Assessing the Effectiveness of ICT in EFL Teaching and Learning: A Case of Study of GBSS Awae

Abstract: This article investigates the teaching and learning, assisted by ICT tools for English by Francophone students of Government Bilingual Secondary School Awae, Mefou and Afamba Division, Cameroon with the aim of examining and assessing its effective implementation and consequently reviewing their teaching methods employed by EFL teachers and learners’ attitudes towards the learning of the English language with ICT tools. In order to achieve its goal, the paper adopts a mixed methods research design, which made use of questionnaire and interviews as instruments of data collection. Using the behaviourist theory, as well as the social constructivist theory, and through mainly, a qualitative analytical approach, the data was analysed and the following findings were found. The study’s findings demonstrate the worth of technology-based instruction over conventional classroom settings. This is due to the fact that employing ICT tools and equipment will provide a more engaging and productive learning environment for teachers as well as students. Though students are more attentive and well-behaved, the majority of teachers in this study concurred that ICT helps to improve classroom management. Though we observe that both students and teachers were aware of the need to use ICT, some teachers argued that they do not use it because it makes the class rowdy and uncontrollable. Again, this study demonstrated that using ICT to build more engaging and intriguing lessons helps students GBSS Awae learn more successfully. To this end, this work provided recommendations for students, teachers and to the government through the Ministry of Secondary Education. In order for teachers and students to fully use ICT, the initial phase of its adoption needs to be successful. Thus, proper implementation and support by the school’s management should mark the beginning of the preparations for technology-based teaching and learning. ICT integration in schools will be a tremendous success and have advantages for both instructors and kids if the process is implemented correctly from the start and proper ongoing maintenance is given. Again, since the implementation of ICT, particularly in teaching and learning, is more about practice than theory, teachers must be given time to become fully be conversant with it. The government must improve and amend teachers’ beliefs regarding the integration of ICT in the classroom in order to increase the usage of ICT in the classroom in effective learning as well as to meet the demand of the 21st century teaching skills.