Jul 2026· RIGGS: Journal of Artificial Intelligence and Digital Business· 0 citations
TL;DR
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.
Abstract
This study aims to explore the lived experiences of an English as a Foreign Language (EFL) teacher in integrating Information and Communication Technology (ICT) into English language teaching for primary school pupils in a remote area. This study employs a qualitative approach using a narrative inquiry design. The participant was an EFL teacher using the pseudonym, “Reyhan”. Data were collected through semi-structured interviews, classroom observations, and documentation, and analysed based on the dimensions of temporality, sociality, and place. The findings indicate that ICT integration is a dynamic and contextual process that develops through teaching experience, reflection, self-directed learning, professional collaboration, and adaptation to the learning context. Reyhan utilised various digital platforms and media aligned with learning objectives and pupils' characteristics to create more interactive, meaningful, and pupil-centred learning. The challenges included limited digital skills, unreliable internet access, limited technological facilities, and diverse pupils' characteristics. To address these challenges, Reyhan adopted adaptive strategies through self-directed learning, technological exploration, trial and error, collaboration with colleagues, peer tutoring, and alternative learning methods during technical difficulties. This study concludes that successful ICT integration depends on teachers' ability to continuously learn, adapt, reflect, and make pedagogical decisions appropriate to the learning context.
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
Technological innovations have transformed today’s pedagogical practices worldwide. However, there is limited scholarly explication about the practice of Information and Communication Technology (ICT) in Nepalese secondary school English classes. The present study explored how information communication technology is currently being practiced in class 9 and 10 English classes and to what extent its pedagogical potential is harnessed by the teachers and students in the community schools of Nepal. Informed by the phenomenological research design, three English teachers and six students were interviewed using semi-structured interview guides and observed in their respective classrooms. The study generated findings that revealed that computer-assisted and mobile-assisted instruction promote interactive learning, skill development, and learner-centered pedagogy in teaching English. Similarly, both students and teachers benefited from integrating mobile-based technology in the pedagogical practices. Students used different mobile apps such as dictionary, English videos, and YouTube to gain knowledge about the target language because of the lack of access to computer labs, whereas teachers used power-point presentation in a smart board to motivate their students to learn English. Despite the several benefits of adopting computer-assisted and mobile-assisted language learning (CALL and MALL), the participants faced various challenges, including the absence of required infrastructures in the community schools and differences in language learning skills among students. Furthermore, the participants revealed that most of the teachers lacked the skills and opportunities to upgrade their existing knowledge of ICT. The findings highlight the pedagogical significance of CALL and MALL and the need for upgrading the knowledge of secondary school English teachers. This study provides empirical evidence and vital information for policy makers, education stakeholders, and classroom English teachers who intend to promote and facilitate language learning through the use of computers and mobile applications in Nepal.
Pitamber Gautam· English Language Teaching Pe...· 0 citations
Information and Communication Technology (ICT) possesses the potential to transform education by enhancing engagement, promoting personalized learning, and supporting inclusive classrooms. However, teachers' ability to effectively integrate these tools is critical, particularly for students with diverse learning needs, including those with disabilities and learning difficulties. Despite policy efforts in Nepal, there remains a limited understanding of how teachers' digital competence affects inclusive education in practice. This study aims to explore teachers' digital competence in using ICT tools to support inclusive education by examining their skills, perceptions, and challenges in meeting the needs of all learners. Employing a qualitative phenomenological design, the research focused on Bhaktapur district of Nepal and involved six teachers by using a purposive sampling method based on their respective subject areas to allow for a nuanced, discipline-specific analysis. Data were collected through semi-structured interviews and a comprehensive review of key documents. The information was analyzed thematically, utilizing the P1-P6 coding system to identify patterns regarding ICT usage, barriers, and professional development needs across different subject categories. Findings reveal that while teachers maintain positive attitudes toward ICT and recognize its potential for differentiated instruction, practical competence varies significantly. Major barriers identified include a lack of specialized training, limited access to ICT resources, technical issues, and insufficient institutional support. Ultimately, the study highlights a significant gap between policy expectations and classroom realities, concluding that strengthening contextspecific teacher training, improving infrastructure, and ensuring effective policy implementation are essential for advancing inclusive education through ICT in Nepal.
The findings showed that the teachers used Canva, YouTube, Quizizz, Google Forms, and Microsoft PowerPoint to support communication, collaboration, creativity, engagement, and differentiated instruction, however, ICT implementation remained limited.
Maya Marsevani, Johnathan Evans, Melisa Ayu Rumianti et al.· JOURNEY (Journal of English...· 0 citations
Teachers’ professional development is one of the major factors in enhancing the quality of second or foreign language (English) teaching. In the context of Nepal, Teachers Professional Development training is provided by the government; however, it’s effectiveness from the teachers’ perspective and experiences is not well explored. So, this study aims to explore English language teachers’ perceptions and experiences with using training skills and techniques in the everyday classroom. I employed narrative inquiry as a research method. Four English teachers from Kathmandu Metropolitan City were interviewed to explore their lived experiences and perceptions. The findings showed that teachers perceived training skills as a source that helps them understand the shift from traditional to modern teaching and become familiar with information Communication Technology and modern tools and techniques. Similarly, when training was transformed into a classroom setting, teachers felt more motivated and confident. The study also highlighted that practical application of training skills in the classroom can create a more effective learning environment and enhance the quality of education. The study recommends continuing the training program and conducting strong monitoring and evaluation after its completion. Effectiveness of training, experiences of teachers, perceptions, TPD training
Students' motivation remains a central issue in English as a foreign language learning because it influences their willingness to participate, persist, communicate, and develop autonomous learning habits. In many classroom contexts, students still perceive English as difficult, distant from daily communication, and strongly associated with examination pressure. Digital-based instruction offers opportunities to increase motivation by providing multimodal input, interactive tasks, immediate feedback, flexible access, and more authentic exposure to English. However, the motivational role of digital instruction depends on how students experience the learning process, not merely on the presence of technology. This study aims to explore students' motivation in learning English through digital-based instruction in Indonesian EFL school contexts. A qualitative case study design was employed. Data were collected through semi-structured interviews, focus group discussions, classroom observations, students' reflective journals, and learning document analysis. The participants consisted of 36 junior secondary students and two English teachers. The data were analyzed thematically. The findings revealed four major themes: digital-based instruction increased situational interest, supported learner autonomy, strengthened confidence through feedback and peer interaction, and created motivational tensions related to distraction, access, fatigue, and English anxiety. The study concludes that digital-based instruction can enhance students' motivation when digital tools are pedagogically structured, emotionally supportive, interactive, and aligned with students' language needs. Technology should therefore be treated as a motivational mediator rather than as an automatic solution for English learning.
Cempa Huzaimah, Inayatul Muntaqiyah· Sensei International Journal...· 0 citations
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