An Investigation on the Utilization of Technology to Teach English Language Speaking Skills: Ambo University, Second year English Language and Literature students in focus

Abstract

Integrating technology into EFL education can provide many benefits that can enhance the quality of language learning experiences and help students achieve their language learning goals more effectively. Thus, the main objective of this study was to investigate the utilization of technology to teach English language speaking skills. The study mainly focused on EFL teachers practice on the types of technologies utilized by them, EFL teachers perception towards integrating and utilizing technologies in language classroom, the challenges both teachers and students encountering while utilizing and attempting to utilize technologies in English language speaking skills classes, and identifying the status and availability of technologies in the study context while the utilization of technologies for teaching English speaking skills. 20 second year English language and literature students at Ambo University who were selected using comprehensive sampling techniques were exposed to fill questionnaire, and 10 EFL teachers were selected using purposive sampling techniques focusing on those who have TEFL specialization, and experience of teaching spoken English courses were involved in filling questionnaire, interview and classroom observations. The researcher used both quantitative (for the students' questionnaire and classroom observations) and qualitative (for teachers' interview) methods in collecting data. To achieve this, the researcher employed descriptive case study research design. The collected data were analyzed using both quantitative and qualitative methods of data analysis. In analyzing the results of the questionnaires and classroom observations quantitative method were used whereas for the teachers' interview qualitative method of data analysis were used. In an attempt to examining teachers' practice of utilizing technologies to teach English speaking skills the results from the questionnaires, classroom observations, and interviews revealed that teachers very rarely use few technologies like projector, Power point presentation and downloaded podcast. They did not utilize technologies rather they use traditional method of teaching language skills. Regarding the perception of EFL teachers on integrating technologies into language education, the data from questionnaire, interview revealed that EFL teachers have a positive perception about the role of technologies sin language classroom, but dues to students’ interest, digital literacy problem and inadequacy of technologies they are not motivated to use any technology in their actual classroom practice. Regarding the challenges teachers and students face while attempting to use technologies a data from all data gathering instruments revealed that teachers have lack of interest to use technologies, students have also lack of interest and confidence of utilizing technology due to absence of technologies in the university, and time constraints were also some challenges. The finding mainly identified that teachers in this study context do not use technology in language classes, and they prefer traditional method of teaching language skills. EFL teachers have a positive attitude towards utilizing technology, but due to insufficiency of technologies, and student related problem they are not in a position to practice technologies to teach speaking skill and other language skill. Therefore, based on the finding it is very essential to recommend that the university should avail necessary technologies for teachers and students to use it in language education, EFL teachers should shift their teaching method from traditional oriented to technology oriented teaching method, and additional training should be provided for students to increase their confidence and digital literacy