RESEARCH PROPOSAL

TOPIC : Investigating Teachers Use of Computers and Technology Teaching Aids in ESL Classroom

Comments :
1. No content Page. Content page must be before the introduction 2. Sequence number not in the order. Example 1.0 , 2.0if you have breakdown then 1.0 , 1.1 ..2.0 , 2.1. Follow the um structure. 3. Lack of references and outdated. Your literature review is very poor. You may need to talk authors perception towards use of ICT in ESL class. Try to compare with a few develop countries like USA, UK. How do the teachers apply the ICT in ESL. What are the implication and share the outcomes of using ICT in ESL class. And relate to our nation schools/ teachers. 4. Please argue why you wanted to use Quantitative not Qualitative. You may also give any sample research based on your topic to produce justification on your research method. Use any quotes and references to support your research method. How are you going to design your questionnaires? 5. Quoted references are not in the reference list.

1.0 Introduction Reformation in education occurs everywhere. After independent in 1957, Malaysia has undergone various reformation and improvement on its education systems. (Professor Dr. Hassan Bin Said, Education in Malaysia; Enhancing accessibility, capability and quality) Education in Malaysia has gone through several stages of development. Among these are the KLSR, KBSR and now the KSSR. Even through the development drastic abridged, but the technology is an aspect to be considered in improving educational attainment at the national level. Other than technology, English is an essential aspect. English is an important second language in Malaysia. English language has been a major motivating factor in teaching and learning in Malaysia especially to gain information about Science and Technology. (Vinodini Murugesan, ESL Magazine, March / April 2003). Government has introduced PPSMI in an effort to uphold English throughout the country but lately the Education System has replaced with MBMMBI program. Both programs are the government's efforts to improve English proficiency.

Teaching and learning in English Language has also experienced changes such as education in Malaysia. The use of teaching aids in the classroom is extremely important for the learners to get more ideas on the subject that they are acquire despite, encourage teachers to integrate technology in teaching English to help students gain in-depth knowledge of the learning content in a more engaging way. According aids mean to any the World Dictionary object, or

(http://dictionary.reference.com)

teaching

device,

machine used by a teacher to clarify a subject. In the past, teaching aids used to teach only the materials such as chalk, mahjong paper, manila cards, and other tools. Those tools are known as non-tech teaching aids. However, development has led to the use of technological teaching aids.

Teaching aid materials technology means the use of computer-aided, laptop, presentation, and other materials in the form of technology. According to Cake Evangelista in Philippine Daily Inquirer had stated that, recently, Dell came out with what it called Connected Classrooms, doing away with blackboards, chalk, charts and other teaching aids traditionally used to mould young minds. And the people around the world agreed that, the old materials have to throw away and teachers must start to use the technology teaching aids. And there were a hard believes that the developing nations must use the information technology to transform themselves towards developed country. (Warschauer, 2003). And as we are now in a knowledge-based world, technology
has become such a helpful aid for teachers in preparing their lessons that it has a very important role in the classroom today and can be used to teach important concepts in almost every subject area (McDaniel, 2000).

Although at present, the use of technology teaching aids is increasing, but the question is whether the teachers are still using them? The teachers who were knowledgeable in the use of computers in technical level and integrated computers in teaching of other subjects. (Norhayati Abd. Mukti, EJISDC (2000) 3, 8, 1-13). For some teachers, the uses of teaching aids need the expertise of high technology. In Malaysia, the teachers began using technology teaching aids since PPSMI introduced. Teachers were provided with laptops, computers, projectors, high technology telescopes and others. Even the students ability and the teachers knowledge also influence the teachers intention to use the computers in class. (Norhayati Abd. Mukti, EJISDC (2000) 3, 8, 1-13).

The use of teaching aids is

essential to

give an insight to

students about

the

lessons learned. The uses of teaching aids are also provided numerous benefits to as well as

enhance understanding. For some tasks, computers can provide distinct advantages over more traditional approaches. The use of a computer for listening exercises often provides not only sound, but also visual input providing students with more contextual clues. Use visual aids to teach technology to avoid students became boring with the education. In addition, students are also able to understand what is learned easily. Besides interested in tech materials used, can also pioneered new technology in line with national development. Students can learn something new through the teachers.

The Government also supports the use of visual aids to teach technology in our country. Through smart program, the government has begun to supply technology equipments to schools. Since 2000, the government's noble efforts have originated from town

schools to urban schools. But the government has sent the required materials although the schools are in urban areas. The government aim is to increase students' understanding in learning a lesson since the Government has introduced PPSMI as an effort to help improve English proficiency among students

2.0 Statement of Problem

Since 1997, the Smart school project is a pathway to develop the usage of Information and Communication Technology (ICT) among the students and teachers. The government spends thousands and millions to develop the usage of computers and ICT in the developing world. But according a recent study show that, the teachers are still scared to use the computers and ICT

gadgets towards producing a great teaching and learning process. The first problem every teacher trainer comes up against is peoples fear, which can be roughly divided into two aspects: one, fear of the new technology itself; two, fear of showing ones ignorance. (Nina M. Koptyug, 2003).

The digital divide a technology gap which has arises in Malaysia is a strong reason why there are some teachers unable to use technology in their lesson. Teachers felt that having basic knowledge of computers is insufficient to teach with computers in the classroom. They felt uncomfortable and under prepared to teach with computers. (Norhayati Abd. Mukti, EJISDC (2000) 3, 8, 1-13). Some of the old teachers are never took any initiative to learn new technology to improve themselves and the teaching and learning activities during their classes. But, in Malaysia, the government had prepared enough gadgets in the schools not only in town schools but also in the rural area schools. So the government had done its job towards enhancing the usage of ICT in English teaching. Look in Malaysia; even the kids who dont know to write alphabets able to turn on or off the computers and play games using the ipads. The students are now advance in the terms of computer and ICT compare to the teachers. So the teachers must be computer literate so that they can present a good teaching in the classes. Malaysian newspaper h ad stated, Teachers are responsible for establishing the classroom environment and preparing the learning opportunities that facilitate students use of technology to learn, communicate and develop knowledge. (The Star, 2010).

Although the government had done a great job; but the teachers are still not using ICT in teaching and learning process in their classes. The government is now worrying about the students; where the students computer and technology literacy is even better than the teachers. The kids in urban school will definitely lost their interest in studies because the teachers are still using chalk and talk method to teach. It is believed that actually some teachers still often lack the knowledge and confidence to utilize the growing technology to its full educational potentials (Adams, 1992). Some teachers are not ready to touch and feel the technology. And some teachers are not ready to integrate themselves with ICT.

The gadgets are enough to bring up the education up in the terms of development, but how about the teachers? In this research, the researcher is going to investigate the teachers use of the computer and ICT gadget to conduct English in ESL classrooms.

3.0 Research Questions

The uses of computers among teachers in the teaching and learning mainly English in ESL classrooms in always a question. However in the sense to conduct a good research there are

several questions to be brought up. These questions will be used to evaluate the current problem in using ICT in teaching and learning. The teachers nowadays are not using much ICT gadgets to prepare and even present their lesson.

1. What are the teachers attitudes towards integrating computer and ICT in English teaching?

2.

What are the problems faced by the teachers in the ESL classroom?

3.

What are the ways to overcome the problems?

4.0 Significance of the study

The main reason to conduct this research is to find out the problems faced by government in the sense of implementation of ICT in English, Science and Mathematics teaching in ESL classrooms. This study will conduct to determine the problems faced by teachers in

conducting English classes using visual aids to teach with technology. The government has spent money in providing high-tech products to all schools. However, there is also a school that used it. The Government continues to give priority to the mastery of English among students.

Through this study the

researchers also want

to

say a

few proactive

steps

to

address

problems faced by these teachers. And all will relinquish measures proposed by the teachers who participated in this study. Through this study, the researchers feel that there are those who will have an understanding of the constraints in using visual aids to teach technology among teachers. And the researcher believes that, this research will be a mile stone to reduce the gap between the teachers and the computer and high technology gadgets. And moreover, the kids will be more information literate in age 2020.

5.0 Objective of the study.

This study will be conduct to investigate the use of visual aids and computer technology in teaching English in ESL classes. English is a second language in our country. The Government has introduced various measures to improve English proficiency among students. There are

several goals to

be

achieved

during the

study ended.

The purpose of this study is to identify problems faced by teachers in various parts of the country, whether urban or went around town to teach English with the help of computers.

The second purpose is to review positive steps toward reducing the gap between computers and teachers to teach English in the ESL classroom. These measures will be forwarded to the parties concerned to take appropriate action.

6.0 Limitation of the research.

In the late February 1991, MSC was announced by Tun Dr.Mahathir in order to achieve Vision 2020. Due to that, the importance is given to IT in several sectors. Especially, in Education field. Teachers were their focus in use of technology in educating their students. The importance is given to English, Science and Mathematics. There are some limitations for this research. As stated, the teachers will select randomly from Selangor with the view that the teacher is a graduate and he or she must worked for past five years.

Mainly, due to the heavy work load in teaching either they truly answer the questions or just make it. The second limitation is it will be hard to get information about the teachers with specific criteria. The concept and conclusion of this study either different form the other state because this research is conducted only in Selangor.

7.0 Methodology

7.1 Sample

The methodology of the study that will be used by the researchers is the questionnaire. Researchers will select 20 teachers as participants in this study. All teachers selected will be made up of teachers from all over Malaysia. 10 teachers will be a high school teacher, while another 10 will consist of primary school teachers.

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All the teachers who selected to participate in this study must have diploma in education. In addition, they should be teaching English in schools for more than five years. Another aspect to be emphasized is that the places of teachers work. Questionnaire will be sent to teachers in rural and urban areas. This is to ensure that researchers get comprehensive information.

The teacher will be selected as stated above and the respondents will be contacted through school and will be given the questionnaire.

7.2 Data Collection

Complete questionnaire will designed to be given to teachers to find out sluggish. Questions will be provided in the questionnaire based on questions that have been selected. Questions will be chosen, given the significance to the stage, positions and the different teachers. Questions that are designed will also cover all aspects of the experience, education, placement, efforts, abilities, advantages and disadvantages in the study area. The questions are as below. .

7.3 Data Analysis The collected data will be analyzed using SPSS version 16. The software will be chosen to do the analysis to get accurate information about the research. Through this software, the data will be analyzed and plot into graphs. Other than that, discriminate analysis will be conduct to get accurate information about the research.

Section

Title of Section

Type of information requested

No. of Items

11

Personal details

Name, age, place of work, teaching experience, number of students taught, ownership of the personal computer at home

Usage of computers frequency of usage, number of time among teachers in using technology teaching aids and teaching English computers in the class in a month, number of courses attended by the teacher in a semester to improve the computer knowledge, level of confidence of using the computer in the class, advantages of using the computer in the class to teach English,

Problems faced by teachers to teach English using computers.

Problems that discourage the teachers to teach English using computers.

Ways to overcome the problems.

Suggestion to overcome the problems in the class.

Total items 8.0 Literature Review

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English and Bahasa Malaysia are the official languages used widely in Malaysia. Despite, both play a vital role in binding together a multicultural nation made up largely of three separate and distinct races-the Malay, the Chinese and the Indians (Vinodini Murugesan, March/April, 2003). English is a global language and in Malaysia it is taught as second language due to its important role in education and development since from that, in schools technology play a vital role among the teachers and students. The Malaysian government has made several nationwide exhortations 12

to the public in order to achieve the high standard of English and its proficiency by providing incentives and encouragement in various forms (Vinodini Murugesan, March/April, 2003). According to Drake (2001) describes technology drawn a line between teachers and students to make them into learners. Perhaps, the researcher believes that technology not only changing the roles of teachers and students but, it also made the teachers to be a facilitator, a decision maker, and a model of a life-long learner, and the students became helper to their peers (Sookhee Kim, 2001). In Further, Sookhee Kim (2001) explains the role of a teacher as a facilitator in ESL (English as a Second Language) classroom started to use communicative language teaching techniques where they practice learning styles with students by engaged in interactive group activities such as mock interviews or role-play. So by this, the researcher believes teachers in the language classrooms encourage the students to participate in active conversation and make them an independent learner. This way will ensure on students ability and their motivation towards learning English.

Education in Malaysia started to transform to a new face. Transforming the educational system will entail changing the culture and practices of Malaysias primary and secondary schools, moving away from memory-based learning designed for an average student to an education that stimulates thinking, creativity, and caring in all students, cater to individual abilities and learning styles, and are based on more equitable access. (The Malaysian Smart School, A conceptual Blueprint, (1997). The idea of using computers in teaching and learning process mainly for English, Mathematics and Science was such a fantastic idea. The government wants the kids to prepare for the Information Age. The smart school initiative has been identified as one of the flagship in the MSC planning to provide skilled knowledge workers in ICT industries and

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companies (M. I. Hamzah, A. Ismail, and M. A. Embi, World academy of Science, Engineering and Technology, 49 2009). The Malaysian Smart School is a learning institution that has been systemically reinvented in terms of teaching-learning practices and school management in order to prepare children for the Information Age. The continuous development of ICT integration in education in our country is relevant to the development of ICT around the world.

Victoria (2002) in her research stated that internet and technology aids for sure will bring the kids up in their education and well prepare them towards globalization and global challenges in the coming years. In recent years, there has been a groundswell of interest in how computers and the Internet can best be harnessed to improve the efficiency and effectiveness of education at all levels and in both formal and non-formal settings (Victoria L. Tinio, 2002). And for sure, the digital devices especially the technology aids had raise the interest among the kids to study. Besides that, Ridenhour (2001) mentioned besides using old technology aids in ESL classrooms teachers can venture into new technologies such as Internet, TV, DVD and CD as their additional technologies as their innovative teaching aids which make the teachers to expand their resources and support their teaching. This makes the students to learn innovatively and draws the interest of students in learning English. As the researcher believes, students are given the freedom to learn English in their own creativity; besides teachers play a role as a facilitator and always a decision maker and how to teach students in order to motivate them and enhance their problemsolving and critical thinking skills (Sookhee Kim, 2001).

But, the uses of computer among the teachers still less. Some teachers are really scared to use and even integrate the system into education. According to Laborda, J.G., & Royo, T.M. (2007)

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they describe Researcher had found from her research that, a great number of teachers in Russia have never used a computer in their lives, and they are terribly shy when they are confronted with new technology, and the confusing new terminology used. Even the students ability and the teachers knowledge also influence the teachers intention to use the computers in class. (Norhayati Abd. Mukti, EJISDC (2000) 3, 8, 1-13). Joseph Samuel and Zaitun Abu Bakar in their research titled Utilization and Integration of ICT Tools, had found that the teachers, once back to school from ICT courses, they will change back to the traditional way of teaching. Laborda and Royo (2007) have mentioned, computers and technology become fears and insecure for English language teachers where there are many teaching materials and teaching aids already available for teaching. Despite, in many countries the government has taken step in modernizing their equipment into better technology integration in language learning (Tsou, Wang & Tzeng, 2006). Moreover, teachers dont show their appropriate interest and their role in teaching English use Technological teaching aids in classrooms. In addition, most teachers claim they dont have sufficient time for out-of-school training which synchronized with their own teaching schemata in classrooms (Laborda & Royo, 2007).

As the researcher believes, teachers always need to polish their knowledge and skills with new information about teaching techniques with new technological teaching aids which available in market now. According to Sookhee (2001) .teacher always needs to update himself/herself with new information about teaching techniques, research findings on teaching and learning and changes in educational policies, attending and participating in workshops or conferences and reading periodical journals or articles. This is in relation to, a drastic changes everyday which

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teachers always advised to keep themselves update and cater some real-life situations, and engage in lifelong learning and model this process for their students (Jacobs & Farrell, 2001).

According to BECTA (1999) the learning potential of ICT is not being realized, because many teachers are not familiar with ICT and do not use it in their teaching. If the teachers themselves are not using the ICT, how we can expect that kids will be able to compete in this ICT world. Research by Story and Sullivan (1986) found that the kids who are using ICT in teaching and learning process will be able to complete their tasks better than the kids who are not using it. And the researcher also found that, the inner motivation of the students who are using ICT will be better than the kids who are not. So, the uses of computer in English classes are necessary. The teachers should upgrade themselves to better usage of ICT and technology aids towards teaching English in ESL classrooms. Teaching English in classrooms are not only important, whereby teachers need to realize on their past and present teaching styles and methods which they need to make an adaption of the growth of new technology (Nurul Atikah A, Mohamad Jafre, Wong Su Luan, Omar Majid & Hanafi Atan, April 2006).

Teaching English will be better using the technology gadgets and computers. A teacher in a research had stated that, there are various authentic resources and materials form English language websites and software programs. She did mention that the students are showed their interest, realistic and creative enough to draw students attention and interest. (International
Journal of Pedagogies and Learning, 5(2). November 2009). It means the usage of computers and ICT or technology gadgets in education will enable the students to learn English in different way and easily.

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REFERENCES Melor Md Yunus, Malaysian ESL teachers use of ICT in their classrooms: expectations and realities. (2007, volume 19-Issue 01). Graduate School of Education, University of Bristol.

Assoc Prof Fong Soon Fook. (2010, May 30). Beyond Computer Literacy. The Star.

Victoria L. Tinio. (2002). ICT in Education.

Neil Kisby. (2000). The Role of ICT in EFL Classrooms.

Nina M. Koptyug. (2003). ICT in the Classroom: Solving EFL Teacher Problems. Methods of Teaching. 47 (1). Retrieved from http://eng.1september.ru/2003/47/1.htm EPPI English Review Group. (January 2004). Sookhee Kim , (Sept 19, 2001). Integrating Technology into Instruction. Johns Hopkins University. 893.506.61 Vinodini Murugesan, (March/April, 2003). Malaysia Promotes Excellence in English. ESL Magazine. (P.26-28) Loborda, J.G., & T.M. (2007). Book review: How to teach English with Technology (Gavin Dudeney & Nicky Hockly). Educational Technology &Society, 10 (3), 320-324.

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MELOR MD YUNUS, Malaysian ESL teachers use of ICT in their classrooms: expectations and realities. (2007, volume 19-Issue 01). Graduate School of Education, University of Bristol.

Assoc Prof Fong Soon Fook. (2010, May 30) Beyond Computer Literacy. The Star.

Victoria L. Tinio. (2002). ICT in Education. Retrieved from www.saigontre.com/FDFiles/ICT_in_Education.PDF.

Neil Kisby. (2000). The Role of ICT in EFL Classrooms. Retrieved from www.google.com.my.

Nina M. Koptyug. (2003).ICT in the Classroom: Solving EFL Teacher Problems. Methods of Teaching. 47(1). Retrieved from http://eng.1september.ru/2003/47/1.htm EPPI English Review Group. (January 2004).

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