THE IMPACT OF ICT ON STUDENTS LANGUAGE SKILL IMPROVEMENT

THE IMPACT OF ICT ON STUDENTS LANGUAGE
SKILL IMPROVEMENT: WITH SPECIAL REFERENCE
TO HINGURAKGODA DIVISION, SRI LANKA
By
MDSD Jayarathna
MGT/2011/2012/394
MGT/2965
Unit of Business Information Technology
Department of Business Management
Faculty of Management Studies
Rajarata University of Sri Lanka
Mihinthale
2016

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THE IMPACT OF ICT ON STUDENTS LANGUAGE SKILL
IMPROVEMENT: WITH SPECIAL REFERENCE TO
HINGURAKGODA DIVISION,
SRI LANKA
By
MDSD Jayarathna
MGT/2011/2012/394
MGT/2965
A Research Report Submitted to the Department of Business Management of the
Faculty of Management Studies, Rajarata University of Sri Lanka in partial
fulfillment of the requirement for the B.Sc. (Business Information Technology)
Special Degree
Unit of Business Information Technology
Faculty of Management Studies
Mihinthale
2016

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CERTIFICATION
I hereby recommend that research report titled “The impact of ICT on students
language skill improvement: with special reference to Hingurakgoda division, Sri
Lanka” prepared by MDSD Jayarathna under my supervision be accepted in partial
fulfillment of the requirement for the Bachelors of Science (Business Information
Technology) Special degree.
…………………………………..
H.K.G.M.N. Karunarathne
Research Supervisor
Lecturer,
Faculty of management Studies
Date……………….
………………………………..
Head
Dr.P.M.B Jayathilake
Faculty of management Studies
Mihinthale

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ABSTRACT
The impact of globalization, the spread of language and technological development
have transformed our learning and language skill improvement. Recent years have
shown an explosion of interest in using technology for language teaching and
learning. A decade ago, the use of technology in the language classroom was of
concern only to a small number of specialists. However, with the advent of
information communication technology, the role of computers in language instruction
has now become an important issue confronting large numbers of language teachers
throughout the world. In early days Sri Lankans, did not use ICT based devices for
language skill improvement. However, since more recent times, a gradual movement
towards the use of ICT based devices for language development can be observed.
There are more factors effecting for language skill development. Those are
demographic factors, availability of ICT, family background, usage of ICT,
Knowledge of ICT, living environment and legal system of the country. This research
can be considered as an applied research under social behavior and it is important to
find what factors influence on usage of ICT for student language skill improvement.
According to the reliability analysis all the values of Cronbach’s Alpha were above
0.7 and according to, descriptive analyses of the study all the variable have been
recorded with values above 3.4. Therefore, it indicates a relatively high mean value of
the variables. Hypothesis for the research considers the positive relationship between
Availability of ICT adoptions of students’ language skill improvement. Another two
sub-hypothesis considers the positive relationship between all the variables namely
Usage of ICT & Knowledge of ICT significant with adoption of language skill
development with the support of ICT. The finding of this study can be applied to
enhance the ICT on student skill improvement.

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ACKNOWLEDGEMENT
I owe my deep gratitude to the Rajarata University, Department of Business
Management and Unit of Business Information Technology for offering me this
valuable opportunity and thanks to all the staff for guiding me to here.
I have gathered new and invaluable knowledge carrying out this study. I would like to
express my greeting to many persons who helped me to make this study success.
Their encouragements were helped me to do this study. So, I would like to offer my
grateful thanks to all those people.
First, I would like to express my thanks towards my research supervisor
MrH.K.G.M.N. Karunarathne because he gave his guidance, encouragements, advices
and spent his valuable time for preparation of this study and were very helpful me to
reach this success.
And also, I would like to express my grateful thanks to Dr. PMB Jayathilaka, Senior
Lecturer, Department of Business Management in Faculty of Management Studies.
He gave his guidance for foundation research methodology of this study.
My next sincere gratitude goes to the all Schools ICT teachers and students in
Hingurakgoda division for spend their valuable time to fill up the questionnaire and
giving very important information to me.
Finally but not least I offer my gratitude to all my friends who helped, for their
encouragement and assistance given to me at all time.

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Contents
CERTIFICATION ....................................................................................................... ii
ABSTRACT..................................................................................................................iii
ACKNOWLEDGEMENT.......................................................................................... iv
LIST OF ACRONYMS ...............................................................................................x
CHAPTER ONE ............................................................................................................1
INTRODUCTION .........................................................................................................1
1.1 Introduction.....................................................................................................1
1.2 Background of the Study.................................................................................1
1.2.1 Information and Communication Technology (ICT)...............................1
1.2.2 Language Skill Improvement...................................................................2
1.2.3 Usability of ICT for Education Purposes.................................................2
1.3 Statement of the Problem/Research Problem..................................................4
1.3.1 Problem Statement ...................................................................................4
1.3.2 Research Problem ....................................................................................5
1.4 Research Question...........................................................................................5
1.5 Research Objectives ........................................................................................5
1.6 Hypothesis.......................................................................................................5
1.7 Significance of the Study ................................................................................5
1.8 Methodology ...................................................................................................6
1.8.1 Research Variables...................................................................................6
1.8.2 Population and Sampling .........................................................................6
1.8.3 Data Collection ........................................................................................6
1.8.4 Data Analysis ...........................................................................................7
1.9 Limitations of the Study..................................................................................7
1.10 Outline of the Research...................................................................................7
CHAPTER TWO ...........................................................................................................9
LITRATURE REVIEW.................................................................................................9
2.1 Introduction.....................................................................................................9
2.2 Language Skill Improvement..........................................................................9
2.2.1 Reading ..................................................................................................12
2.2.2 Writing ...................................................................................................13
2.3 Information Communication and Technology ..............................................15

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2.4 Chapter Summary..........................................................................................22
CHAPTER THREE .....................................................................................................22
METHODOLOGY.......................................................................................................22
3.1 Introduction...................................................................................................22
3.2 Identification of Research Variables.............................................................23
3.3 Conceptualization..........................................................................................23
3.3.1 Independent Variables............................................................................23
3.3.2 Dependent Variable................................................................................25
3.3.3 Development of Research Hypothesis ...................................................26
3.4 Operationalization of Variables ....................................................................26
3.5 Model of the Studies .....................................................................................28
3.6 Research Design............................................................................................28
3.6.1 Population and Sampling .......................................................................28
3.6.2 Data Collection ......................................................................................28
3.6.3 Pilot Study..............................................................................................29
3.6.4 Data Processing, Scaling & Presentation...............................................29
3.7 Chapter Summary..........................................................................................29
CHAPTER FOUR........................................................................................................30
DATA ANALYSIS, RESULTS AND DISCUSSIONS..............................................30
4.1 Introduction...................................................................................................30
4.2 Demographic Profile of Respondents ...........................................................31
4.3 Sample Profile ...............................................................................................31
4.4 Reliability......................................................................................................32
4.5 Descriptive Statistics of the Study ................................................................33
4.6 Relationship among Research Variables.......................................................33
4.7 Impact of ICT Adoption on Language Skill Improvement...........................34
4.8 Chapter Summary..........................................................................................36
CHAPTER FIVE .........................................................................................................37
CONCLUTION AND RECOMMENDATION ..........................................................37
5.1 Introduction...................................................................................................37
5.2 Findings, Discussion & Conclusion..............................................................37
5.3 Recommendation...........................................................................................38
5.4 Limitations ....................................................................................................39

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5.5 Further Researches ........................................................................................39
References....................................................................................................................40
Appendix......................................................................................................................43

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LIST OF FIGURES
Figure 3-1 Conceptual Framework ..............................................................................23

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LIST OF TABLES
Table 3-1 Operationalization of variables....................................................................26
Table 4-1 Response rate of the students.......................................................................31
Table 4-2 Gender with ICT for language development Cross tabulation....................31
Table 4-3 Grades with ICT for language skill improvement Cross tabulation............32
Table 4-4 Reliability Analysis of the Research ...........................................................32
Table 4-5 Descriptive Statistics ...................................................................................33
Table 4-6 Relationship among research variables .......................................................33
Table 4-7 Model Summary Of the study .....................................................................35
Table 4-8 ANOVA Test of the Research.....................................................................35
Table 4-9 Regression Analysis of the Study................................................................35

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LIST OF ACRONYMS
ICT - Information Communication Technology
CALL - Computer Assisted Language Learning
EL - English Language
TV – Television
DVD - Digital Versatile Disc
WWW – World Wide Web
SPSS – Statistical Package for Social Science

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CHAPTER ONE
INTRODUCTION
1.1 Introduction
This chapter discusses the research background, research problem and research
questions, research objectives, Hypothesis, significance of the study, research
methodology, limitation and chapter organization of this study.
1.2 Background of the Study
The impact of Information Communication Technology (ICT) on Student’s Language
skill improvement has been increased rapidly from many more years to nowadays.
Internet and World Wide Web is the most affected party for the Impact of technology
on language skills improvement. Nowadays ICT has been used in almost all fields of
life, including in education. In education, ICT has become so essential part of the
student’s life that the government assigns ICT as one of the curriculums in Sri Lankan
education system there is a great impact of many more concepts to the development of
the language skills such as concepts called as CALL (computer assisted language
learning). Technology enhances great impact on education as well as learning. For an
example, technology is the most powerful tool of the nowadays for the access to the
information. Information can be achieved through the different forms such as texts,
pictures, tables, graphs and even multimedia via technology tools like Computer,
Smart Phone and Internet.
Technology consists of any communication device or Application, Radio, Television,
Cellular Phones, Multimedia, Computer and network hardware and Software, Satellite
Systems as well as the various Services and applications associated with them, such as
Video Conferencing and Distance Learning.
1.2.1 Information and Communication Technology (ICT)
In the 21st century, technology is everywhere. Especially the new generation is
growing up with technology and gets familiar with it. Computer technologies have
dramatically changed the way people reach information, do research and
communicate with people all around the world. Because of this reason, schools and
teachers need to be aware of improving their technological tools and skills to be able
to catch the students` attentions and interests. Using technology in classrooms also
makes the lesson more efficient.

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1.2.2 Language Skill Improvement
Though there many more languages are available at the world, English is the
foundation language that use in technology sector. This study concern about English
language development with Reading, Writing, Oral(speaking) skills via technology
tools as English may not the most usable and spoken language in the all over the
world, but English is considered as the official language in a several number of
countries. As well as English is the most commonly used language among others.
Throughout the world, when people with different languages come together, they
commonly use English to communicate. Not only that most of the content which is
available in the internet in English medium. So English is very much important for all
the persons who wish to access information much more easily.
So that it’s crystal clear that Currently, English is the first language for the majority of
the population in several countries. Reading, Writing, Speaking (Oral) improvement
can be done through the technology.
1.2.3 Usability of ICT for Education Purposes
According to the(Warschauer & Healey, Computer and learning: An overview, 1998)
ICT played a vital role in education purposes cited by Warschauer 1960’s.He said that
ICT base tools used to language development from many more years.(Warschauer &
Healey, Computer and learning: An overview, 1998) Pointed out that because though
decades ago teachers used cognitive way to teach, then they move to the social
cognitive way for teaching purposes. Because of that
Students try to use the more technological based tools such as are Computer, Smart
Phone, Television, and Radio & Internet for their academic purposes.
Through the ICT related approaches use to language improvement helps to develop
new style of thinking, problem solving and organizes activities out of the box. Not
only has that it helped to develop the higher extend intellectual, cultural, moral and
psychological level of the students.
(Warschauer & Healey, Computer and learning: An overview, 1998)Pointed out in his
article that students can act as the language developers rather than passive recipients
of it cited by Brown, 1991.
Because today it is not needed those academics have to give all the information from
their store to their students. Teachers do not want to pour the theories to the student’s

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minds. Because students have enough capability to the access to the information via
several mediums such as WWW. Successful language teaching and learning is
enhanced by the ICT.so that teachers have to change their usual ways and
accommodate with the ICT when language teaching as it discover new capabilities.
Not only that students have to develop their ICT skills as ICT function well in
language learning (LeLoup & Ponterio, 1997).According to the(Yang & Chen,
2007)the Learning English is mainly an attempt to communicate with individuals.
Because effective teaching is based on communication, the goal of English teaching is
exactly the same, namely to develop the ability of students to communicate with
people in a new language in real world situations cited by(Schraw & Moshman,
1995), (Stein, 1985), (Ohno, 1978)
This research is initially outline student’s use of technology and introduces the impact
of technology for the language skills improvement. Technology usability is not more
general than yesterday. Day by day it becomes standard as well as much more
powerful than yesterday. Because new technologies and new job tasks have emerged
and pop up immediately.Currently Technology makes the great impact on the lives of
students. Most of the students use the internet, and those who go online and tend to do
so multiple tasks throughout the day with many purpose. Moreover, technology is
increasingly found in the class, and lecturers and School often expect
Students to have access and have a very good prior exposure to the information
through technology in addition to the experience they get from the in class rooms. In
order to understand what it means to be a student’s today and the direction of the live
of the students that one must understand the technological context of student’s lives.
Because Technology has become such a central feature of the student’s lives, be it
through using their Computers, surfing the web or emailing their friends. So that, it is
logical to ask does technology have impact on student’s language skills improvement?
This research represents some dimensions of the impact of ICT on Student’s
Language skill improvement of students in Hingurakgoda region in Polonnaruwa
district.

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1.3 Statement of the Problem/Research Problem
1.3.1 Problem Statement
Learning a foreign language is a really hard task for everyone. To have an education
in a foreign language is even harder. To be able to read, understand a language, speak
it fluently and writing in it with no error takes a lot of time. Students, who live in
another country and try to pass this hard experience, face these language and
communication problems. There are many researches that aware of these problems
and do researches on them. For example, it is a research study about exploring foreign
students’ lack of speaking and writing skills in English. The research which is titled
“Dimensions of Difficulties Mainland Chinese Students Encounter in the United
States” examined the difficulties Mainland Chinese students encountered in the
process of adjusting to American culture (Yang & Chen, 2007). In this qualitative
research a questionnaire containing 13 open-ended questions was used to collect
information about 10 Mainland Chinese students who enrolled in a mid-size public
university and their adjustment process for three months. End of the research, there
were three dimensions of difficulties subjects: (1) lack of language proficiency, (2) a
deficiency in cultural awareness and (3) academic achievements. So, the relevant
conclusions from this study demonstrate that international students have problems
related to culture shock and to language in spite of high TOEFL & GRE scores. And
further studies, Sun and Chen would like to research on these three dimensions more
deeply and try to find some solutions for them (1997). Another researcher, who
studies on Chinese EFL students language problems, points out in his research about
Chinese students language problems, especially in listening part. According to his
findings, these students` listening problem occurs with the possible difference in
discourse patterns between English and Chinese (Yang & Chen, 2007). Besides
difficulty in listening skill, as Alderson points out L2 (second or foreign language)
students have more problems in reading skill than L1 students. L2 reading could be
somewhat slower and less successful than L1 reading, because of the levels of
readers’ proficiency, types of text, text difficulty and task demands (2000). Moreover,
Chikamatsu in his study point outs that some students might not have been skillful
typists especially who use logo graphic languages such as Japanese and Chinese,
which have input processes different from those of English and other Indo-European

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languages, computer use by second language learners is relatively uncommon and its
impact on writing is uncertain (2003).
1.3.2 Research Problem
Does ICT impact on language skills improvement of Student’s?
1.4 Research Question
 What are the dimensions that help for language improvement?
 How these ICT effects on the dimensions of the language improvement?
 Is that ICT effect on Student’s language improvement?
 How would of technology effect on language improvement of student’s?
1.5 Research Objectives
 To identify the dimensions that help for language improvement.
 To identify the ICT effect on dimensions of the language improvement.
 To identify ICT effect on Student’s language improvement
 To identify the way that ICT effect on English language improvement of
student’s
1.6 Hypothesis
H1------> There is a positive relationship between Availability of ICT andimpacts on
Student’s Language skill improvement
H2------> There is a positive relationship between Usage of ICT andimpacts on
H3------> There is a positive relationship between Knowledge of ICT andimpacts on
1.7 Significance of the Study
ICT has radically transformed the way people lives, both locally and globally.
Technology significantly plays a prominent role in any language improvement today.
When we are examining the prior research findings it can be observed that majority of
the researches is done for find out the impact of Technology on language
improvement. Prior researches emphasize on many language educators and
researchers have been seeking ways to improve the quality of language and several
Technology tools for measuring language skills development in (Zhao, 2005)

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In this study it presents three dependent variables that affect to the language
development and how these variables impact on dimensions (Reading, Writing, and
Oral) of language improvement. Howevereducation, the study is significant in a way
that it will find out the adoption between the Technology and language improvement.
1.8 Methodology
Under the methodology part researcher has describe about research variable
conceptual frame work and research hypothesis with develop model and sample data
collection method and data analysis
1.8.1 Research Variables
There are three independent variables in this research. They are Availability of ICT,
Usage of ICT, Knowledge of ICT and the dependent variable is language skill
improvement. Dependent variable has the three dimensions such as Writing skills,
Reading skills and Oral skills.
1.8.2 Population and Sampling
Population of the sampling is the O/L ICT Students in Hingurakgoda Area. 20% of
the total number of students is selected as the population. The Hingurakgoda region of
Polonnaruwa District was selected because it consists a number of Schools teaching
O/L ICT in close proximity, when compared with other regions. As well as the fact
that these schools consists a large number of ICT Learning Students.so that they have
similar and comparable issues as well as experience when they use Information
Communication Technology (ICT) on their language skills improvement.
1.8.3 Data Collection
As this research based on O/L ICT Students, it is wise to choose that questionnaire for
getting the information. The questionnaire related to Information Communication
Technology (ICT) on Language Skills improvement of O/L students of Hingurakgoda
region in Polonnaruwa District. The questionnaire is titled as “Impact of Information
Communication Technology (ICT) on Language Skills improvement” and consists of
several questions related to ICT as well as Language improvement. Half of the
questions are based on demographic questions and other half is based on Likert scale
question. The aim of seeking both responses is to gather a mixture of data from the
students for an ultimate result. The questionnaire can distribute among students
among various ways such as hand written. The ﬁrst part of the survey dealt with

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respondent profile questionnaire and after that it deals with questionnaire and
technology impact on English language learning questionnaire indicating levels of
agreement to disagreement on a five-point Likert-type scale, with five indicating
Strongly Agree and one indicating Strongly Disagree as well as five indicating very
satisfied and one indicating very unsatisfied.
1.8.4 Data Analysis
Data analysis for the study is done firstly through the pilot survey with 50 respondents
and then after in the attempt of seeking answers to the research questions. This
research thesis use statistical Package for Social Science (SPSS) for statistical
analysis. Z-testing is used when identify hypotheses, more ever coefficient of
correlation is used to identify the relationship between independent and dependent
variable.Statistical tables and frequency are used to data presentation.
This is the quantitative research. This can be used to identify and classify the elements
or characteristics of the subject. Quantitative analysis method will be used for analysis
the gathered data and information. The emphasis of Quantitative research is on
collecting and analyzing numerical data.
1.9 Limitations of the Study
This study will face to several limitations.
 The sample which not be representative of the general population of students of
ICT tools users.
 Data collection is another limitation because of difficult to get data from
respondents.
 There are more factors effecting for language skill development. Those are
demographic factors, availability of ICT, family background, usage of ICT,
Knowledge of ICT, living environment, legal system of the country. But in here
only concerned about three variables.
 Lack of Research about Technology with students language skills
1.10 Outline of the Research
In the first chapter presented the overall idea of entire research also mainly contained
research topic, background of the research, problem statement, research questions and

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objective of the study, theoretical framework, hypothesis, methodology and
significance of the study, and finallysummarized chapter organization and limitations
of the study.
In the second chapter discuss illustrate the theoretical background for the study. It
describes about what is Information communication technology, what are the causes
for English language improvement and impact of ICT on English language skill
improvement
In the third chapter includes the conceptual framework, sample design, population and
sample, Questionnaire design and Data analysis methodology, hypothesis, method of
data collection.
Forth chapter contains the presentation of data collected for this study by the use of
questionnaires, and the analysis of the data. As indicated in the Methodology, chapter
three also employed bivariate analyses to test the six hypotheses of the study and to
achieve main objective of the study.
In the final chapter discusses the conclusion and recommendations from the data
analysis presented in chapter five. It includes the discussion of the relationships
between the dependent variables and the independent variables in the research model.
And also this chapter contains the conclusion, recommendations of the study.

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CHAPTER TWO
LITRATURE REVIEW
2.1 Introduction
This chapter reviews the existing knowledge or literature on the impact of ICT on
Student’s Language skill improvement by past research and publications. The
literature review involves previous research, publications and documentation.
According to the (Roschelle et al., 2000)pointed out that there is a relationship
between ICT and language skill improvement. The study pointed out that for every
x% of a school budget reallocated to technology, student learning will improve by
y%.
2.2 Language Skill Improvement
Language skill improvement cannot be defined in a specific way. But with the articles
that review can get the basic idea about language improvement. Language acquisition
is very similar to the process children use in acquiring first and second languages.
According to the (Susan et al., 2000)pointed out that for many years the phrase
language skill improvement was used almost exclusively in reference to the
development of verbal language. Language skill improvement was based on several
factors such as language policy, language environment, linguistic and cultural
attitudes, economic and ideological factors, educational organization, instructional

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objectives, constraints of time and resources, administrative efficiency, class-size,
classroom , teacher-related factors, status, training, belief, autonomy, skill, learner
related factors ,age, aspirations, previous learning experience, attitudes to learning
etc.(Prabhu, 1990)
In (Warschauer & Healey, Computer and learning: An overview, 1998)pointed out
that about the history of the computer assisted language learning. That article pointed
out that Computers have been used for language skill improvement since 1960.this
history can be divided to the three main categories such as behavioristic CALL(1960-
1970), communicative CALL(1970-1980), and integrative CALL.in behavioristic
CALL the computer was considered as mechanical tutor which never grew tired or
judgmental and allowed students to work at an individual pace. After that
behavioristic CALL became to the Personal computers. Ahmad, Corbett, Rogers,
&Sussex, 1985 pointed out that the best-known tutorial system, PLATO, ran on its
own special hardware consisting of a central computer and Terminals and featured
extensive drills, grammatical explanations, and translation tests at various intervals.
According to the (Warschauer.M, A Developmental Perspective on Technology in
skill improvement, 2002)pointed out that English and information technology was
also tools combined with each other for participate fully in the world community
and advance politically, economically, and socially. successful institutional
integration of information technology being one of the key factors in social as
well as economic development. societies, schools, and teachers will not sacrifice
the time, effort, and money required to implement technology- based instruction
only for the goal of teaching the same English skills better than before and gain
successful results better than before. They will do these kind of sacrifices because
they believe that the mastery of technology, as part of the English curriculum
and other curricula, is essential if their students and society are to fully
develop. An examination of new curricular standards in many more countries such
as Egypt, Israel, Singapore, the United States, and many other countries indicates
the value that national governments and ministries of education place on the goal
of developing students' expertise in technologies with English language skill
improvement. As the Egyptian minister of education wrote that “Achieving the
goals of development will necessitate preparation of a new cadre of professionals
who are able to interact with the language of this age, and with the technology of

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the Information and Communications Revolution”. Therefore technological training
should start at an early age and should include all aspects of education (Din, 1997).
International language development projects, which often focus on development
of language education management skills in addition to teaching skills, need to
recognize the expanded role of technology within the language teaching and
broader educational enterprise. This entails developing institutional expertise and
learning processes so that collectives and institutions can take leadership in
adapting new technologies in ways appropriate to their circumstances. Language
departments, schools, ministries of education, and professional organizations all
need to enhance their leadership in effectively integrating information and
communication technologies as a developmental tool. In summary, at all levels of
language education, from the individual to the institutional active mastery of
Technology, rather than just passive use, was essential for confronting the
imperatives of an information society and economy.
After emerging the communicative call, behavioristic call is rejected because of
several reasons. (Yang Y. , 2010)(Green, 2005)pointed out that Proponents of
communicative CALL stressed that computer-based activities should focus more on
using forms than on the forms themselves, teach grammar implicitly rather than
explicitly, allow and encourage students to generate original utterances rather than
just manipulate prefabricated language, and use the target language predominantly or
even exclusively. Popular Call software development in this period was text
reconstruction programs (students have to work alone or in groups with rearrange
words and texts to discover patterns of Language and meaning) and simulations
(stimulated discussion and discovery among students working in pairs or groups).
Then after integrative CALL is emerged because of some weaknesses occur in
communicative call.(Kenning, 1990)says that the computer was still Being used in an
adhoc and disconnected fashion and Thus 'finds itself making a greater contribution to
marginal rather than central elements' of the language learning process.so that in
integrate approach students come to know about the many more technological tools as
an ongoing process of Language learning and use rather than going to the computer
lab and do a practical.

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Numerous number of high end packages are developed with the purpose of English
language teaching. Some of the most famous high end packages are CALI'sEllis,
DynEd's Dynamic English, Berlitz's English Discoveries, and Jostens’ English
Language Development.
2.2.1 Reading
There are several ways in which technology can be used to improve reading ability.
Most simple reading texts are also very primary in content. Older children may
consider themselves too old to be reading such primary content books. Computers,
however can increase the interest level for older students while keeping the text
simple and easy to read. Another benefit of using computers for reading instruction is
that the computer offers immediate feedback on performance. They also can provide
added practice when necessary. According to Case and (ABRAHAM.R & Liou, 1991)
Students have been able to improve their sight word vocabulary, fluency, and
comprehension. Computer based reading instruction also allows for “increased
interaction with texts, attention to individual needs, and increased independence
through an ability to read texts they would not otherwise be able to read”
(ABRAHAM.R & Liou, 1991)Technology can also be used to improve parent
involvement in their child’s education while improving the parents’ literacy as well.
(Landerholm, Karr, & Munshi, 2000)created a three year program in Chicago with
four specific goals to help parents: become involved in the school community and
become comfortable on campus, enjoy reading and writing alone and with their
children, understand science and computer technology, and improve their own
literacy.
This project was as much for the parents as for the child. The computers were the
drawing factor for the parents to become involved in the program, though they were
not used initially. The program began by using other forms of technology such as
photographs. Photos were taken at field trips and special activities. Parents and
children then created a type of memory book using the photos and written text about
the pictures. This eventually evolved into scanning the photos and typing the text onto
the pages.
In the (Landerholm, Karr, & Munshi, 2000)project, students also created book reports
with their parents on the computer. Current software allows for much creativity, such

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as including sounds, video, clip art, and photos into the text of the report. Doing the
book reports encouraged the children to read more and more books. One child in the
program read nearly 300 books in one year (Green, 2005).
Computer software and games provide many fun opportunities for students to practice
literacy skills. There are numerous software packages for improving spelling, phonics
skills, grammar, and sight word vocabulary. When English Language Learners are
learning their second language, any and all language experiences are valuable to assist
in reading ability
2.2.2 Writing
As described, computers and software can help English Language students develop
vocabulary skills and knowledge. Computers can also help EL students develop their
writing skills. Lewis (1997) recommends that composition for beginning learners
should be a guided activity so students do not become frustrated. Writing paragraphs
in a language that is still somewhat unfamiliar to students can be difficult. When using
a computer, however, the use of graphics can make this much more enjoyable. Using
clip art can also help students to convey their thoughts more clearly. (Green,
2005)Performed a case study of three students learning Spanish as their second
language. The study was done in New York City. Trenchs, in this case, Spanish.
Students voluntarily engaged in e-mail transmissions with Trenchs. They were not
graded on their messages, nor was their participation mandatory at all. The goal was
to allow students to improve their writing skills in a way that is communicative and a
part of their everyday lives. The first case study was very interesting. (Trenchs.M,
1996)Described many aspects of electronic mail that a student, Latoya, used to help
her in her writing. Latoya often kept the e-mail from Trenchs on the screen as she
answered. This allowed her to use the vocabulary from the questions posed by
Trenchs to answer the questions as well. She also would scroll up and down between
the messages when she was finished in order to check her work. The messages from
Trenchs served as guidelines for organizing Latoya’s writing. Latoya also used a
combination of written information sources. She would combine the phrases from the
e-mails from Trenchs with the Spanish she had learned in class and the information
found in the dictionary to write her e-mail messages and responses. One other
advantage of electronic mail that Latoya employed was saved mail. She would
sometimes respond to old mail a second time when there were no new messages from

14
Trenchs. In the study by Trenchs (1996), the second case study of Malika was very
different than the first. Malika enjoyed using technology; however, it was relatively
new for her. Malika wanted very much to communicate in her second language; she
was, however, hampered by her own knowledge of her language limitations. She also
relied heavily on written resources, such as a dictionary. Malika was excited about
writing, and was learning quickly to speak in her second language, however, she was
looking up every word she wrote in the dictionary. When using the dictionary, she
would not retain the vocabulary she looked up. After she typed it, she would forget
what it said. Malika’s writing skills using electronic mail showed that students need
adequate instruction in writing before using computers as a supplement to the
curriculum. Often, the student needs to feel confident in their new language before
putting it into print. Trenchs (1996) third case study was an average student in the
Spanish class named Shanaya. She was an active participant in class and took every
opportunity to practice speaking Spanish outside of class, but she wrote little in
Spanish. When using e-mail, Shanaya chose to read the incoming message and use
her dictionary as well as pencil and paper before responding. She preferred to write
first before typing. She also used many phrases in her e-mail that she had learned in
class previously. Both of these strategies were excellent for writing in a second
language. Trenchs (1996) ultimately discovered that using electronic mail as a
supplement to the classroom curriculum can be effective. The students voluntarily
used the e-mail. They were self-motivated to use their new language in a new and
creative way for them. One of the benefits of using electronic mail included the
scrolling feature that allowed the students to view the incoming message and use its
structure as a model for creating a response. The scrolling feature also allowed
students to easily edit and revise. The major benefit of using e-mail as a language
learning activity is the fact that students are using meaningful language and authentic
text. According to (Lewis.P, 1997), grammar skills can also be demonstrated and
reinforced using computers. The teacher can direct students to somehow highlight a
specific part of speech (e.g., nouns) throughout their writing. To highlight, students
have a lot of choices, such as underlining, italicizing, or changing the font size, color
or type. Using a computer as a medium for studying grammar is much more
motivating for a student as opposed to writing with a pencil.

15
2.3 Information Communication and Technology
ICT is not something in yesterday. ICT makes great impact on communication
anything to any person in the world. According to the (Chapelle.A, 2001)A student
who are with color monitor, headset, tiny microphone, computer keyboard and the
mouse try to clicks and screen fills. A voice ask her if she read to continue and she
said “se”.Then after she inform that she want to talk to jaiver one of the person that
she met before and the screen direct her to the jaivers apartment. Then she rings the
bell and jaiver appears. Then after she asks several questions but jaiver refused to
answer it because of political reasons (1989:80) .so that that situation shows us the
real scenario of the ICT and how developed ICT is. Opportunities for utilizing ICT
solutions for services and for reaching all groups of society, including the poor or
rich, users in remote areas and other disadvantaged groups, have transformed the
global unit that serve with equity
The relationship between students and the ICT has been addressed in a number of
studies.so when using ICT for language development e learning plays a vital role in
academic purposes. According to the (Warschauer.M, A Developmental Perspective
on Technology in skill improvement, 2002)Discussion in Warschauer, 1996 pointed
out that In the eyes of many educational technology specialists, the role of the
computer in education has gradually been transformed from that of tutor to that
of tool. In (Allison.W, Harrison, & Rainer, 1992)the success of the usefulness of the
ICT is depending on skills as well as external factors of the environment.
In (Chapelle.A, 2001)Piper says that prior to the Lan call activities one side
participated in those interaction at time.in (Warschauer & Healey, Computer and
learning: An overview, 1998)says that though The relationship between students and
the ICT has been addressed in a number of studies with Piper’s (1986) one of the
earliest. In her study, as in many others later(Davies.G & S, 2012)(LeLoup &
Ponterio, 1997)the type of software and the tasks teachers Set for students had a large
effect on the type and Quality of student interaction with each other when Working in
pairs or small groups. Overall, software that requires a minimum of verbal interaction
generates very little, while having students write a joint Report or otherwise produce
something collaboratively results in a substantial amount of interaction.

16
In (Warschauer & Healey, Computer and learning: An overview, 1998)is also pointed
out that that Chapelle and Jamies on have long suggested that research on computers
incorporate the areas Known to be relevant in language acquisition (1986, 1989, 1991;
and Chapelle, 1990and1995), such as Learner field dependence/independence and
learning strategies. The according to the (Kasapoglu & Akyol, 2010)pointed out that
teacher does not give information from their store in to the heads Of waiting and
willing students, but that students Actively interpret and organize the information they
Are given, fitting it in to prior knowledge or revising Prior knowledge in the light of
what they have learned. According to the Brown, 1991 he pointed out that Activities
that encourage students to explore and be creators of Language rather than passive
recipients of it further the idea of the learner as an active participant in learning.
So that several concepts are established with the purpose of language learning with
ICT.According to the (Warschauer, Knobel, Stone, 2004)pointed out in the survey
study that there is a relationship between Multimedia in Language Teaching. They
pointed out that Teachers expected rate of accessibly of the computers are only about
50% at home, but survey data shows that the figure was more than 80%.it shows that
administration, faculty, and staff, with less experience and fewer professional
credentials, were paying much of their attention to remedial literacy and numeracy
and computer basics. It incurred less time and less energy to devote to enhancing
instruction through academically rigorous uses of technology in the classroom.in
language arts language arts, students in low-SES and high-SES schools used
Microsoft Power Point presentations and online write essays. Not only had that
students used computers to plan, edit, and analyze essays and to conduct research on
the Internet (Warschauer, Knobel, & Stone, 2004)
In (Warschauer & Healey, Computer and learning: An overview, 1998)pointed out
that Multimedia programs such as speech-recognition software can grate helps to
students to the language practice.
According to (Warschauer & Healey, Computer and learning: An overview,
1998)(Heslan, 2007)pointed out that in his study of interactive video For Spanish
teaching, helps to the students retained because of the interactivity. (Green, 2005)Also
pointed out that grade fourth students also can be motivated via the interactive video
disc. Liu (1992) found that computer based hypermedia helps to the shaped the

17
vocabulary to higher extend.in Engelsberg (1997) had mixed results from a multi-
media program. In Englesberg's study, students enjoy the multimedia technology only
in first five months and then after it will become to dissatisfied level.
In (L. & I) pointed out that the teacher can collaboratively work with students with
guiding them to make collaboration with foreign partners. Students and long-distant
partners can work collaboratively on several platforms such as supply information on
vocabulary, grammar, or cultural points which emerge in the class.
Storytelling is a practical and powerful teaching tool, especially for language learning.
(Dudeney & Hockly, 2007)Storytelling Website can provide background pictures,
objects, characters, sound effects and even music to be integrated into storytelling;
teachers can prepare the storytelling process more efficiently. Besides, with the
multimedia Storytelling Website, teachers can easily integrate the culture knowledge
of the English language through storytelling. In other words, with the unique features
of the Internet, teachers can easily gather authentic materials of English speaking
cultures, such as songs, pictures and activities about festivals from related websites in
their storytelling. According to the (Heslan, 2007)
Experimental group learners started from a slightly lower level of English, they
improved their listening comprehension skills and outperformed the control group.
However, in order to obtain better results, they believe that there is an urgent need to
develop new materials and resources adapted to both native and non-native young
learners. Existent materials are to be used in the foreign language classroom, and just
to mention some of the paths to explore, they need to include higher quality sound and
slower story-telling pace.
In (Zhao, 2005) Modern technology can help enhance the quality of input,
authenticity of communication, and provide more relevant and useful feedback. In
particular, communication technologies such as the Internet and satellite television
have been found to be widely used as a way to bring authentic materials into the
classroom, involve learners in more authentic communications with distant audiences,
and provide researchers the opportunity to better examine the language learning
process. Additionally speech technology, while still not quite ready for full
implementation for language education, has already been shown its potential for
supporting language learning

18
According to the (Zhao, 2005)He find out that there should be a system which
should have the following elements for language development such as A TV show
to expose children to language and culture in context, The TV show would
have a well-designed curriculum presented in entertaining and engaging format
to children,DVD/CD products of the TV content and additional learning
materials, including participatory activities such as family style Karaoke
activities, simple language and cultural games, Video games based on the TV show
to engage students in language exercises, Books and other print materials to
expand and extend the TV content for students to use at home and in classes,
Teaching materials and tools for teachers to use in class with students, Books and
materials delivered with sound and activities on inexpensive reading devices
such as Power Touch and Leap Pads, Computer software for individual learner uses
and teacher uses, Toys and other objects that are based on the TV show content
and characters for students to play with language.
According to the (Warschauer & Kern, Network Based Language Learning Concepts
and Practice, 2000)In Christoph Zahner, Agnes Fauverge and Jan Wong’s pilot study
shows the results of use of broadband audio and audiovisual conferencing helps
students learn French.
In (Warschauer.M, A Developmental Perspective on Technology in skill
improvement, 2002)pointed out that Lively discussions as well as discussed
videotapes of their teachers may help for the student’s education and make a platform
to the giving respondents. For example, one video clip showed Hanaa’s, a teacher
from a small town in a rural area, using small- group role playing to reinforce a
grammatical point. The hundreds of teachers at the 27 sites then actively debated
over the video conferencing system whether Hanaa's teaching strategies were
practical in their own classroom and how they might have managed things
differently.
According to the (Allison.W, Harrison, & Rainer, 1992)Synchronous online teaching
requires a teacher to coordinate a set of complex operations in order to enable learning
through communication via an audio-conferencing(Lamy & Hampel, 2007)or
videoconferencing platform (Wang, 2004).

19
According to the (Warschauer, Knobel, Stone, 2004)pointed out the Video
conferencing on the Internet will be much more common than today. It may help to
the students for the talk "face to face" with a native speaker on the other side of the
world and giving virtual oral exams to anyone of the world in a distance learning
course. Not only that he mentioned that A case study that used to measure the student
as well as teachers experiences of participating in the video conferencing and their
perceptions over 26 weeks. It shows that the conferencing activities had contributed to
the studentteachers' development in three ways. First, it helps to the students as well
as teachers with French writing skills development (especially grammar, vocabulary,
and sentence structure) and it will help to deduct the stage freight when they interact
with peers with French by increasing confident.
According to the (Warschauer, Knobel, Stone, 2004)pointed out that Synchronous
communication can define as all the participants logged and doing chat in same time.
Several studies said that computer assisted discussion features participation helps to
done more balanced discussion than face-to-face discussion, with far less domination
(Chun, 1994; Kelm, 1992; Kern, 1995; Sullivan & Pratt, 1996; Warschauer 1996a).
According to the Internet and English language teaching Review by Caroline Ho Mei
Lin internet is considered as the network that link computer networks across the
world. Internet and the language learning has a big history from end of the 20th
century is said by Eastment, 1996 in (Warschauer & Healey, Computer and learning:
An overview, 1998)
In (Warschauer & Kern, Network Based Language Learning Concepts and Practice,
2000)pointed out that The tools such as email and internet relay chat rooms can be
used to the simultaneously access to the each other who are in throughout the world
by using their key boards.it can be used to the not only one to one communication but
also one to many communication. Teachers as well as students can communicate with
each other with small groups, the whole class, a partner class, or an international
discussion.
Key pal activity (computer pen pal) is the one of the most usable technique to get
maximum benefit from the internet when developing writing skills by (L. & I).not
only that in her study she pointed out that teachers can work with questioner with the

20
collaboration of foreign partners. Students as well as long distance partners have to
work with the collaboratively.
According to the (Warschauer.M, Motivational Aspects of Using Computers for
Writing and Communication, 1996)Students have a positive attitude towards the using
computers the researcher identifies the three factors that affect for learning through in
this survey. Students want to keep in touch with other non-native speakers in other
parts of the world, as well as with their mates and their teacher. The second factor is
empowerment. It revolves around more affective variables, involving issues such as
enhancing personal power, overcoming isolation etc. The third factor indicates that
students believe that computers can use them to work with much more independently.
They believe that by using computers, they can learn much faster, become more
creative than others, and write better essays using wordings. They feel they have
enough control with the learning and more opportunities to practice English via the
computers. The findings of the study are Students who are male or female, skilled or
unskilled and experienced or inexperienced have a positive and good attitude with
using computers for writing and communication in the language. This holds true in
both second and foreign language classes. Factors that influence students positively
are computer-mediated communication, the feeling of personal empowerment, and the
enhancement of learning opportunities. Another possible factor is which learning to
use computers can help with. Teachers can powering the students with the gain
knowledge and skill about using computers, giving them ample opportunity to use
ICT and continuously lead them with engaging ICT to language development.
According to the (Davies.G & S, 2012)With respect to the survey it reveals that some
students commented positively on the incentive to use the Web and to read German
material on the Web. At the same time, students highlighted the point that the task
required more preparation than they had expected. Students had been instructed to the
work together in small groups in between the two tutorials in order to prepare to the
second. For those who had researched their area, has worked very well.
With the publications as well as they can exchange their ideas, information,
vocabulary, accent, grammar and cultural points also.
(Warschauer & Healey, Computer and learning: An overview, 1998)Pointed out that
the most recent medium for language learning can be considered as WWW. The

21
World Wide Web can be used in a myriad of ways for language teaching. Published
accounts have discussed the use of the Web for providing linguistic exercises (e.g.,
Li,1995),for accessing authentic reading materials(e.g.,LixlPurcell,1995),for
stimulating communicative exercises such as student discussion of trips or
vacations(Rosen,1995),and for a medium of student publishing(Bowers,1995).
Online writing has been identified as a way to students to practice their writing. Not
as a paper based document writing can be done through the technology. In the
networked society, though, much if not most real writing will take place on screen.
According to the (Warschauer & Healey, Computers and language learning: an
overview, 1998) pointed out that The paper essay May play a vital form in the next
10-20years.Studied principally for its historical relevance.so that, second language
teachers will need to teach students effective e online writing Skills .This includes
both the genres of electronic communication as well as the relationship of texts to
Other media. This will represent a natural evolution of the way view the World Wide
Web. At first, many Teachers saw the Web an s a distribution vehicle for student
writing; students were assigned to write traditional print essay s which were then
posted on the Web. In the future, we need to think about the Web Not only an s a
distribution vehicle, but an s a medium in its own right; students will want to learn
how to publish Web pages that are fitting for the multimedia environment. We will
thus need to find ways to teach our students to combine a variety of media texts,
images, sounds, video without diluting the attention we give to language.
Communication as well as the relationship of texts to other media. This" will
represent a natural evolution of the way we view the World Wide Web. At first, many
teachers saw the Web as a distribution vehicle for student writing; students were
assigned to write traditional print essay s which were then posted on the Web. In the
future, we need to think about the Web Not only as a distribution vehicle, but an s a
medium in its own right; students will want to learn how to publish Webpages that are
fitting for the multimedia environment. We will thus need to find ways to teach our
students to combine a variety of media texts, images, sounds, video without diluting
the attention we give to language.
According to the (Warschauer & Healey, Computers and language learning: an
overview, 1998) students had positive attitudes toward writing with computers and

22
less apprehension about writing, respectively cited by Neuand Scarcella (1991) and
Phinney (1991). Thaipakdee (1992) cited that better attitudes toward writing and
Computers corresponded with better writing. Chen (1997) cited that in her Study on
the use of a grammar checker specifically designed to help Taiwanese students with
their writing. She found that students who got computerized Error feedback did more
editing and improved their writing, but those who received more detailed and
personalized error feedback improved their writing more than those who received
only generalized feed-back. Sullivan & Pratt, 1996 cited in (Warschauer & Healey,
Computers and language learning: an overview, 1998) that semester-long
participation in computer-assisted discussion was more beneficial to the development
of student Writing than was participation in oral discussion.
There are many more games also available with the purpose of language leaning.
With the use of computer and competition for or collaboration toward a goal-the fun
factor-to motivate language learning. In (Davies.G & S, 2012)the motivation of games
could be combined with curricular contents into what Prensky (2003) calls ‘Digital
Game-Based Learning’ (DGBL). Games that encompass educational objectives and
subject matter are believed to hold the potential to render learning of academic
subjects more learner-centered, easier, more enjoyable, more interesting, and, thus,
more effective (Green, 2005)
2.4 Chapter Summary
Most studies have found there is several Technology factors that effecting to the
language skill improvement. Apart from that this study is the impact of ICT on
CHAPTER THREE
METHODOLOGY
3.1 Introduction
This chapter describes methodology of the study with the way how it conducts the
whole study such as research variables, conceptual framework and research
hypothesis, Operationalization of variables, research model, research design,

23
Independent Variables
sampling, data collection and methods of data analysis. Discussion and interview is
done by with the respondents who are related to the survey.
3.2 Identification of Research Variables
Based on the literature review this research concentrates on conceptual framework as
the impact of ICT on Student’s Language skill improvement. This framework
emphasizes independent variables are as Availability of ICT, Usage of ICT ,
Knowledge of ICT and dependent variable is Language Skills improvement. The
dimensions of the dependent variable are reading, writing and oral (speaking). Many
Literatures use these variables to measure the impact of ICT on Student’s Language
skill improvement. So that this study selected these three variables as the research
variables with the reference of the previous studies. These independent variables may
positively as well as negatively relate to the Language Skills Improvement of
Students. The conceptual framework of the study is given below.
Figure 3-1 Conceptual Framework
Source: Develop by Researcher
3.3 Conceptualization
3.3.1 Independent Variables
3.3.1.1 Availability of ICT
Availability of ICT can raise the interest of reading for learners by the use of simple
and easy to understand text. Reading-based computer programs can be used to
improve the word vocabulary, fluency, and comprehension of the students. This also
Dependent Variables
Availability
of ICT
Usage of
ICT
ICT
Adoption
Reading
Language skill
Improvement
Writing
Knowledge
of ICT
Oral

24
can enable ELL students to increase their interaction with texts, pay their attention to
individual needs, and enhance their abilities to read texts they would not otherwise be
able to read (Ybarra & Green, 2003). Availability of ICT can perform several tasks
simultaneously and run programs at a very high speed. Learning computer programs
can check exercises after they are performed by students, move students gradually
from easy to more difficult problems according to their abilities. Availability of ICT
can also be used to correct answers for the learners, and to simulate tests in an easy to
understand manner (AlKahtani, 1999).
3.3.1.2 Usage of ICT
Information and Communication Technology (ICT) has become such a central feature
of our students' lives, be it through using their mobile phones, surfing the web or
emailing their friends that the issue for language teachers today is not so much
whether we should use ICT in language teaching and learning, but rather how. Recent
research highlights the increasingly networked nature of our society and the need to
help students develop multi-literacies, in particular electronic literacy, to meet the
demands of such a dynamic environment, both personally and professionally (Clark,
2013)This demands a holistic understanding of how learners learn languages, how
they understand and create the world around them and how these understandings
impact upon the teacher-learner relationship within the language-learning process.
Only then can teachers begin to appreciate where, and how, different forms of ICT
might fit into the wider picture of the individual learner's world and his/her language-
learning experience.
3.3.1.3 Knowledge of ICT
Information and Communication Technologies (ICT) content in English enables
students to develop and apply skills, knowledge and understanding of ICT in their
composing, responding and presenting, and as part of the imaginative and critical
thinking they undertake in English. The ICT content has been incorporated into the
content of this syllabus to ensure that all students have the opportunity to become
competent, discriminating and creative users of ICT and are better able to demonstrate
the syllabus outcomes of English through the effective use of ICT.

25
3.3.2 Dependent Variable
3.3.2.1 Language Skill Improvement
Language Skill Improvement can be measure through three dimensions. They are
Reading, Writing and Oral (Speaking). The majority of languages which is appearing
on the Internet are reading. However, Internet users have often commented that
reading language on the Internet, especially in email or now instant messaging as it is
more familiar to their lives. According to the previous studies ICT have long affected
to the reading language. According to the (Andrews, 2004) pointed out that CAI may
play in the development of reading. Fifty(CALL &TESOL, n.d.)(ABRAHAM.R &
Liou, 1991)(Constantinescu.A.I, 2007)Three third grade and sixth to eighth grade
‘remedial’ students were randomly allocated to computer-assisted instruction or
teacher-directed instruction, using a matched pair design. The CAI group used a
software package designed to teach new words, definitions and their usage. On a
measure of total reading there was a positive.
Technological developments have long affected the nature and use of written
language. According to the (Baron) pointed out that the establishment of print
technology eventually fostered not only standardization of spelling but the growth of
literacy in Western Europe cited by Baron 2000: 99, 83-91. Successful marketing of
typewriters at the end of the nineteenth century fueled invention of the business
memorandum cited by Yates 1989, contributed to the decline of American
handwriting skills, and encouraged the production of more lengthy typewritten prose
cited by compared with handwritten text – see Haefner 1932, a trend also evident in
the early years of word processing by Stoddard 1985. Some effects of technology on
writing.
According to the (Baron) with the invention of the telephone most of the Since
telephone conversations do not entail face-to-face encounters, many speakers are less
hesitant expressing themselves on the phone than when in physical proximity with
their interlocutor. More than a century of familiarity with the telephone appears to
have contributed to the increased candor commonly reported in computer mediated
encounters such as email or online conferencing, compared with face-to-face
exchange cited by Sproull and Kiesler 1991.

26
3.3.3 Development of Research Hypothesis
There are three independent variables (Availability of ICT, Usage of ICT, and
Knowledge of ICT) in the study.
3.3.3.1 Availability of ICT
The first variable that we exploit to check the usage and impact of ICT in education
sector is Availability of ICT. To ensure how this variable help us to find out that what
sort of Availability of ICT in education sectors of Hingurakgoda.
H1: Availability of ICT adoption impact on Student’s Language skill improvement
3.3.3.2 Usage of ICT
The second variable that we exploit to check the usage and impact of ICT in
education sectors of Hingurakgoda is usage of ICT. To check how this variable help
us to find out that how can students use the latest technology in their studies
H2: Usage of ICT adoption impact on Student’s Language skill improvement
3.3.3.3 Knowledge of ICT
The third variable that we exploit to check the usage and impact of ICT in education
sectors of Hingurakgoda is Knowledge of ICT. To check how this variable help us to
find out the knowledge of the students regarding the use of ICT and how this
knowledge helpful for the student at educational level
H3: Knowledge of ICT adoption impact on Student’s Language skill improvement
3.4 Operationalization of Variables
Table 3-1Operationalization of variables
Concepts Variable Indicators Symbol Question No Measures
Dependent
Variable
Language
Skill
Improvement
Reading R 1.1
1.2
1.3
1.4
1.5
Five Point
Likert scale
Type
Questions
1=Very
Unsatisfied
5=Very
Satisfied
Writing W 2.1 Five Point

27
2.2
2.3
2.4
2.5
Likert scale
Type
Questions
1=Very
Unsatisfied
5=Very
Satisfied
Oral S 3.1
3.2
3.3
3.4
3.5
Five Point
Likert scale
Type
Questions
1=Very
Unsatisfied
5=Very
Satisfied
Independent
Variable
ICT Adoption Availability
of ICT
AIT 1.1
1.2
1.3
1.4
1.5
Five point
Likert scale
Type
Questions
5=Strongly
Agree
1=Strongly
Disagree
Usage of ICT UIT 2.1
2.2
2.3
2.4
2.5
Five point
Likert scale
Type
Questions
5=Strongly
Agree
1=Strongly
Disagree
Knowledge
of ICT
KIT 3.1
3.2
3.3
3.4
3.5
Five point
Likert scale
Type
Questions
5=Strongly

28
Agree
1=Strongly
Disagree
Source: Developed by Researcher
3.5 Model of the Studies
According to the conceptual framework, model of the study can be derived as follows.
LSI= α +β1 (AIT) + β2 (UIT) + β3 (KIT) +Ɛ
LSI: Language Skill Improvement
AIT: Availability of ICT
UIT: Usage of ICT
KIT: Knowledge of ICT
3.6 Research Design
3.6.1 Population and Sampling
Population of the sampling is the O/L ICT Students in Hingurakgoda Area. 20% of
the total number of students is selected as the population. The Hingurakgoda region of
Polonnaruwa District was selected because it consists a number of Schools teaching
O/L ICT in close proximity, when compared with other regions. As well as the fact
that these schools consists a large number of ICT Learning Students.so that they have
similar and comparable issues as well as experience when they use Information
Communication Technology (ICT) on their language skills improvement.
3.6.2 Data Collection
As this research based on O/L ICT Students, it is wise to choose that questionnaire for
getting the information. The questionnaire related to Information Communication
Technology (ICT) on Language Skills improvement of O/L students of Hingurakgoda
region in Polonnaruwa District. The questionnaire is titled as “Impact of Information
Communication Technology (ICT) on Language Skills improvement” and consists of
several questions related to ICT as well as Language improvement. Half of the
questions are based on demographic questions and other half is based on Likert scale
question. The aim of seeking both responses is to gather a mixture of data from the
undergraduates for an ultimate result. The questionnaire can distribute among students
among various ways such as hand written. The ﬁrst part of the survey dealt with

29
respondent profile questionnaire and after that it deals with questionnaire and
technology impact on Sinhala language learning questionnaire indicating levels of
agreement to disagreement on a five-point Likert-type scale, with five indicating
Strongly Agree and one indicating Strongly Disagree as well as five indicating very
satisfied and one indicating very unsatisfied.
3.6.3 Pilot Study
After completed the questionnaire design, it is necessary to test the feasibility of
questionnaire prior to the survey. For the reason that the feasibility study is useful for
researcher to find out not only with the unsuitable questions wording, but also with
procedural matters prior to study. So that questionnaire has been sent to 50
respondents in order to the test whether the questions domain fit for the research
content. These participants from different School, different Grades difference
educational level persons. As a result of that, several limitations and weakness has
been found and did corrections for that limitations and weakness.
3.6.4 Data Processing, Scaling & Presentation
This research is based on primary data which is collected through a survey, which is
collected in fresh in nature. The data gathering instrument is a questionnaire. Data
analysis for the study of will be the analysis based on the questionnaire which will be
administered. A Sinhala version of the questionnaire (See Appendix 01) is developed
first and then it is distributed to the O/L ICT learning population
The research is prepared and data are transferred from questionnaire to the survey
analyzed descriptively using tables, frequencies and percentages. Statistical package
for social science (SPSS) 16.0 is used for statistical analysis. After the data has
collected, SPSS uses to analyze the result of all the responded questionnaires. The
SPSS provides the result in the wide range of statistic among respondent’s
demographics such as their gender, religion, and so on as well as analytical data.
3.7 Chapter Summary
Chapter 3 furnished a discussion of the choice of methodology used to conduct the
present research. The research finds that the method of sampling, data analysis and
the choice of statistics and data analysis used is described in detail.

30
CHAPTER FOUR
DATA ANALYSIS, RESULTS AND DISCUSSIONS
4.1 Introduction
This chapter consists of data analysis and results and discussions of the final output of
the survey. Demographic profile of respondents, response rate of the survey, sample
profile, results of reliability test and results of descriptive analysis of participant and
relationship among Research Variables. Regression Analysis of the Study and

31
reviewing the hypothesis are presented with the chapter. Final section gives the brief
summary on the results taken in statistical analysis to derive the findings of the study.
4.2 Demographic Profile of Respondents
Sample of the study is consisted of 130 responses who are the ICT Students of the
School in Hingurakgoda area. There are 3 grades in the School. Sample is consisted
with respondents who are in Grade 9, Grade 10 & Grade 11. Sample is consisted with
Male as well as females. Population of the sampling is the O/L ICT Students in
Hingurakgoda Area. 20% of the total number of students is selected as the population.
Questionnaires 10 was rejected due to several seasons such as respondents are not
answered to the point, respondents are not fill the Questionnaires clearly and some
respondents reject to the answer the Questionnaires due to personal reasons.
Table 4-1 Response rate of the students
Grades Issued Rejected Accepted Accepted
Rate %
Grade 9 40 2 38 95
Grade 10 50 4 46 92
Grade 11 40 4 36 90
130 10 120
Source: Survey Analysis
4.3 Sample Profile
According to the sample profile 63 Male respondents use ICT for language skills
development and 57 of Female respondents use ICT for language skills development.
Table 4-2Gender with ICT for language development Cross tabulation
Gender
TotalMale Female
ICT for language
improvement Yes
63 57 120

32
Total 63 57 120
According to the above table there are 38 respondents in Grade 9, 46 respondents in
Grade 10, and 36 respondents in Grade 11 use ICT for language improvement
Table 4-3Grades with ICT for language skill improvement Cross tabulation
Grades Total
Grade 9 Grade 10 Grade 11
ICT for language
skill improvement
Yes 38 46 36 120
Total 38 46 36 120
4.4 Reliability
Testing reliability of the scale is very much important for a study. Cronbach’s Alpha
value is a static for internal reliability, values ranging 0 to 1 and higher values indicate
greater reliability. The reliability analysis using the SPSS is done to find out the
reliability of instruments uses for data collection. Normally researchers often use 0.7
as a minimum level. So that it is need to higher or close value than 0.7 for reliability
accepted survey.
Table 4-4Reliability Analysis of the Research
Alpha No of Questions
Language skill improvement .901 15
Availability of ICT .789 5
Usage of ICT .734 5
Knowledge of ICT .713 5
According to the above table reveals that all the variables have Alpha Values more
than 0.7 marks and close to the limit 0.7 therefore all the variables in the framework
are considered reliable.

33
4.5 Descriptive Statistics of the Study
Table 4-5Descriptive Statistics
Mean Standard
Deviation
Skewness
Statistic Std.Error
Language skill
improvement 3.4528 .44398 0.947 0.221
Availability of
ICT 3.9050 .53951 -0.454 0.221
Usage of ICT
3.8533 .44286 -0.004 0.221
Knowledge of
ICT 4.4667 .40028 -0.592 0.221
According to the SPSS Descriptive analysis significant Mean values is 3.language
skill improvement Mean value is 3.4528 therefore it can be consider as moderate.
Availability of ICT mean value is 3.9050 and that can also consider as moderate.
Usage of ICT 3.8533 mean values. So that it can below the moderate level.
Knowledge of ICT Mean value is 4.4667 and it has high impact to the dependent
variable.
4.6 Relationship among Research Variables
The main objective of this study is identifying the impact of ICT for student language
skill improvement. In line with that, this section aims to evaluate the relationship
between independent variables with dependent variable, for the study assist with
Pearson correlation analysis
Table 4-6Relationship among research variables
ICT
Availability of ICT Usage of ICT Knowledge of ICT
Language skill
improvement
Pearson Correlation
Sig.(1-tailed)
.428
.000
.792
.000
.202
.013
H1- There is a positive relationship between Availability of ICT adoption
impacts on Student’s Language skill improvement

34
According to the above table, Availability of ICT result shows that, Pearson
correlation coefficient is 0.428, and significant value is 0.000. So that if the
significant value is below the level of 0.05, it is considered as the significant value.
So, there is a significant positive correlation between availability of ICT and language
skill improvement. According to that H1 hypothesis which bears Availability of ICT
adoption impact on language skills improvement of Students.
Therefore hypothesis 01 is accepted.
H2- There is a positive relationship between Usage of ICT adoption impacts on
The results of correlation analysis imply correlation sig value of usage of ICT with
language skill improvement as 0.000. So that is less than 0.05(p<0.05) which means
there is a positive relationship between usage of ICT and language skill improvement.
Also correlation coefficient (0.792) indicates another important fact that there is a
significant positive correlation between Usage of ICT and Language skill
improvement.
Therefore hypothesis 02 is accepted.
H3- There is a positive relationship between Knowledge of ICT adoption and
impacts of Student’s Language skill improvement
The correlation sig value of knowledge of ICT with language skill improvement
0.013. So that is less than 0.05(p<0.0) which means there is a positive relationship
between knowledge of ICT and language skill improvement. Correlation coefficient is
0.202. It indicates that there is a significant positive correlation between knowledge of
ICT and language skill improvement.
So finally, hypothesis 03 is accepted.
4.7 Impact of ICT Adoption on Language Skill Improvement
In given table it shows about the impact of ICT adoption on language Skill
Improvement.so that the table shows the relationship between the independent
variables and the dependent variable.
Further, relationship between independent variables and the dependent variable is
evaluated with the assistance of linear multiple regression analysis. According to this

35
research dependent variable is Language Skill Improvement and there are three
independent variables.
Table 4-7Model Summary Of the study
Model R R
square
Adjusted R
square
Std.Error of
the Estimate
1 .797 .635 .626 .27154
a. Predictors: (Constant), Availability of ICT, Usage of ICT, Knowledge of ICT
The R square value is 0.635 which means 63.5%. It can be considered as 63.5%
impact of independent variables (Availability of ICT, Usage of ICT, and Knowledge
of ICT) for the language skill improvement. Other 36.5% is consists of the other
variables that is not considered by the survey.
Table 4-8ANOVA Test of the Research
Model Sum of
Squares
Df Mean
Square
F Sig
1
Regression
Residual Total
14.904
8.553
23.457
3
116
119
4.968
.074
67.375 .000
a. Predictors: (Constant), Availability of ICT, Usage of ICT, Knowledge of ICT
b. Dependent Variable: Language Skill Improvement
The P value from the ANOVA table is less than 0.001, which means that at least one
of the three variables availability of ICT, usage of ICT and knowledge of ICT can be
used to model influence of language skill improvement.
Table 4-9Regression Analysis of the Study
Variable Coefficients t. Sig.
ᵦ Std.error
( Constant) -.027 .344 -.078 .938
Availability of ICT .049 .053 .917 .361
Usage of ICT .752 .065 11.506 .000

36
Knowledge of ICT .088 .063 1.388 .168
a. Dependent Variable: Language Skill Improvement
According to the table P value for availability of ICT and knowledge of ICT are 0.361
and 0.168 respectively. Hence, availability of ICT and knowledge of ICT are not
significant predictions to language skill improvement. The P value for the usage of
ICT is 0.000. So, usage of ICT significant predictor for language skill improvement.
4.8 Chapter Summary
The chapter presented the statistical results and findings related to the observed data.
The data was computed and analyzed in SPSS 16.0. In this chapter researcher has
tested the reliability of questioner in the context before further analysis. The findings
is analyzed using descriptive and regression analysis through descriptive analysis and
Pearson correlation test to identify the relationship between independent and
dependent variables and to test the hypothesis to achieve the main objective of the
study.

37
CHAPTER FIVE
CONCLUTION AND RECOMMENDATION
5.1 Introduction
This chapter presents the research findings, Discussion, Conclusion, limitations and
further researchers of Impact of Information Communication Technology (ICT) on
Students language skills improvement. It shows the summary of results and fitness of
the hypothesis of the research.
5.2 Findings, Discussion & Conclusion
The purpose of this study is to find the impact of Information Communication
Technology (ICT) on student’s language skills improvement of Hingurakgoda area.
The research build around the main hypothesis such as H1 (Availability of ICT
adoption impact on Student’s Language skill improvement), H2 (Usage of ICT
adoption impact on Student’s Language skill improvement), H3 (Knowledge of ICT
adoption impact on Student’s Language skill improvement).
According to the correlation and regression analysis of the study, the impact of
Information Communication Technology (ICT) on language skills improvement is
positive. The findings based on following statistical evidences. Pearson correlation of
Availability of ICT is 0.428 & significance value is 0.000. Regression weight of the
Availability of ICT support for these hypotheses has been recorded 0.049 and its
significant value is 0.361. Based on this it can be said that Availability of ICT Impact
on student language skill improvement.

38
The findings based on following statistical evidences regarding to the Usage of ICT.
Pearson correlation of Usage of ICT is 0.792 & significance value is 0.000.
Regression weight of the Usage of ICT support for these hypotheses has been
recorded 0.752 and its significant value is 0.000. Based on this it can be said that
Usage of ICT Impact on language skill improvement.
Pearson correlation of knowledge of ICT is 0.202 & significance value is
0.013.According to the regression analysis Knowledge of ICT on language skill
improvement is 0.088 and significant value is 0.168.so its significance value is greater
than 0.05.there for it can be conclude that Knowledge of ICT impact on language
skills development.
There are three independent variables availability of ICT, usage of ICT and
knowledge of ICT and dependent variable is language skill improvement. Regression
analysis shows relationship between Independent variables and dependent variable.
The R square value is 0.635 which means 63.5%. It can be considered as 63.5%
impact of independent variables (Availability of ICT, Usage of ICT, and Knowledge
of ICT) for the language skill improvement. Other 36.5% is consists of the other
variables that is not considered by the survey.
Every unit increase in availability of ICT, usage of ICT and knowledge of ICT is
expected to increase by 0.049, 0.752 and 0.088 respectively when provided all other
independent variables remain unchanged.
5.3 Recommendation
Based on above findings following implications can be given. Availability of ICT,
Usage of ICT, Knowledge of ICT strongly and positively impact on language skill
improvement. So students and teachers can use this technology for language
improvement. Teachers can assist with the online based assignment system to
evaluate the students. Students also have to surf the internet and accesses to the
information that are helpful to their studies. Government can provide free internet
zone and free accessing websites to the students for success their academics. Students
can use multimedia facility too for the language learning. Peers can group in to a one
single application and can share their ideas, cultural aspects, vocabulary and so on.
Students can fully utilize the laboratory facilities such as get support by School media
units for their language improvement and school have to support them with supplying

39
enough multimedia facilities to the students. Government has to be responsible for
that task with supplying enough facilities to the schools.
5.4 Limitations
There are several kind of limitations are available when launching the research.
Limitations of this research include that the sample population of Grade 9, 10 and 11
ICT studied students from Hingurakgoda area. Major limitation of this study was
relating to responsibility of respondents. Researcher distributes 130 questionnaires
among respondent and 10 was rejected due to several seasons such as respondents are
not answered to the point, respondents are not fill the Questionnaires clearly and some
respondents reject to the answer the Questionnaires due to personal reasons.
Not only mentioned variables several kinds of variable can cause to the language skill
improvement. But those variables cannot be measured via student’s level.
5.5 Further Researches
The intention of the current research has been to find out the Impact of ICT on
Students Language Skills improvements. There are various ICT parties’ affects to the
Language skills development. But, only 3 factors (Availability of ICT, Usage of ICT
and Knowledge of ICT) are taken for this study. However, more research is needed to
obtain evidence from Other ICT related factors for Language Skills improvement.
Further studies should be carried out by including more factors that affect for
Language skills improvement. Comparative studies can be carried out to investigate
the significant differences between students from various schools regarding the level
of their language skills improvement

40
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43
Appendix
Questionnaire
Dear respondent, this questionnaire is aimed to get your personal opinion about,
Impact of ICT on Student’s Language skill Improvement and will only be used in
analysis of my research. Your real opinions are very important for me. Thank you
Please State your level of agreement for the following Statement by ticking and filling
of each statement
General Information
1. Gender
⃝ Male
⃝ Female
2. Year Of Education
⃝ Grade 9
⃝ Grade 10
⃝ Grade 11
Language Skill Improvement
Following are the indicators of reading, writing & oral. Please indicate the
level of acceptance for following statements
[Very Satisfied (5) | Satisfied (4) | Natural (3) | Unsatisfied (2) | Very
Unsatisfied (1)]
1 Reading 5 4 3 2 1
1.1 I satisfied with my English Language reading.
1.2 I satisfied with my Reading Speed.

44
1.3 I think my ability to understand English is high.
1.4 I have a good level of ability to understand English
documents.
1.5 I like to read eBooks rather than using printed version
2 Writing
2.1 I think my level of English writing is high.
2.2 I satisfied with my English writing speed.
2.3 My clarity of English writing is high.
2.4 I have enough English Words Knowledge.
2.5 My Sentences are always correct in Grammatically
3 Oral
3.1 I have a good level of Speaking English.
3.2 My Speed of Speaking English is high
3.3 My pronunciation accuracy of Speaking English is
3.4 I have a good ability to address public in English
language.
1.5 I can use English as communication language with my
friends ( only ICT based devices)
ICT Adoption
Following the Indicators Availability of ICT, Usage of ICT and Knowledge of
ICT. Please indicate the level of acceptance for following statements.
[Strongly Agree (5) | Agree (4) | Natural (3) | Disagree (2) | Strongly Disagree
(1)]
1 Availability of ICT
5 4 3 2 1
1.1 I have enough availability of Computer for language

45
skill improvement?
1.2 I have enough availability of Smart Phone or Tablet PC
for language skill improvement?
1.3 I have English learning Software&Games for language
skill improvement
1.4 I have Internet connection, it helps to me for improve my
language skills
1.5 Our School Computer Lab helpfulness for improve our
language skills
2 Usage of ICT
5 4 3 2 1
2.1 I use computer for language skill improvement?
2.2 I use Smart Phone&PC Tablet to find words and how to
pronounce those words
2.3 I use internet for finding new words in English
2.4 I use online tutorial for improve my Language skills
2.5 Playing PC games help to improve my English
Knowledge
3 Knowledge of ICT
5 4 3 2 1
3.1 I have enough knowledge of use Computer
3.2 I have enough knowledge of use Smartphone and PC
Tablet
3.3 Knowledge of ICT Subject helps to me for learning
English
3.4 I have enough knowledge for playing Computer games
& Using Computer Software
3.5 I have knowledge for finding new things in Google
ප්‍රශ්ණාවලිය
දයාබර ශිෂ්‍ය,ශිෂ්‍යාවනි,

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