Abstract:
The implementation of technology has provided the significant opportunities for language teachers to adopt online application and instruments to enhance learners’ proficiency in complicated conditions such as Coronavirus pandemic .However, the unexpected shift of teaching the English language from face-to-face classroom to online learning activities through digital platforms has raised significant challenges for English teachers and students .Therefore, this study aims to investigate how they perceive ICT-ELT integration in terms of effectiveness and barriers of incorporating ICT during this pandemic particularly at the universities of Pakistan. Guided by a descriptive quantitative research design, a mixed-method approach was used. Empirical data were collected through distributing an online and one to one questionnaire to 150 university ESL teachers. Findings of this research shows that teachers have sufficient knowledge and confidence about the use of technology and positive attitudes towards the technology based English Language teaching. The most common challenges included, but were not limited to, the inability to have access to the modern equipment, interrupted or weak internet connection, learner’s low motivation level and attention deficit. Despite these issues, however, many language instructors reported a positive inclination towards the use of technology in EFL/ESL class. Furthermore, the results of this study would help policymakers, trainers, EFL/ESL teachers and professional development experts with the current aspects of COVID-19 and the pending issues determining technology integration in EFL/ESL online classrooms, thus enabling them to make better-informed decisions by providing adequate technology access, professional and technical supports for ESL teachers.
