Shifts from Chalk-And-Talk to ICT-Integrated English Language Classrooms: A Narrative Inquiry.[.Unpublished Mphil Dissertation]

Abstract

In today’s digital era, information and communication technology has become ubiquitous, impacting various aspects of our lives, including education. The development of ICT has created new options, opportunities, and challenges for changing and modifying the conventional mode of knowledge delivery. To make the learner globally competent, English teachers need to be able to change, keep learning, and be willing to keep up with new technology and teaching methods for making the English classroom more effective. Thus, this dissertation is the culmination of shifts from chalk-and-talk to ICT-integrated English language classrooms: A Narrative Inquiry. This qualitative research delves into unpacking English teachers' experiences while adopting the context and process of pedagogical shifts from conventional "chalk and talk" methodologies to the dynamic landscape of information and communication technology (ICT)-based ELT classrooms. Four English teachers were purposefully selected from four model community secondary schools located in Hetauda Sub Metropolitan City. The fundamental research questions explored how English language teachers navigate this transition and the inherent difficulties and possibilities associated with incorporating ICT tools into English language instruction. The data were collected using an in-depth interview guideline with open-ended questions. The data were analyzed thematically, incorporating the theoretical insights from connectivism and transformative learning theory, utilizing the Technological Pedagogical Content Knowledge (TPACK) framework. Based on the insights derived from English teachers’ pedagogical shift, ICT is perceived as significant in the current educational landscape. English teachers emphasize the importance of technology for both their own professional growth and the enhanced engagement and effectiveness it brings to the learning process. The dissertation highlights the crucial role of the learning environment, the availability of tools, and peer support in motivating educators to embrace technology. The educational journeys of research participants exemplify adaptability, resilience, and dedication to enriching student learning experiences. These educators actively pursued professional development through diverse sources, showcasing a proactive approach to staying current in teaching methodologies. Their experiences illuminate the transformative power of integrating ICT into traditional classrooms, creating more dynamic and impactful English lessons. In conclusion, this dissertation stresses that integrating technology into English language teaching (ELT) is crucial for meeting the needs of today's students. Teachers demonstrated the importance of using ICT tools such as TED Talks, YouTube, and Google Classroom to improve English language skills and increase student engagement. Despite technical challenges and infrastructure gaps, shifting from traditional to ICT-based classrooms has numerous benefits, including improved English language skills, problem-solving skills, motivation, and classroom management. The dissertation also emphasized the importance of ongoing professional development, collaborative efforts, and supportive policies in ensuring successful ICT integration in teaching English, which will lead to more interactive and effective learning environments.