Perceptions About English as Second Language Teachers’ Technology Based English Language Teaching in Pakistan: Attitudes, Uses of Technology and Challenges

Teachers’ Perceptions of Technology Integration in Teaching-Learning Practices: A Systematic Review

“…Furthermore, the findings by Aslam et al (2021) revealed that ICT integration enhances the quality of the teaching-learning process and found a significant correlation between teachers’ technological pedagogical and content knowledge (TPACK) and their technological competencies. In addition, Abbasi et al (2021) identified positive attitudes of teachers toward applying technology in their instructional practices and identified a significant association between technology use with their technological competencies.…”

“…Its effective integration help in meeting the learners’ educational needs by providing creative solutions to different types of learning inquiries ( Rafi et al, 2019 ). Several studies also showed a significant relationship between technology usage in educational practices and students’ academic achievement ( Asif et al, 2020 ; Abbasi et al, 2021 ). Furthermore, to enhance students’ creative thinking and academic performance, Ali et al (2018) advocated that cloud computing facilitates students’ learning efficiently with better adaptability in a cost-effective way.…”

“…However, the government of Pakistan recognizes the importance of ICT in education and introduced several policies to integrate technology into education. Nevertheless, the implementation of those policies has not been seen yet, due to several barriers, which include inadequate teachers’ training and infrastructure, technological incompetence, and accessibility of resources ( Dar et al, 2018 ), poor communication between teacher and student ( Shah et al, 2020 ), inadequate digital competences of students ( Rafi et al, 2019 ), inadequate learning materials ( Abbasi et al, 2021 ), no harmonious instructional design ( Ajmal et al, 2019 ). As a consequence of these barriers, Pakistan is still lagging behind other countries that have adopted technology efficiently in their education system.…”

“…In addition, teachers’ attitudes are considered a crucial determinant that reflects their behaviors in applying technologies in their pedagogical practices by responding positively or negatively based on their experiences ( Abbasi et al, 2021 ). Concerning ICT application in pedagogical practices, teachers’ attitudes and their professional knowledge were described and examined in multiple studies.…”

“…Correspondingly, Pakistan has also recognized the importance of ICT in education, and the national educational policies have proved that the government has special concerns about integrating ICT into the teaching-learning practices to meet the global needs ( Pakistan Ministry of Education, 2018 ). However, there are many factors in developing countries, including Pakistan, such as; lack of ICT infrastructure ( Akram et al, 2021a ), electricity and internet ( Akram et al, 2021b ), technological knowledge and expertise ( Asad et al, 2020 ), and lack of teacher training in educational institutions ( Abbasi et al, 2021 ), that badly affects the successful usage of ICT in classrooms. Apart from above mentioned technology-related factors, teachers’ personal perceptions and beliefs play an essential role in effective technology integration.…”