ESL Teachers’ Perspectives on Internet-Assisted Language Teaching

by Open Science Repository Language and Linguistics
(January, 2013)

Abstract: The perceptions and perspectives of English as a second language (ESL) of teachers on internet-assisted language teaching in Nigeria are examined in this study. A total of 125 ESL teachers in Nigeria, particularly from secondary schools in Enugu State, were chosen as respondents. Questionnaire was used as an instrument for eliciting the respondents’ opinions on the subject matter. The respondents were inquired to air their views on the extent to which internet-assisted language teaching has been explored in Nigeria, students’ attitudes toward internet-assisted language learning, the success of internet-assisted language teaching in Nigeria, and the challenges faced by ESL teachers in Nigeria on internet-assisted language teaching. A quantitative method of data analysis was used to examine the information gathered from the respondents. The result of the analysis shows that internet-assisted language teaching, though not fully in practice in Nigerian secondary schools yet, is a good approach to teaching and learning ESL. Irrespective of its wider preference over the traditional method of teaching ESL, internet-assisted language teaching can make teachers and students lazy because they would hardly create imaginative ideas independently. It is also discovered that there are shortages of computer centers in Nigerian secondary schools; and a large number of teachers and students are still computer illiterates. For internet-assisted language teaching to gain a wider support and patronage in Nigeria secondary schools, computer centers with internet facilities should be established in all schools and colleges in the country.

Keywords: ESL teaching, internet-assisted language teaching, information communication technology, perception, perspective, Enugu state, Nigeria.

Full text

doi: 10.7392/Research.70081920

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