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Integrating ICT into College English: An implementation study of a national reform

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Abstract

This paper describes a mixed-methods case study of a national reform of College English teaching in China which called for the integration of ICT (information and communication technology) into English classroom teaching and self-access learning. The study examined ICT implementation of the national reform in a specific tertiary institution from the perspectives of ICT use in language education and ICT-related policies and practices for EFL (English as a Foreign Language) teachers. The findings indicated that the reform had represented a challenge for teachers, who were expected to adapt to technologically-enhanced teaching materials, embrace student-centred classroom teaching and guide students’ autonomous learning in ICT settings. Constraints included insufficient ICT facilities, teachers’ limited ICT skills and pedagogic expertise; and lack of effective communication networks and inadequate technical support and ICT-related training also hindered the smooth ICT implementation of the reform. Implications for national and institutional policy-making are discussed.

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Acknowledgements

This research was supported by the funds of ‘Humanities Social Science Research Project: Youth Foundation Programme’ from the Ministry of Education, P.R. China (Grant No. 10YJC740042) and the project ‘Special Research Grants to Innovative Young Researchers’ from Hunan University, P.R. China (Project No. 2009-06).

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Authors and Affiliations

  1. School of Foreign Languages and International Education, Hunan University, Changsha, Hunan, 410082, People’s Republic of China

    Zhiwen Hu

  2. English Language & Literature, National Institute of Education, Singapore, Singapore

    Ian McGrath

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  1. Zhiwen Hu
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  2. Ian McGrath
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Correspondence to Zhiwen Hu.

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Hu, Z., McGrath, I. Integrating ICT into College English: An implementation study of a national reform. Educ Inf Technol 17, 147–165 (2012). https://doi.org/10.1007/s10639-011-9153-0

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