AZUREEN BINTI ABD AZIZ RESEARCH PROPOSAL

RESEARCH TITLE Information and communication technology (ICT) practises and skills for learning English The usage of information and communication technology (ICT) for general purposes and for language learning

TOPIC JUSTIFICATION Start to like and apply ICT tools after learning a few subjects related to ICT such Language Learning Strategies, Materials in Language Learning, and also ICT in Education. The application of ICT tools in most of the developed schools in Malaysia.

PROBLEM STATEMENT ICT can be applied directly to provide solution to specific language learning problems. ICT encourages skill acquisition in language learning. ICT have led to ubiquitous computing environments and these trends have dramatically reshaped educational settings in general.

RESEARCH PURPOSE To explore the use of ICT in learning EIL among university students in a central city. To illuminate; students’ technology ownership, usage patterns, and levels of ICT skills, the relationships among learner demographic characteristics

RESEARCH QUESTIONS What kinds of information and communication technologies (ICT) do the participants in this study own and have access to? What are their perceived benefits of using ICT in learning English?

RESEARCH OBJECTIVES To identify the frequency of ICT usage among university students To get the answer on how does ICT help in improving language learning.

THEORETICAL FRAMEWORK The current study adopts the concept of “multiliteracies” (New London Group, 1996) as the theoretical underpinning for guiding and informing the whole procedure of the research. The main idea is to design students’ social future through ever-changing multiple literacy and technology, which perfectly fits into the current study. It also emphasizes taking on a new identity and bridging our old identities to the new one by the process of learning (Gee, 2003).

RESEARCH DESIGN Design: Quantitative Participants: 150 students (100 female and 50 males) undergraduates who are enrolled in English courses at the university. Instrument: Questionnaires adapted from Information and Communication Technology Use and Skills (ICTUS) for Learning English (Jung, 2006) that consists of three sections.

DATA ANALYSIS Quantitative data analysis from closed-ended questions Quantitative data collected from the questionnaires were analysed using the SPSS in order to answer Research Question 1 and 2.

DATA ANALYSIS PROCEDURES Descriptive statistics (e.g., means and standard deviations) was used to describe the basic features of the data (Hinkle, Wiersma, & Jurs, 1998). A series of independent t-tests, chi-square analyses, and analysis of variance (ANOVA) were computed to find out the relationship between independent variables (e.g., gender, class, and major) and dependent variables (e.g, hours spent using ICT, ICT activities engaged by students, and perceived ICT skill levels).

Multiple regression analysis was performed to test relationship between each set of predictor variables (e.g., gender, class, major, and desktop ownership) and outcomes variables (e.g., hours spent using ICT, perceived ICT skill levels), and to find out the contribution of each predictor in accounting for validity in the outcome variable (Ross & Morrison, 2001).

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