Abstract:
Abstract
The purpose of this study is to identify teachers' and students' attitudes toward using Information and Communication Technologies in teaching English and the reasons behind not using ICT by some English teachers. In addition, this study aims to find out the differences in teachers' attitudes toward using ICT in teaching English due to their gender and teaching experience. To collect the data, the researcher used both qualitative and quantitative methods. The researcher distributed 100questionnaires to the teachers and 100 questionnaires to the students. The researcher also conducted interviews with 7 English language supervisors, 27 English teachers and 36students from the fifth to ninth grades in central and northern Hebron basic schools. To analyze the data collected through questionnaires, the researcher used the statistical analysis method by using (SPSS). To analyze the data collected through interviews, the researcher used the content analysis method. The results of the study show that English teachers have positive attitudes toward using ICT. Results also show that the main reason for not using ICT by some English teachers is demanding extra work from them. Moreover, the study show that both male and female teachers have positive attitudes toward using ICT in teaching English, but female teachers use ICT inside the classrooms more than male teachers.Results also show that novice teachers have more positive attitudes toward using ICT in teaching English than experienced teachers. The more experience teachers have, the less they use ICT in teaching. Results also show that Palestinian students in central and northern Hebron basic schools have high positive attitudes toward using ICT by their teachers. Students believe that the best way to learn English is when their teachers integrate both ICT and the traditional method in the lesson and not to ignore any of them.
