Abstract

The use of Information and Communication Technology (ICT) in English as a Second Language (ESL) teaching and learning has been one of the most widely discussed issues in the field of education. Various activities which involve the use of ICT could be adapted to assist the instruction of reading and writing. However, the teachers need to take note on several matters in managing problems which could arise from the activities planned. The purpose of this study is to identify how the teachers manage problems and plan activities involving ICT tools in teaching ESL reading and writing. To achieve the purpose of the study, a total of 19 secondary school English teachers were interviewed. The teachers were pragmatically and purposively selected from three different areas of Malaysia, 4 teachers from Kuala Lumpur, 7 teachers from Alor Setar and 8 teachers from Tawau, respectively. The findings of the study revealed that the teachers seemed to be weak in managing the problems occurred while using ICT in the teaching of ESL reading and writing. It was also concluded that the teachers’ creativity level seemed to be quite low as the activities planned only involve those of lower levels. Moreover, ICT is mostly used to search for reading and writing materials before teaching the new lesson. The findings of the study are hoped to provide the teachers and policymakers with a better and more accurate picture for managing problems and planning activities involving ICT tools in teaching ESL reading and writing.

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