2026· International journal of research and innovation in social science· Vol 10, pp. 4796-4803· 0 citations
TL;DR
The study concludes that teachers’ competence significantly influences the successful integration of ICT in English language teaching and recommends continuous professional development programmes, improved ICT infrastructure, enhanced technical support services, and increased investment in teacher capacity building to promote effective and sustainable ICT integration in secondary school education.
Abstract
The integration of Information and Communication Technology (ICT) has become a critical component of effective teaching and learning in contemporary education systems. This study examined the competence of English language teachers in integrating ICT in secondary school teaching in Kenya with a view to enhancing the achievement of curriculum goals. The study was conducted in Kimilili Sub-county, Bungoma County, Kenya, and adopted a descriptive phenomenological cross-sectional research design within a mixed-methods approach. The target population comprised 272 teachers of English and approximately 6,800 Form Three learners drawn from 34 public secondary schools. Data were collected using questionnaires, focus group discussions, and face-to-face interviews and analysed descriptively according to emerging themes. The findings revealed that teachers acquired ICT competence through pre-service teacher training, in-service courses, workshops, seminars, and peer interactions. Workshops and seminars were reported by 80% of the teachers as the primary avenues for ICT skills acquisition. Despite the availability of ICT resources such as mobile phones, laptops, desktop computers, projectors, and tablets in most schools, only a small proportion of teachers demonstrated adequate competence in integrating ICT into classroom pedagogy. Many teachers reported limited confidence in using ICT and perceived ICT integration as difficult and time-consuming. Inadequate infrastructure, limited technical support, insufficient training opportunities, unreliable internet connectivity, and inadequate institutional support further constrained effective ICT integration. Conversely, learners generally expressed positive attitudes towards ICT-supported learning activities. The study concludes that teachers’ competence significantly influences the successful integration of ICT in English language teaching. It recommends continuous professional development programmes, improved ICT infrastructure, enhanced technical support services, and increased investment in teacher capacity building to promote effective and sustainable ICT integration in secondary school education.
It is concluded that successful ICT integration depends on teachers' ability to continuously learn, adapt, reflect, and make pedagogical decisions appropriate to the learning context.
Robiatul Adawiyah, Durratul Hikmah· RIGGS: Journal of Artificial...· 0 citations
The increasing reliance on non-specialist English teachers in various educational settings has raised concerns regarding instructional quality and classroom effectiveness. Professional development (PD) has been widely recognized as a key mechanism for supporting teachers who teach outside their field of expertise. This study investigates how professional development shapes the teaching strategies of non-specialist English teachers at Sekolah Indonesia Kota Kinabalu (SIKK), an Indonesian overseas school in Malaysia. Employing a descriptive qualitative approach with a narrative inquiry design, data were collected through semi-structured interviews, classroom observations, and document analysis involving non-specialist English teachers. The data were analyzed using thematic analysis to identify patterns in teachers’ instructional practices and the influence of professional learning experiences on classroom implementation. The findings reveal that professional development, primarily through self-directed learning, peer collaboration, and participation in external workshops, contributed to the diversification and adaptation of teaching strategies. Teachers demonstrated the implementation of Project-Based Learning (PBL), differentiated instruction, Task-Based Language Teaching (TBLT), role-play activities, gamification techniques, and Simple Jigsaw strategies to address students’ vocational learning needs. Professional development also encouraged teachers to integrate more student-centered approaches, contextualized learning activities, and interactive classroom practices. These instructional transformations enabled teachers to move beyond traditional textbook-oriented instruction and create more engaging learning environments. The study concludes that sustained and collaborative professional development plays a significant role in enhancing the pedagogical capacity of non-specialist English teachers and supports the effective adaptation of teaching strategies in vocational English classrooms. The findings contribute to the growing body of literature on out-of-field teaching and highlight the importance of providing continuous professional learning opportunities for non-specialist educators.
Shahrunif Binti Edi, Muhammad Hasbi, Riola Haya Nur· International Journal of Lan...· 0 citations
Information and Communication Technology (ICT) is increasingly recognised as a catalyst for improving teaching effectiveness and students' learning outcomes. Despite Tanzania’s investments in digital education through policy reforms, teacher training, and ICT infrastructure, effective classroom integration remains constrained by inadequate infrastructure, limited pedagogical competencies, and unequal access to digital resources. This study assessed the impact of ICT integration on teaching effectiveness, students' learning outcomes, motivation, engagement, and educational equity in selected public primary schools in Bagamoyo District, Tanzania. A mixed-methods approach using a convergent parallel design was adopted. Data were collected from teachers, head teachers, and education officers using questionnaires, interviews, and observation checklists, and analysed using descriptive and inferential statistics alongside thematic analysis. Instrument validity and reliability were established through expert review, pilot testing, and Cronbach’s alpha (α > 0.70). Ethical standards were observed throughout the study. Findings revealed that ICT integration positively influenced teaching effectiveness (75%, β = 0.62, p < 0.01), students’ learning outcomes (70%, r = 0.58, p < 0.01), learner motivation (82%, t = 4.31, p < 0.001), and classroom engagement (78%, χ² = 12.45, p < 0.01). However, only 60% of respondents reported improved educational equity, with regression results indicating a weaker association between ICT use and equity outcomes (β = 0.29, p > 0.05), reflecting persistent disparities in access to digital resources. The study concludes that ICT enhances teaching and learning when supported by adequate infrastructure, teacher competence, and institutional leadership. It recommends sustained investment in ICT infrastructure, continuous teacher professional development, strengthened instructional leadership, and equitable access to digital technologies.
Mzee Maalim, P. Mwila· Action Research Journal Indo...· 0 citations
Content and Language Integrated Learning (CLIL) is a pedagogical approach that aims to increase students’ subject knowledge and English proficiency simultaneously through meaningful classroom interaction. However, despite its increasing popularity in Indonesia, early-career teachers frequently encounter linguistic and pedagogical challenges that affect the quality of CLIL teaching. This study explored the self-reported experiences of 19 early-career teachers in applying CLIL in Indonesian elementary schools. All participants had completed a Medium of Instruction (EMI) elementary teacher education program at a private university in Indonesia, which provides a unique context to study how prior English exposure influences classroom practices. Data were collected using an open-ended questionnaire and were analyzed thematically with a descriptive qualitative approach. The findings suggest that although participants had adequate general English language skills and were confident in daily communication, they still struggled to use subject-specific academic vocabulary and to cope with English-language classroom instructional discourse. The teachers also found it difficult to deal with students with varying levels of English proficiency. Therefore, they used adaptive strategies, such as repetition, reformulation, and first-language (L1) use, to maintain classroom interaction and students' understanding. These findings suggest that successful CLIL implementation depends not only on general English proficiency but also on teachers’ ability to use disciplinary teaching discourse and to flexibly adapt their language to meet students’ needs. The study concludes that pre-service teacher education should go beyond developing general English fluency and provide explicit preparation in CLIL-oriented classroom discourse, subject-specific academic language, and adaptive pedagogical strategies. These findings illuminate the linguistic and pedagogical preparation that is needed by early-career teachers in CLIL classrooms and have implications for the design of teacher education programs in similar EMI and bilingual contexts. Keywords: Content-Language Integrated Learning (CLIL), Early-career Elementary Teachers, Disciplinary Academic Language, English-Medium Instruction, Teacher Preparation
Risa Fitria, Ika Kana Trisnawati, R. Estillomo et al.· Pedagogy Review· 0 citations
This study explores how digital storytelling can be integrated into the teaching of English language skills through computer-assisted language learning (CALL) in a Tanzanian primary school and indicates that digital storytelling provides a powerful pedagogical approach for integrating technology into language instruction.
C. Ojwang· International journal of res...· 0 citations
English language occupies a central position in Nigeria’s educational system as the official
language and the principal medium of instruction in schools. Despite its importance, many
students in rural secondary schools continue to experience poor performance in English
language due to inadequate teaching strategies, shortage of qualified teachers, limited
instructional resources, and insufficient exposure to English outside the classroom. This study
investigates effective strategies for teaching English as a Second Language (ESL) in secondary
schools in Ogori-Magongo Local Government Area of Kogi State, Nigeria. The study adopts a
mixed-methods research design involving questionnaires, classroom observations, interviews,
and achievement tests administered to selected teachers and students in rural secondary schools.
The study is anchored on Communicative Language Teaching Theory, Sociocultural Theory, and
the Input Hypothesis. Findings reveal that learner-centred approaches, communicative activities,
contextualized instruction, and low-cost technology-assisted learning significantly improve
students’ participation and performance in English language. The study further identifies
inadequate teacher training, poor infrastructural facilities, and mother tongue interference as
major obstacles to effective ESL teaching in rural schools. The paper recommends regular
teacher training, curriculum reform, integration of communicative teaching methods, and
government support for instructional resources in rural schools. The study contributes to the
ongoing discourse on improving English language education in underserved communities in
Nigeria.
Afolabi David Dele· International Journal of Eng...· 0 citations
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