A thesis in Partial Fulfilment of the Requirements for the Degree of Master in

Suggestions and Comments from Respondents

In section five, part two in the questionnaire, the respondents were asked to write down suggestions and comments related to the use of ICT in the teaching of the English language in Libya. Below the summary of the suggestions will stated first then the respondents‟ comments second:

Suggestions:

The Ministry of Education should integrate the ICT in all aspects of education as soon as possible. Computer courses should be given to both teachers and students as well. The computer courses should be given during the school

90
holiday. Government should offer one own computer for each student. The ministry should provide training courses for all the teachers. Internet access is very important for teachers and students as well. And the school administration should support the use of the internet to improve language teaching.

Comments:

Through out the respondents‟ comments it can be noted that some of their comments are positive towards the use of the ICT while the rest are on the contrary. Here they are:
Computers are very useful for language teaching and learning. Computers can improve the student‟ grammar and the four language skills. Computer courses will cost a lot of money and will not be useful in language teaching. Computers can be useful for the students but the internet access is not useful. The schools have computer labs but they are not used for language teaching. How we can know how the computers are useful in language teaching while we did not use them before for that.

91

2. Discussion

Based on the results, the following discussion can be made about the teachers‟ perceptions and attitudes towards the use of ICT in the teaching of English language.

1. Respondents’ Profile

The respondents who were selected for the purpose of the research varied in the demographic variables namely gender, age, academic qualification and teaching experience. As a large majority of the respondents were below 35 years old, it is not surprising to note that a similar percentage of the respondents possessed less than 8 years of teaching experience. Nevertheless, nearly all the respondents can be regarded as qualified teachers as they mostly possessed relevant qualification in the field of education. However, there seems to be a slight imbalance between the gender distributions among the respondents as the female far out-numbered the male teacher.

2.