Integration of ICT in English Language Teaching: A Case Study from a Community Campus

Abstract

 Use of ICT in teaching learning phenomena has been common in global educational arena. This research article investigates the use of Information and Communication Technologies (ICT) in English Language Teaching (ELT) at Urlabari Multiple Campus, a community-based Higher Education Institution in Nepal .In this paper, I have examined the latest trend of ICT use in academic institution, the challenges in the use of ICT in the class rooms and the strategies for strengthening ICT use in community campuses. Prior studies have highlighted over the transformative role of ICT in promoting interactive and learner-centered pedagogy (Kumar & Tammelin, 2008; Mishra & Koehler, 2006). However, in Nepalese context, use of ICT in the class rooms for teaching-learning phenomena remains constrained by infrastructural gaps and limited teacher preparedness (Ministry of Education, 2013). Using a qualitative case study design involving English teachers and students, I have found that though ICT promotes access to authentic materials and enhance learner engagement in the class rooms; its integration is hindered by inadequate facilities, lack of training for teachers and socio-economic constraints of the students. The findings contribute to the growing discourse on technology-enhanced learning in low-resource contexts and underscore the need for institutional policy improvement, capacity-building, and infrastructural support to strengthen ICT-enabled ELT in community campuses.