Introducing Information Communication Technologies to ESL Undergraduate Courses In Sri Lankan Arts Faculties: A Survey

Abstract

At present, e-learning practices have penetrated the global education scenario at an aggressive rate. In the field of Teaching English as a Second Language (TESL), the transition of traditional classroom setups to blended learning environments has become a common practice in most countries that teach English as a foreign or second language. In such a context, this descriptive study was conducted by administering a survey type questionnaires to a set of Arts undergraduates for the purpose of gathering information regarding the use of Information Communication Technologies (ICTs) for purposes of teaching English as a Second Language (ESL) in the framework of Sri Lankan state university Arts faculty education. The data was gathered using numerical scores and scales so as to generate statistical data for purposes of tabulation. The final results were presented either through percentages or total mean scores. A total of 102 Arts undergraduates responded to the student questionnaire and the primary objective of the study was to consider the feasibility of introducing Computer Assisted language Learning (CALL) practices to enhance the English courses being offered to Sinhala or Tamil medium Arts undergraduates attached to government universities. Data was gathered using the convenience sampling method from four Arts faculties. The main findings of the study reveal that the target population is already convinced about the potential benefits of using ICTs for purposes of learning English as it demonstrated high levels of motivation when considering the possibility of such a synthesis. In fact, the use of CALL seemed a highly welcome and worthwhile move from the perspectives of these ESL learners. The fact that most of them appear to be already familiar with ICTs is an added incentive when considering the feasibility of using ICT for teaching English since the findings indicate that not much training or convincing is required in order to get these undergraduates to learn how to use and engage in technology enhanced learning practices.