The document discusses the use of ICT (Information and Communication Technologies) to enhance English language teaching and learning. It describes how ICT can be used to develop learners' listening, speaking, reading, and writing skills through tools like digital stories, MP3 recordings, podcasts, video recordings, online reading materials, and web-based writing tools. The document also outlines some of the key advantages of using ICT in language learning, such as the ability to control presentation of materials, encourage novelty and creativity, provide feedback, and adapt teaching to meet learners' individual needs.

1. ICT-enabled teaching and learning is often seen as an important vehicle for the
development of English language competencies for teachers and learners.
The use of ICT (Information and Communication Technologies) in English teaching has
been covered by many researchers and articles and the response are very positive and the method
is very commendable. Although the teachers would be in a situation where they have to manage
with complex situations; the inadequate equipment and lack of training while serving double role
as both educator and facilitator, the integration of ICT and English teaching has bring upon a lot
of improvements for the learners. The learners evidently have improved their reading, speaking,
listening and writing skills besides having their vocabulary enhanced (Drigas & Charami, 2014).
Before getting deeper into the main topic, let us first look at the definition and the
concept of the ICT itself. ICT is a distinct set of communicational technological tools that can
produce, spread, keep and organize information (Chouthaiwale & Alkamel, 2018). UNESCO has
a wider definition for ICT:
“Information and Communications Technologies (ICTs) are a diverse set of
technological tools and resources used to communicate, and to create, disseminate, store,
and manage information. Communication and the information are at the very heart of the
educational process, consequently ICT use in education has a long history. ICT has
played an educational role in formal and nonformal settings, in programs provided by
governmental agencies, public and private educational institutions, for profit

2. corporations and non-profit groups, and secular and religious communities”
(UNESCO.org).
Next is the concept of ICT which many often confused with IT (Information
Technology). IT is the use of computers to keep, acquire, send and manipulate data (Daintith,
2009) or information, usually in business context or other enterprise (FOLDOC). IT is
considered to be a subset of ICT. ICT is the term widely used in education that covers all the
technologies to assist people in communicating and manipulating information (Chouthaiwale &
Alkamel, 2018).
Application of the ICT-enabled English teaching and learning can be made by utilizing
the four skills of language learning; listening, speaking, reading and writing. The key
significance in learning English is the listening skill; however the skill is complicated for
teachers to teach. The pronunciation concept, whether for language production or understanding,
is quite a problem to the non-native speaker. Learners can transform from being a passive
listeners to a dynamic learner by motivation from the use of CALL (Computer Assisted
Language Learning) (Nachoua, 2012). Learners can develop their listening skills through many
kinds of multimedia instruments such as digital stories, Mp3 recordings or podcasts (Drigas &
Charami, 2014).
Learners at children stage is most suited to be taught language in through digital stories.
This is because the digital stories combine visual aids, interactivity and repetition which effuse
them through their topics. The stories will help to effortlessly develop their skill through
motivational yet fun activity while building literacy, linguistic structure, sound patterns, prosody
and vocabulary which can ultimately lead them to learning the language. Teachers however have

3. to remember to stick to children’s technological abilities and linguistic level and ensure the safe
environment of the Internet beforehand (Verdugo and Belmonte, 2007). Older learners can
upgrade by using Mp3 recordings to increase their understanding. Learners have full control over
the recordings as they can pause and replay parts in which they find quite hard to comprehend or
understand (Roussel & Tricot, 2012). Similar to Mp3 recording where learners have the control
to play, pause and rewind, Podcast simplify the listening skills and is available to a broader
group and populations even (Rahimi & Katal, 2012).
Next is speaking, which is a significance paramount skill to acquire as English is
regarded as lingua franca nowadays (Drigas & Charami, 2014). Teachers can encourage learners
to develop their speaking skill by producing short film or just video recording of them using
English language in 30 seconds but consistently for example once a week (Drigas & Charami,
2014).
Reading can be made fun for the learners. Teachers can start by introducing online
adventure reading. Besides being less stress, learners can enjoy the learning process by feeling
relaxed. Positive feelings are important so that students can absorb what they read. Online
reading will encourage learners to find others sources that pick their interest thus adding more to
items to their readings outside the curriculum (Drigas & Charami, 2014).
Writing requires correct use of grammar and this has always made the learners feel
perplexed because written language cannot use body language or gestures to explain what
learners cannot write. Teachers can encourage learners by introducing the use of web-based
materials that is easy and free to use. Examples of web-based tools are Blogger, Wordpress,
Tweeter and many others.

4. Padurean and Margan classify the advantages of ICT usage in teaching and learning
foreign language in four categories; capacity to control presentation, novelty and creativity,
feedback and adaptability. In capacity to control presentation, book is described as fixed
presentation while through ICT usage; the materials can be combined in various ways such as
visual with listening, and text with graphics and pictures. Novelty and creativity, textbook made
all the classes to present a certain topic at certain time while through ICT teachers can provide
different materials for each lesson. Feedback from teaching and learning through textbook takes
time and unable to provide advice while through ICT the feedback is fast with error correction
and sometimes even giving the appropriate advice. Adaptability in using textbook is very limited
to none because it is produced in single uniform format and need to be taught irrespectively of
students’ problems while through ICT teachers can adapt teaching materials to suit their
students’ needs and level of language knowledge (Padurean & Margan, 2009).
To conclude, there are various ways that we can teach and learn English through the
integration of ICT. One just have to pick at least one method that he or she finds most suitable
and start from there as after school effort.

5. REFERENCES
Al-Kamel, Mohammed. (2018). The positive Effect of ICT on the English Language
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6. Rahimi, M., & Katal, M. (2012). The role of metacognitive listening strategies awareness
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