It is a medium of 

international communication and also an upholder of standard terminologies. The impact of ICT on teachers’ 

motivation and engagement has significant. Teachers claimed that female students used more ICT than males (Iqbal, 

Shah, Usman, &Shahzad, 20202). The advancement in higher-level firmness and of English language is necessary a 

real most all the knowledge is available in English language. The ICT in every walk of life is a miracle of the 

twenty-first century. The ICT role has expanded in all sectors to improve employee productivity. The role of ICT in 

education is yet to explore to improve students' performance (Nayar &Kumar, 2018). Due to a lack of resources, 

teachers are hesitant to use technology in classes (Carnoy, 2005). A change is needed at tertiary education regarding 

ICT use (Ben Youssef & Dahmani, 2008). Lack of professional development and leadership support are the main 

challenges (Rabah, 2015). Technology's actual persuasion is needed between teachers and learners (Yusuf, 2005). 

According to (Cerretani, Iturrioz, &Garay, 2016), the use of ICT four hours a day for study and five hours for 

entertainment has been proven. Many teachers are using digital skills and ICT in classes (Siddiq, Scherer, &Tondeur, 

2016). ICT use has expanded the learning experiences of English language students with enhanced performance. 

Female students performed better ICT use than males (Pruet, Ang, & Farzin, 2014). The learning motivation and 

technology use has improved students’ satisfaction (Amornkitpinyo &Wannapiroon, 2015). Considering the state of 

this language is the language's state of the teachers. It is very important for an EAn English language teacher needs 

to have the English language. Our world is an ultra-modern world where new ways of communication are being 

explored continuously. Integration of ICT in education is a worldwide issue (Pelgrum, 2001). Communication in 

Computer education involves multidimensional interactions that are basically divided into face-to-face, writing-

reading communication, and visualizing observations. Machines support either of these types. The most innovative 

of these is the computer, known as man's thinking machine. A computer is a machine, which computer programmed 

mailto:zahida.javed@ue.edu.pk


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to accept raw data (input) and put it into useful information (output). The present study's main aim is to explore the 

possibilities of using computers effectively to teach English. Computers are coming rapidly into the classroom at 

every level of arts and science (Tebbutt, 2000). No one can deny the impact that technology continues to have on 

almost every aspect of our daily lives, nor the speed with which we adopt new developments. The mobile phone is 

ubiquitous, and not just for any time anywhere voice communication. Broadband data connectivity brings to access 

to the internet and our personal and business communications (Pachler, Bachmair, &Cook, 2010). GPS can give us 

geographical guidance. A camera gives us a video as well as image and sound recording capability, and local storage 

continues to get ever larger and ever cheaper. Technology matters for students’ achievement (Mercier &Higgins, 

2013). 

With the introduction of "apps," technology has managed the information to which we have access. With the 

expansion in "Cloud" people have access to use the information technology (Tomei, 2005). Today, the different 

electronic equipment has changed the style of thinking of people, and students with multiple languages have 

developed the capacity to perform in almost every language. Tablet computers like iPads are popular are popular 

sources of knowledge delivered digitally. Computer technology has been improving in Pakistan's education system 

(Wasif, Ullah, & Ali, 2011). The use of ICT in teaching and learning has just started progress in learning a language 

(Albirini, 2006). ICT is a useful tool for educational changes and reforms. A computer-enhanced or blended learning 

environment may encourage language acquisition (MacDonald, 2008). It means that the learners learn language 

through trial and error methods. The need for the hour to switch over to learn English through computer keeping in 

view its advantages. The current study investigated children's engagement with Information Communication 

Technology (ICT) at the elementary level and examined impacts of ICT on enthusiasm and related issues such as 

student learning outcomes, behavior, and school attendance and quantify any impacts where possible. The study also 

sets out to consider the ways in which teachers can use ICT in the best way to enhance motivational impacts for 

students at the elementary level, especially for those dissatisfied with outdated forms of learning. 

1.1 Objectives of the study 

The core objectives were: 

1. To stimulate the teachers to enhance their language learning. 

2. To find out whether ICT can create teachers' interest in studying English at the elementary level. 

3. To highlight the role of ICT in teaching-learning situations to facilitate the learners. 

4. To make teachers more motivational, self-disciplined and help them formulate ideas. 

5. To find teachers' views regarding their beliefs and problems about the implementation of ICT at the elementary 

level. 

1.2 Research Questions 

Whether it is possible through the use of ICT to motivate, stimulate sight and hearing, and encourage language 

acquisition of teachers and get better results in teaching English language than through traditional teaching methods. 

The major research questions for the present study were to know: 

1. What are the teachers’ opinions about the implementation of ICT?  

2. What is the influence of ICT on teachers' teaching-learning practices? 

3. Whether it is possible to make students independent learners through the use of a computer?  

4. What types of ICTs are available at the teachers' elementary level? 

5. What are the teachers' problems in accessing ICT at the elementary level? 

1.3 Research Hypotheses 

In this investigation, the researcher attempted to give a tentative solution to the problems; the hypotheses could be 

stated as follows:  

1. Whether the teachers are taking an interest while using ICT in the classroom or not? 

2. Does ICT technique improve the language learning skills of the teachers or not? 

 



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1.4 Significance of the study 

The study will reveal the usefulness and consequences of ICT as one technique in the English language classroom. It 

will be significant enough to boost a language teacher's teaching capabilities. It will also cover the other skills of 

language learning techniques in integrating ICT into the teaching and learning process. This research's positive 

results can support the English teachers to apply this method in teaching language skills, and teachers can change 

their methods to make the students motivated and relaxed in the teaching-learning process. ICT can make ESL 

students comfortable in the teaching-learning process because, with this method, the students can improve their 

language skills by catching the message from their teachers. This research is also expected to be beneficial for the 

students, the teacher, and the institution as well. 

2. Literature Review 

2.1 ICT Use in Education 

ICT is an interactive learning technique in which students actively use computers, tabs, or mobiles, and the teacher 

can evaluate their feedback after using ICT. These language learning techniques aim to apply the methods or 

techniques using ICT and its impacts on students. ICT refers to all broadcasting media, blended management system, 

auditory transmission system, and networking facilities. 

The use of ICT enhances vocabulary learning, as revealed by (Fitzpatrick, Al-Qarni, & Meara, 2008), is considered 

as multi-technologies carrying diverse data and communication formats and types (Batra, 2001).ICT has no agreed 

upon definition, as "the concepts, methods, and applications involved in ICT are evolving continuously on a daily 

basis".  

Society has shaped expanded information technology. The students with a better understanding of the learning 

method are better to receive the nature of learning (Kara, 2009). Adopting new technological methods in teaching 

can prove a better social media tool for learning (Kumar &Biradar, 2010). 

Policymakers widely accepted that access to ICT in education improves skilled workers and social mobility. 

They emphasized that ICT in education has related to traditional instructions delivery (Mangal &Mangal, 2010). It is 

supposed that ICT may bring abstract perceptions of life using sounds, images, movements, animation, and 

simulations. Others argued that it is just a supply mechanism for learning and teaching.  A better understanding of 

ICT use in improving language education has integrated the national education system (Obeng, 2004). 

3. Methods 

3.1 Research Design 

This research is experimental in nature, including both experimental and control pre-test and post-test groups. A pre-

test is conducted at the beginning of treatment to get respondents' understanding of the current learning level, while a 

post-test is directed after treatment to find what has been learned. 

3.2 Population of the Study   

Elementary level teachers of Bahawalpur City were part of the study. This study's data were collected from the 

elementary level teachers in the academic year 2018-19. The study was limited to the Bahawalpur City only.  

3.3 Sampling and Procedure  

In this study, fifty teachers from Workers Welfare School Bahawalpur participated. Twenty-five teachers were 

selected in the experimental group and the same number in the control group. The experiment lasted for four weeks. 

3.4 Data Collection Tool  

The questionnaire in the form of test items was the research tool used for this study. The questionnaire was delivered 

to both experimental and control groups of teachers about their teaching experiences in their teaching, and their 

responses were recorded. After four weeks' treatment about ICT integration in teaching English was given to the 

experimental group, the same questionnaire was delivered to both control and experimental groups of teachers, and 

responses were recorded again. The comparison was made using a t-test in both pre-test and post-test groups. There 

found a remarkable performance in the post-test result in the experimental group but not a significant difference in 

pre-test results. The analysis of data is presented in the next section. 

 



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4. Results, Findings and discussion 

Table 1 

Comparing the experimental and control groups in pre-test  

Using t-test Results 

Groups 

Pre-test 

Mean  N Std. 

Deviation 

Std. Error 

Mean 

t p 

 

Control group                            

Experimental group 

 

24.48 

24.24 

 

25 

25 

 

8.574 

8.526 

 

1.715 

1.705 

2.295 .301 

  

Table 2 

Comparing the experimental and control groups in Post-test 

 Using t-test Results 

      

 

 

 

 

 

**P<0.01 

Post-Test Mean N Std. 

Deviation 

Std. 

Error 

Mean 

t p 

PT Control group  

PT Experimental Group 

30.96 

37.88 

25 

25 

8.974 

7.518 

1.795 

1.504 
-15.615 0.000** 



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4.1 Discussion and Results 

Prior to the beginning of the study, 50 teachers were randomly selected and divided into control and 

experimental groups, pre-tests and post-tests were conducted to check whether there was any effect of ICT on the 

experimental group. In table one, the value of p is greater than 0.05; we will accept the hypothesis that "there is 

no difference between the control group and experimental group scores in pre-test."  In post-test, the p-value is 

less than 0.01. So, we will reject the hypothesis "there is an apparent difference between scores of control and 

experimental groups in post-test." It was concluded that the experimental group performed better in integrating 

ICT in English language learning skills than that of the control group. 

So from the results, it is obvious to accept the general hypothesis that “ICT enhances elementary level teachers’ 

performance in learning English language skills.” 

5. Findings, Conclusions, Suggestions and Recommendations 

5.1 Findings   

After completing the analysis of data, the researcher found the following information:  

it is necessary for everyday life activities and at all levels of education. According to UNESCO, expertise in 

ICTs is considered modern literacy. The results showed that most students and teachers faced problems in 

assessing ICT in schools. 

Findings revealed supporting with (Zhao &Cziko, 2001) that teachers' opinions with problems in accessing ICTs 

at the elementary level should be encouraged to provide technology to students and teachers. Due to frequent 

load-shading of electricity it becomes difficult for teachers to use computers, because of poor phone lines it 

becomes difficult for teachers to access internet, technical support is not easily accessible when needed and due 

to lack of supporting staff, teachers face problems in using internet, computers, projectors, and printers, Virtual 

language lab is not easily accessible by teachers for conducting classes, it’s very difficult to access internet 

websites at school. The study's findings exposed that accessibility of information and communication technology 

services and elementary teacher’s consumption of ICTs are very limited, which is a serious restraint in excellent 

instructional service delivery. 

5.2 Conclusions   

Based on the results of this research, the researcher concluded that the implementation of ICT could bring drastic 

changes among the elementary-level teachers that intern enhances students' performance. The conclusion drew 

from the teacher’s opinion with the availability of ICTs shows the fact that basic ICT facilities like broadband 

internet, intranet, trained technical staff. The study revealed that a few libraries have an internet connection, 

limited use of ICT implementation of an automated library system was extremely slow. The mean of teachers' 

gender score shows that female mean score is higher as compared to male mean score on problems in the 

accessibility of ICT facilities at the elementary level. Moreover, on the availability of ICT facilities at the 

elementary level, male students have a high mean score as compared to female students. The mean of private 

sector school students is higher than public sector students on ICT availability. Moreover, public sector school 

students face more problems in accessing ICT compared to private sector students.  

5.3 Recommendations and Suggestions  

Based on the investigation and findings of this study, the researcher makes the following suggestions and 

recommendations for better implementation of ICT: 



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1. Special attention may be paid towards infrastructure at the elementary level, such as UPS and 

Generators' provision for computer laboratories.  

2. Poor phone lines should be repaired and replaced.  

3. Proper training may be given to technical supporting staff.  

4. Access to virtual language labs may be given to teachers.  

5. Special training may also be given to female teachers to handle ICTs better.  

This study's recommendations and findings should be taken into careful consideration, and steps should be 

taken to implement those in our classrooms. If implemented intentionally, it is expected that the state of the 

teaching and learning of language skills at the elementary level will be improved remarkably. 

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Biodata 

Dr. Muhammad Safdar Bhatti is an ELT expert with 26 years of IELTS & TEFL teaching and training 

experience. He has authored four books, 30 publications, supervised extensively & has given keynote speeches at 

various international forums. He has conducted and attended many ELT workshops and seminars within the 

country. He has been awarded Honorary Doctorate in ELT by an American University due to his remarkable 

services in the field of ELT. He is also an Awardee of “National Human Rights Professional Award-2016” by 

IHRO, Islamabad-Pakistan. 


