An Investigation Into the Practices and Challenges of Students’ Use of ICTs in English: Selected Ethiopian Public Universities in Focus
DOI:
https://doi.org/10.17507/jltr.1304.03Keywords:
students’ use, ICTs, English, knowledge, challengesAbstract
This study was intended to examine whether or not students use ICTs in English, know that one’s use of it improves his/her English language skills, and if there is significant difference among students’ English language, information technology and other departments/programs students’ use of it in English and their knowledge that one’s use of it improves his/her English language skills, and to investigate challenges students face not to use ICTs in English with reference to Hawassa, Wolaita Sodo and Wachemo universities. To this end, a descriptive design with a mixed approach was employed. A questionnaire with two-point and five-point scales was used to collect data from 1500 students (500 students from each university). A semi-structured interview was also conducted with 39 students (13 students from each university) randomly selected from among those students who had filled in the questionnaire. Data gathered by the questionnaire were analyzed quantitatively; data collected by the interview were analyzed qualitatively. The study disclosed that the vast majority of university students do not use ICTs in English; they do not know that one’s use of it in English improves his/her English language skills. It is also found that there is no statistically significant difference among students of English language, information technology and other departments/programs use of ICTs in English and their knowledge that one’s use of that improves his/her English language ability. There are challenges that students face not to use ICTs in English. Accordingly, recommendations have been forwarded.
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