Problems in Use of ICT in Teaching of English

1. Introduction

Information and Communication Technology (ICT) has become an essential component in English Language Teaching (ELT); however, its integration is not without obstacles. Both traditional and new-age issues challenge the effective use of technology in classrooms, especially in the Indian context.

 

2. Traditional Problems in ICT Integration

Problem	Explanation	Example
Inadequate Infrastructure	Many schools lack basic facilities, such as sufficient computers, projectors, reliable internet, or a stable power supply.	In a rural school, there is only one computer lab for the entire school, and frequent power outages interrupt digital lessons.
Limited Funding	Budget constraints prevent the purchase of modern equipment, software licenses, or maintenance.	Government schools may still use outdated desktop computers with old software, rendering interactive activities impossible.
Lack of Teacher Training	Teachers often lack training in using ICT tools effectively or are intimidated by technology.	An English teacher is unable to use a smartboard for grammar lessons, so she resorts to traditional blackboard teaching.
Language and Software Issues	Many software or online materials are not tailored for Indian English or regional needs.	An app uses only  British accent and vocabulary, which can be confusing for students familiar with Indian English.
Resistance to Change	Teachers and sometimes administrators are reluctant to change from tried-and-tested methods.	A senior teacher feels comfortable with textbooks and avoids using e-learning resources, thinking it’s unnecessary.
Time Constraints	Setting up digital tools and lesson plans can be a time-consuming process.	Preparing a multimedia-based lesson takes longer than a regular lecture, which can discourage overburdened teachers.

 

3. Latest (Contemporary) Problems in ICT Use

Problem	Explanation	Example
Digital Divide & Inequality	Urban students often have access to personal devices and high-speed internet, whereas rural or economically disadvantaged students may not.	In blended learning, some students attend Zoom classes on smartphones, while others have no access and miss lessons entirely.
Distraction and Misuse	Students may use devices for non-academic purposes, such as gaming, social media, or watching unrelated videos.	During an online class, students mute themselves and play mobile games instead of participating in the lesson.
Cybersecurity & Privacy Concerns	Exposure to online risks such as cyberbullying, data theft, and inappropriate content.	Students using a public computer accidentally download malware, or their personal data is leaked from an online quiz app.
Content Quality and Relevance	Not all ICT content is pedagogically sound or suitable for the class’s level and cultural background.	Some YouTube videos used for English listening have slang or cultural references that are inappropriate or confusing.
Technical Glitches & Software Issues	Sudden software crashes, incompatibility, or platform outages can halt classes abruptly.	During an online test, the exam portal crashes, and students lose their answers.
Overdependence on Technology	Excessive reliance on ICT may weaken basic teaching skills and reduce personal interaction between teachers and students.	Teachers conduct classes only via PowerPoint, ignoring speaking practice or group activities.
Accessibility for Students with Special Needs	Not all ICT tools are designed with accessibility features.	Visually-impaired students struggle to use standard e-books or apps without screen reader support.
Language Overload and Cognitive Load	Too much information or flashy multimedia can overwhelm students, leading to poor comprehension.	A lesson full of animated videos, pop-up quizzes, and music distracts students from the actual learning objective.

 

4. Overcoming ICT Problems: Practical Strategies

Problem Area	Solution
Infrastructure & Funding	Seek government schemes (e.g., Digital India), use shared labs, integrate BYOD (Bring Your Own Device) policies, and rotate usage among students.
Teacher Training	Organise regular ICT workshops, peer mentoring, and online tutorials for teachers.
Digital Divide	Provide recorded lessons, printed handouts, or community digital centres to bridge access gaps.
Distraction	Establish clear digital discipline policies and utilise educational monitoring software to maintain student focus.
Security & Privacy	Educate students on cyber safety, choose reputed platforms, and set strong passwords.
Content Quality	Curate or adapt content for local and cultural relevance; teachers review all online resources before class.
Accessibility	Use inclusive tools with text-to-speech, subtitles, or regional language options.
Overdependence	Balance tech with traditional interactive activities, such as debates, group work, and role-plays.
Technical Support	Assign a technical support teacher or student volunteers to quickly troubleshoot issues.

 

5. Key Takeaways

• ICT is a powerful aid, not a substitute for teachers. It should complement, not replace, human interaction.
• Future English teachers must be tech-savvy, flexible, and proactive in addressing these evolving challenges.
• Every classroom is unique: Adapt solutions according to available resources and the needs of your students.

 

6. Example in Indian Context

• Scenario: In a government school in Gujarat, the English teacher wants to use a language lab, but there are only 5 computers for 40 students, with irregular electricity.
• Solution: Divide students into small groups, use mobile-based apps offline, and rotate lab sessions. Provide worksheets as backup during power cuts.
• Scenario: Urban private school students bring their own tablets, but teachers notice most use YouTube for entertainment, not learning.
• Solution: Teachers create a playlist of vetted English videos and assign reflection questions, monitoring student usage through the app dashboard.

 

7. Conclusion

ICT in English teaching offers immense benefits but comes with traditional and new challenges. With awareness, adaptive strategies, and a positive mindset, these barriers can be overcome to ensure meaningful, equitable, and effective English language learning for all.