Integrating ICTs in English language teaching: Teachers’ perception, strategies and challenges

 

 

 

 

      *Guru Prasad Poudel

Abstract

Information technologies have proven to be beneficial to language learners while learning a second or foreign language. Integrating ICTs in ELT have become both slogan and selection in both developed and developing countries. However, they do not seem to have been properly integrated for language learning in rural schools in Nepal though they have already been used for other purposes and their use is rapidly growing. This article sheds lights on how Nepalese ESL teachers of rural schools have integrated ICTs in their classes and what they view about the strategies and challenges while integrating ICT based tools in teaching English. Analysing the data collected through questionnaire and semi-structured interview, it was found that the secondary English teachers integrate ICTs in ELT by using effective strategies though they have been facing some challenges on it.

Keywords: Information and communication technologies, mobile learning, integrated language learning, rural schools

Introduction

Language teaching has been extensively influenced by the innovations made in the field of science and technology. The 21^st century’s academic study has been guided by the recent innovations. We can observe various changes in the forms and mode of education. The present day language pedagogy is leaning towards the integrated pedagogy with the use of ICTs. It is a form of learning that is supported by the use of highly deliberate tools. ICT integrated instruction is a way of learning in an interactive way with the excessive use of ICT (Davies, 2013, p.14). It typically includes the learning interactively with an online support and use of techno-based tools between the teachers and the learners, and the peers.

In Nepalese academia, English has is taught as a foreign language. It is used for variety of purposes such as for the purpose of international communication, getting international degree in English and as a medium of instruction. The recent approaches to ELT are based on technologies. It is often said that the 21^st century is an era of science and technology (Lightbown &Spada, 2013). In one sense, we can view that the entire world is encroached by technology and we are unable to run even our daily activities in the absence of these means. Teachers can integrate technologies or use e-devices to develop and tailor instructional materials to better meet individual students’ needs. At present, e-devices have impact in all aspects of life; so in the modern world of computer, the internet and other e-forms become integral part in ELT (Gide, 2014, p.29).

The success of teaching rests upon the successive integration of ICTs. However, teachers do not have much more ideas on it. Their perception on the importance of e-learning may encourage them to integrate ICTs in their teaching practices. As one of the developing countries, in Nepal we do not have adequate access to Internet and e-learning. Similarly, we might face certain challenges while making our attempts in integrating ICT and e-devices. In the same way, we must have strategic competences in using ICT and e-devices in our language learning behavior so that we can integrate e-learning in classroom-based instruction. The problem stated in this research is whether the teachers, in our context, are familiar about the notion of integrating ICTs in learning, what is their understanding to the benefits and challenges behind the integration of ICTS in teaching and learning of English and so on.

ICT based English language teaching and learning

English language learning and teaching methodologies undergone many changes over the last four decades: moving from a traditional grammar-translation method to more student centered methods such as Total Physical Response, Communicative Language Teaching (CLT) and Task-Based Learning (TBL) which are more popular among language teachers (Richards &Rodgers, 2001). As the recent innovations, Mobile Assisted Language Learning (MAAL), Computer Assisted Language Learning (CALL), Technology Enhanced Language Learning (TELL) and E-learning have been increasingly used in English language classroom (Holmes & Gardner, 2016).

Technology has created opportunities and challenges to the teachers and learners to a great extent. A recent surge in the use of information and communication technology (ICT) is having an impact on how English and other languages are taught and learned (Warschauer& Ware, 2008; White, 2003). The value of ICTs for language learning is widely accepted, albeit in some cases with caution (Warschauer& Ware, 2008). In the context of developing countries, ICTs are often seen as an empowering tool which provides people with access to opportunities and choices that were hitherto not available, however e-devices for English language teaching and learning are still an emerging field in developing countries (Duff, 2015).

Teachers in the 21^st century must have to integrate technologies to teach languages effectively in the classroom. In technology integrated instruction, teachers and students make use of e-devices. E-devices are those devices which accomplish their purpose electronically.ICT can be seen as empowering tools which provide people with access to opportunities and choices for grammar exercises and activities. Technology is a way in which people use the ideas of science to make their task easier, faster and available (James, 2015, p.36). Nowadays, some modern electronic devices such as computer, television, over head projector, mobile phone, multimedia and web based applications have vital roles in language teaching because they help to teach language more effectively and appropriately. It is claimed that most of the teachers in urban areas have been using various technologies in the classroom (Ulbricht, 2016). We can see the growing tendency of using ICT in language teaching and learning with the help of e-devices. It can be taken as a positive signal towards e-learning. However, there exist many problems in doing so. The problems are related to our attitude in the use, challenges we have to face while going through them in the classes and the strategies to be chosen for their effective uses (Walsh, Shrestha &Hodges, 2011).

Different types of technologies and electronic devices are applied in the field of ELT that help language teachers to make their professional life easy. Karries (2008, p.32), states that the major impact of the recent developments in the teaching of foreign languages can be seen in terms of a learner centered, motivation-based and activity oriented approach to language teaching supported by television, radio, and audio-visual aids. Technology in the classroom is a double-edged sword. Engaging modern students into the so-called ‘digital natives’, for whom smart phones and social media are the way of life is a dire need of the day. So, the educators feel that they must integrate digital teaching strategies. At the same time, many of the modern electronic devices and software are introduced into the classroom to learn language more effectively. In this regard, Dash and Dash (2007, pp.32-33) view, “the electronic media can now bring real English to all our schools, however remote, if we provide them with the channels of distribution, students will learn real English in school with much greater ease and eagerness through radio, television and other electronic devices”.

Today science and ICT have left their impact on every aspect of human life. Most of the significant developments that one can observe today can be attributed to the impact of science and technology. Even in education sector, we witness that technological advancement and innovations have made a visible impact and have changed a scenario. Traditional methods of imparting higher education have become less motivating. Here, technology plays an important role in creating innovation and motivation for the learners (Stockwell, 2016). The word ‘ICT’ includes any communication device such as computer, mobile phones, radio, and television and satellite system. It has to do with the Internet facilities. Now, the role and use of technology as a tool for teaching of the English language is increasing as educators have understood its ability to create both independent and collaborative learning environment in which students can learn English with much ease. The use of ICT in teaching and learning process is the need of an hour and teacher is expected to be innovative and enthusiastic in his/her teaching learning process by integrating ICT. A teacher needs to think of using technology in imparting education.

Literacy in ICT is fundamental to life in our modern technological society. To equip students to be literate life- long learners and global citizens of the 21st century, we must successfully integrate ICT into both the English curriculum and English pedagogical practice. ICT is a valuable tool to enhance teaching and learning (Stockwell, 2016). For teachers, ICT is a professional resource: a mode of classroom delivery, a source of valid and valuable text types. For students, it provides opportunities to communicate more effectively and to develop literacy skills including skills in critical literacy. It is a valuable tool for, researching, composing and responding, viewing and representing in English.

Some commonly used ICT tools associated with searching and managing knowledge include Communication and Collaboration Systems such as group E-mail, teleconference, video conference, chat, IMO, forum, Listserv, groupware calendar, log, shared information spaces workflow management system, group decision support system. Similarly, Documents management systems, Content management systems, internet, Search engine, computer and google manager (Series, 2010, p.2). Similarly, the teacher can integrate mobile phone, email, social networking sites, messenger, mobile apps, online dictionaries, radio, television, cable, tabs, CDs, DVDs and other highly accessible data based sub-systems in language teaching and learning (Pears, 2015).

Hopkins (2010, p.15) has presented some forms of technology based learning strategies. Those strategies include Micro-learning, Personalized Learning ,Synchronous e-learning vs. asynchronous e-learning, Blended learning, Mobile learning, and Open and distance learning.

Technology enhanced learning has several advantages to the teachers’ professional learning and the students’ language learning process. Gide (2014, pp. 37-43) has made an outline of the benefits of technology enhanced learning including: creating no boundary and no restrictions in learning, providing more fun in learning, being cost effective, making learning ease by creating flexibility and the ability to remotely access classroom in the students own time, keeping learners engaged and becoming a self-assessment tool.

Technology integrated learning requires certain strategies to make it effective in learners’ learning and teachers’ professional development. In this regard, White and Ray (2015, pp. 17-18) have presented following strategies:

• The teachers must have the knowledge of the subject.
• Similarly, they should appeal to all learning styles.
• In the same way, they should facilitate the content.
• They have to create platforms for learning.
• The course documents should be available to every student.
• They have to communicate clear goals.
• Teachers can establish social networking.
• They have to list the course pathways.
• They need to make effective usage of available resources.
• They should mention the clear expectations and establish a supportive community.

If the teachers follow the above strategies in their integrated ICT based instruction, of course, there will be positive outcomes in students learning.

Nowadays, we use e-devices as a gateway in learning and teaching language in ELT classrooms. Despite many more advantages of implementing ICT into ELT in the context like ours, we have some challenge too. Shrestha (2011, p.33) has mentioned some pitfalls that can be existed in an ICT integrated classroom. We may have difficulties in infrastructure development. Similarly, ICTs may not be in the access of all the teachers and learners. They are quite costly. We may face problem of transportation and electricity. The teachers can have the problem of providing training to the students. Similarly, there can be the problems in time management and material development. Similarly, some other problems are related to practicality, lack of authentic materials, local English materials and cultural appropriateness. In the same way, there can be the problem of finding out expert teachers to handle their teaching with ICT.

Despite the challenges discussed above, Ur (2015) states that learning language with e-devices at least addresses the issues of content, cognition, communication, and the relationship between culture and language. Besides, the use of ICT in learning language in daily life seems effective to develop intercultural communication skills. Similarly, the students get opportunities to study content through different perspectives, access and subject-specific target language terminology. They can get opportunities to improve overall target language competence and develop oral communication and socialization skills. In the same way, the students will be motivated to learn language with ICT.

The Study

The issue of integrating technological devices and ICT based tools has been a major concern in present day pedagogy. This study tries to answer three main questions a) how do the English language teachers view on the integration of ICTs in actual ELT class? b) how do they view on the strategies that can be adopted for the effective integration of ICTs in teaching English? c) what sorts of challenges have they faced while integrating ICTs in the classroom? So, the study aimed at finding out the perceptions of the English language teachers on the integration of ICTs in classroom and identifying the strategies used and challenges faced in integrating ICTs in English language teaching.

Methodology

To attain the objectives and address the research questions of the study, a survey was done among the 40 secondary level English language teachers of Syangja district. The participants were the English teachers who had been teaching in internet accessed schools of Syangja district. They were selected as the sample of the study since the researcher was interested in gaining information on: how they were taking the integration of ICTs in classroom instruction; what strategies were adopted to better integrate the ICTS and what sorts of challenges did they face while integrating ICT in language teaching and learning. The study area and the population were selected purposively.

I used survey questionnaire and an interview as the tools. The questionnaire was distributed to the research participants to collect quantitative data. Additionally, a semi structured interview sheet was used to get the greater detail on integrating ICTs in ELT (see appendix for the tools). The tools were prepared on the basis of theoretical discussion on technology enhanced learning and integrated ICT based classroom instruction as discussed by the scholars like Holmes & Gardner (2006), Pears (2015), Gide (2014), Ur (2015), and others.

Results and Discussion

The data was collected and analyzed under three main themes: perception of the teachers on integrating ICTs in ELT class; the strategies used while integrating ICTs in ELT class; and the challenges faced while integrating ICTs in ELT class.

Perceptions on Integrating ICTs in ELT Classes

Ten different statements were included in the questionnaire to elicit the respondents’ perceptions on the integration of ICTS in English language teaching. The participants’ responses on the items with statistical evidence have been presented in the table below:

Table-1: Teachers’ Perceptions on Integrating E-learning

S.N.	Statement	Positive		Neutral		Negative
		Freq.	%	Freq.	%	Freq.	%
1	I am familiar with the technological means of teaching language.	26	86.66	–	–	4	13.33
2	In teaching any language items, teachers can integrate the technology in their classes.	21	70	4	13.33	5	16.66
3	I am integrating ICTs in my classroom.	23	76.66	3	10	4	13.33
4	Integrating ICTS has become both selection and slogan in language teaching.	22	73.33	6	20	2	6.33
5	Technology integrated instruction should be supported by the e-devices like computer, email, internet, mobile etc.	30	100	–	–	–	–
6	E-devices make learning easier, faster, accessible and fun.	30	100	–	–	–	–
7	An innovative teacher should integrate ICT in his teaching activities.	24	80	6	20	–	–
8	Integrated learning seems effective in developing language skills and aspects of English.	23	76.66	3	10	4	13.33
9	Integrating ICTs helps teachers to be satisfied in their profession and develop positive attitudes towards the school.	19	63.33	5	16.66	6	20
10	Integrating technologies develop lifelong learning and professional growth	22	73.33	5	16.66	3	10

The table1 shows that 86.66% of the total teachers present their positive attitude on the statement about their acquaintance with the technological means of teaching language. Analyzing the responses to item 2, 70%, teachers responded positively that they can integrate the technology in teaching any language item in their classes. In the same way, 76.66% of the total teachers positively responded to the item that they were integrating ICTs in their classroom. To the item ‘integrating ICTs has become both selection and slogan in language teaching’, 73.33% of total teachers positively responded. Teachers were doubtless and fully agreed to the item ‘ICT integrated instruction should be supported by the e-devices like computer, e-mail, internet, mobile, CD, DVD and other applications’. Similarly, all the respondents agreed that e-devices make learning easier, faster, accessible and fun. In the similar vein, the statement ‘an innovative teacher should integrate ICT in classes’ was positively agreed by 80% of the total respondents. The next item, ICT based learning seems effective in developing language skill and aspect of English was agreed by 76.66% of the total respondents. In the same way, 63.33% of the total respondents had positive perception on integrating ICTs helps teachers to be satisfied in their profession and develop positive attitudes. As regards, to the final statement ‘integrating technologies, ICT and e-devices, develop lifelong learning and professional growth, altogether 73.33% of the total teachers expressed their agreement. The result presented in the given table depicts that majority of teachers have expressed that they are in favor of integrating ICTs in classroom based language teaching. They seem to integrate ICT based e-devices like internet, computer, e-mail, CD, DVD and so on in their classrooms to bring changes in classroom instruction.

Strategies in Integrating ICTS in ELT Classes

The selected respondents were also asked to respond on the statements related to their strategies in integrating ICTs in ELT classes. The results and discussion on it have been presented below:

Table-2: Strategies Used in Integrating ICTs in Classroom Based Instruction

S.N.	Statement	Positive		Neutral		Negative
		Freq.	%	Freq.	%	Freq.	%
1	Teachers must have to know subject matter well while integrating ICTs.	12	40	4	13.33	14	46.66
2	Online courses provided to them should appeal to all learning styles.	22	73.33	2	6.33	6	20
3	Course documents should be available to all the students in integrated instruction.	18	60	7	23.33	5	16.66
4	Teachers should communicate clear goals in ICT based instruction.	27	90	3	10	–	–
5	There should be supportive community for integrated learning.	20	66.66	2	6.33	8	26.66
6	Effective usage of available resources enhances ICT based learning.	17	56.66	7	23.33	6	20
7	Teachers and students should have clear expectations while integrating ICT tools in classroom.	19	63.33	7	23.33	4	13.33

The table 2 shows that 40% of the teachers accepted that the sound competency over the subject matter knowledge while integrating ICTs as the strategy however 46.66% of them did not accept. Similarly, 73.33% accepted that identifying online courses provided to the students should appeal to all learning styles as the strategy. The next item was administered to ask whether course documents should be available to all the students. On the basis of data, it is found that 60% of the total teachers accept it as the strategy. Likewise, 90% of the total teachers positively perceived that teachers should communicate clear goals in ICT integrated instruction as a strategy. The next item ‘whether there should be supportive community for integrated instruction or not’ was asked as a strategy. 66.66% of the total teachers positively perceived it as the strategy. In contrast, 26.66% of them disagreed and 6.33% of them could not decide. The second last item ‘the effective use of available resources for enhancing online learning’ as a strategy was agreed by 56.66% of the total teachers while 23.33% of them could not decide it. The final item was that teachers and students should have clear expectations while integrating ICTs in classroom. 63.33% agreed it as a strategy. From the overall responses of the teachers we can conclude that providing online courses to the students, making course documents available to all the students, establishing supportive community, communicating clear goals, using the available resources effectively and having clear expectations while integrating ICTS are the strategies for the effective integration of ICTS in classroom based instruction.

Challenges

Six different statements were included in the questionnaire to find out the challenges faced while integrating ICTs in ELT. The results and discussion on this concern have been presented below:

Table- 3: Challenges Faced in Integrating ICTs

S.N.	Statement	Positive		Neutral		Negative
		Freq.	%	Freq.	%	Freq.	%
1	Teaching through integrating e-devices is really challenging job to the teachers.	21	70	–	–	9	30
2	It is difficult to integrate e-devices in teaching English because of available access and resources.	25	83.33	3	10	2	6.33
3	Lack of internet facilities in schools is another challenge in integrating ICTs.	26	86.66	4	13.33	–	–
4	Integrating ICTs makes students feel isolated in learning.	14	46.66	10	33.33	6	20
5	It is really expensive and time consuming to use technologies in English language teaching.	20	66.66	1	3.33	9	30
6	In the context of Nepal, teachers do not have sound theoretical and practical knowledge on how to integrate ICTs in ELT.	17	56.66	5	16.66	8	26.66

The table 3 shows that 70% of the total teachers responded positively and 30% of them expressed their disagreement on the statement that teaching through integrating e-devices is really challenging job to the teachers. Similarly, 83.33% accepted that it is difficult to integrate e-devices in teaching English because of available access to resources. In the same manner, 86.66% of the responded viewed that lack of internet facilities in schools is a major challenge in integrating ICTs. However, ICT integrated instruction makes students feel isolated in learning was not a challenge to the majority of the respondents. For 66.66% of the total teachers, cost expensive and time consuming to use technologies in ELT was another challenge. The teachers’ lack of sound theoretical and practical knowledge in integrated ICT based instruction was another challenge to the respondents because 56.66% accepted it as a challenge. So, the overall discussion of the result depicts that the challenges while integrating ICTs in classroom based instruction were lack of proper access to and unavailability of resources, lack of internet facilities, expensive and time consuming in the use and lack of sound theoretical and practical knowledge of using ICT based technological devices.

Interviews

For more detail information on the use of ICTs in teaching English, five experienced teachers of different schools were interviewed. They shared their experiences on the kind of the e-devices that can be used for pedagogical purposes in the class, strategies for effective integration of ICTs and the challenges existed so far while integrating ICTs in ELT. It was a semi-structured interview and their opinions were recorded by using notes. Summarizing the responses given by them, it has been found that computer, mobile, online dictionary, android games, film segments, radio programming, television broadcasting, songs, documentary, messenger, web-chat and social networking sites are the major technological tools that they used in the English classrooms.

As a part of the strategies for effective integration of ICTs in ELT, the teachers responded that one of the strategies is to develop technology-friendly classroom. According to them, the other strategies are related to the easier access to internet and availability of the resources for integrated learning. In the same way, taking ICT monitoring training, investing on technological devices for teaching and managing additional time to instruct through ICTs could have significant impact in teaching. They further viewed that managing power and other essentialities, showing personal and institutional readiness to the use of e-devices and using ICT-based evaluation system in ELT could also bring positive effects in ELT. As a part of the methods used, they reported that they used computer for finding out the relevant content, summary, and practical tips for teaching. Similarly, they extracted and used research-based evidences in the use of e-devices in language teaching. they made the use of online-dictionary to find out the meaning and forms of language expressions. They used social media for sharing and expanding the information. They frequently used to see television, film segments, YouTube videos, online chat, and messenger for developing skills and aspects of language. They shared relevant topics and information through Bluetooth, Share it and viber with the help of mobile. They also used CD, DVD and other recording devices and tapes for listening. They expanded knowledge and established ICT orbit in school in order to set a good method for ICT integrated classroom teaching.

Similarly, they have pointed that the difficulties of using e-devices like computer and internet due to the insufficiency of electricity, problems in access to and availability of researchers, economic problems in the use of e-devices, time consuming aspect, problems of hanging up technical problems and institutional and individual motives for the use of ICTs as the major challenges faced in teaching English through integrating ICTs.

Findings

The findings of the study show that more than 70% teachers are found to be aware of the use of ICTs in ELT and they have positive attitude in the integration of e-devices in classroom teaching and learning. As the evidences, 70% of them viewed that they can integrate the technologies in the classes, 86.66% of them are found to be familiar with technological means, 73.33% positively accepted that they integrate ICTs in their classes and their classes should be supported by the e-devices like computer, e-mail, internet and multimedia, almost all of them perceived that an innovative teacher should integrate ICT in their class and e-learning helps in developing language skills, 73.33% of the teachers viewed that ICTs help them to be satisfied in their profession and it develops lifelong learning.

Regarding the strategies for effective integration of ICTs in classroom based instruction, more than 80 % teachers responded that they know subject matter in advance; they made course documents available to the students; they communicate clear goals in e-learning; they help students to establish supportive community and make effective use of available resources. Similarly, a good majority of them made course documents available to the students.

As per the challenges in the use of e-devices and integrating e-learning in classes, it is found that lack of available resources, access to them, lack of power supply and internet facilities, economic problems and lack of sound theoretical and practical knowledge in e-learning, blended learning, online education and other forms of techno based instructions create problems while integrating e-learning. Majority of the teachers viewed the above problems in common.

Conclusion

In this small-scale research, I explored what affordances ICT based technologies have and how they can be exploited in the real classroom instruction in our academia. I also explored a number of strategies for integrating ICTs for language teaching and learning based upon the experiences of Nepalese English teachers. Of course, integrating ICT based tools and technologies is not easy in real practices as there are many challenges that relate to resources, access, cost efficiency, skills and expertise to operate and manipulate. Despite the challenges exerted, ICTs create opportunities to both English teachers and learners if a conscious effort is made by the institutions and the government of Nepal. We should not forget that the time has come now that the brick houses are required to be turned into click houses and chalk and talk methods should be accompanied by the chating, posting and sharing devices. In a sense, digital literacy has become the cry of day. So, due attention should be given on ICT based integrated instruction in ELT.

References

Dash, N., & Dash, M. (2007).Teaching English as an additional language. Noida, UP: India Pustak Mall.

Davies, J.M. (2013). ICTs and their significant application in teaching foreign languages. COPSSE Documents No.Rs-5 Retrieved on 9th July 2016, from http://www.copsse.educatuon,ufl.edu/docs/Rs-5E.pdf

Duff, P.A. (2015).Integrated instruction in ELT. Cambridge: Cambridge University Press.

Gide, T. (2014). A study on the technology based forms of instruction at the university of Missouri. A doctoral dissertation, the Faculty of the Graduate School, University of Missouri-Columbia. Retrieved on 11th June, 2014, from http://mospace.umsystem.edu/xmlui/bitstream/handel/10335/8898/rese arch.pdf?sequence=3

Holmes, B.,& Gardner, J. (2016). E-learning: concepts and practice. London: Sage.

Hopkins, J. (2010).University of Education, Center for Technology in Education@ 2010.

James, S.W. (2015). The technological devices and language teaching and learning.The Qualitative report, Vol.15, 1164-1190. Retrieved on 9th July 2017 form http://www.nova.edu/ssss/QR15-5/fry.pdf

Karries, G.M. (2008). Information and communication technology in language teaching. New York: Teaches College Press.

Lightbown, P.M.,&Spada, N. (2013). How languages are learned (4^thedn.). Oxford: Oxford University Press.

Pears, D. (2015). Integrating technologies in ELT: A reflection over how teachers are doing. Information technologies and International Development, 3 (2), 3-19.

Richards, J.C., & Rodgers, T. (2001). Approaches and methods in language teaching. Cambridge: Cambridge University Press.

Series, K.N. (2010).Managing innovations in learning and e-learning. A graduate thesis, Middle East Technical University. Retrieved on 9^th August 2016, from http://etd.lib.metu.edu.tr/upload/2609585/index.pdf

Shrestha, P. (2011). The potential of mobile technologies for English language learning in Nepal.Journal ofNELTA.16, 107-112.

Stockwell, G. (2012d). Computer assisted language learning diversity in research and practice. Cambridge: Cambridge University Press.

Ur, P. (2015). A course in English language teaching. Cambridge: Cambridge University Press.

Ulbricht, M. (2016). Voice of youth. Retrieved o3 November, 2011, from http://www.mobileactive.org/case-studies/voices-youth.

Walsh, C.S., Shrestha, P., & Hedges, C. (2011). Leveraging low-cost mobile technologies. Mobile technologies and web 2.Vol. 177, pp.152-166.

Warschauer, M., & Ware, p.D. (2008). Learning, change and power: competing discourses of technology and literacy. In J. Coiro, K. M.,C. Lankshear& D,J, Leu (Eds.), Handbook of research on new literacies (pp.215-240). New York: Lawrence Erlbaum.

White, C. (2003). Language learning in distance education. Cambridge; New York: Cambridge University Press.

White, W. & Ray, B. (2015). What does research say about integrating e-learning and IHE/LEA collaborative program? Journal of issues in teacher education, Vol-10, No.2. Retrieved on 18^thseptember 2014, form http://www.champman.edu/ITE/wood.pdf

(Guru Prasad Poudel teaches at the Department of English Education, Tribhuwan university, Kirtipur. He has been pursuing M. Phil in English language education. Currently, he is an Executive member of NELTA Central Committee. His area of interests include Critical Discourse Analysis, Pragmatic strategies, Teacher Development, Pedagogy and Multilingualism. He has several publications on various issues of ELT. He has wide range of experience on teaching, training, and presenting papers on international conferences.)