ICT-based English Language Instruction in Rural and Urban Secondary Schools: Access, Utilization, Awareness and Challenges

Abstract

The main objective of this study was to investigate the practice of EFL teachers in using ICT in English language instruction in rural and urban secondary schools in Sidama Regional State, Ethiopia. A descriptive survey design was employed in the course of the study. The data were gathered from 70 EFL teachers and 8 English language department heads that were selected randomly from 13 secondary schools. Among the secondary schools, 5 of them were located in rural and 8 were in urban settings. The instruments employed were questionnaire, semi-structured interview and observation.  The data were analysed using both quantitative and qualitative techniques. The quantitative data were analysed using the outputs (mean score and p-value) from independent sample t-test. The qualitative data were analysed through categorizing the data thematically. The findings of the study revealed that scarcity of ICT tools was a serious challenge in both urban and rural secondary schools. However, the problem was more severe in rural secondary schools where there have been only few/no computers and computer labs at all. In addition, teachers in both urban and rural secondary schools have positive awareness/perception about the role of ICT in EFL classroom. Nevertheless, EFL teachers in urban secondary schools have significantly better practice in frequency of utilization of ICT than their rural counter parts. The challenges on ICT use were grouped as school-based and teacher-based factors. Among school based challenges, the most common were shortage of computers and accessories, absence/ frequent cuts of electricity, absence of computer laboratories, limited finance/resource, limited/no access to internet and absence of ICT policy are the major ones which are common to schools in both settings. Similarly, EFL teachers’ limited technical knowledge, failure to include ICT during lesson planning and lack of interest due to overloaded paper works at schools are common teacher-related challenges in the urban and rural secondary schools.