Introduction

The analysis of the data revealed that insufficient technical supports at schools and little
access to Internet and ICT prevent teachers to use ICT in the classroom. Moreover, shortage
of class time was another important discouraging factor for the teachers to integrate ICT into
the curriculum.
Nowadays, the use of technology as a tool to develop the different language skills has
received great attention so that English language teachers are frequently exposed to new
practices - workshops and short trainings introduce new techniques and activities or promote
new materials. Accordingly, English language teachers are accustomed to frequent subject
innovations, but not necessarily more resourceful or open to new ideas. The use of
technology devices, such as televisions, tape recorders and video recorders have been
incorporated as a tool for language teaching since 1960s. There was evidence of many
problems in terms of technical skills at the beginning, and it took about a generation for the
technical skills and the technical problems to be ignored out. However, teachers are faced
with some barriers that prevent them to employ information and communications technology
(ICT) in the classroom or develop supporting materials through ICT. Therefore, this study
aims to explore the high school English teachers perceptions of the challenges and barriers
preventing teachers from using ICT in the classroom.
The selection of title is very clear and appropriate in line with my focus of studies. The
abstract can be easily understand and its specific and more oriented to the topic. Furthermore
I am fully agreed and satisfied with the purpose of article made clear in the introduction.
Even though there is misleading points there and here and ambiguity presents but overall
exaggeration can be accept in open heart.
Most of the discussion is only focuses and concentrated only on internal locus about teachers.
So, here it would sound better and even more concrete when talk about other challenges of
ICT in overall. I greatly feel there are some sections immediately need some serious
attention. Especially page 15- 16. It need to be expanded and condensed with more facts.
Overall, the selection of tittle, and flow of the article are welly selected.
The use of information and communications technology (ICT) in education is a relatively
new phenomenon and it has been the educational researchers' focus of attention for more than
two decades. Educators and researchers examine the challenges of using ICT and think of
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new ways to integrate ICT into the curriculum. However, there are some barriers for the
teachers that prevent them to use ICT in the classroom and develop supporting materials
through ICT. The purpose of this study is to examine the high school English teachers
perceptions of the factors discouraging teachers to use ICT in the classroom.
Critical review Of The Journal
Challenge to a statement of fact
1. In this article The author is also responsible for portraying the other challenges constantly
faced by teachers. Since the study was carried out only to 12 Chinese school teachers (stated
in abstract) it is impossible to get an accurate data and viewpoints. Since ICT had an
enormous implication while practising in classroom especially for English language never
stated clearly. Furthermore, range of possible courses of action in response to these events
this portrayal is clearly not true.
Poor data collection methods
1. However, Kumutha Raman (2013) research can be questioned in that whilst they carried
out an anonymous questionnaire to enlisted only 12 Chinese school teachers were
interviewed. This personal definition is clearly unsatisfactory and does not enable
comparisons between studies, nor does it allow for an examination of the nature of such case
study. Consequently a major variable was not controlled for or quantified.
Kumutha (2013) also interviewed a smaller sample (n = 12) of individuals said to be
representative members of Chinese school, found that 100% (that is 12 individuals) reported
having negative perspective about integrating ICT in classroom. (Page 13- 14). The problem
of possible participant bias also plagued another study: The study has been criticized because
its only focuses a small number of participant and the group of participants was small.

Omission of potentially relevant information

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When defining culture as an acquired element, the authors omit consideration of an

individuals personality and genetic makeup, although both if these factors interact
with the culture in which they are brought up to create their observed behaviour.
Lack of evidence to support conclusions
The main shortcoming of this text is the authors reliance on personal opinion rather
than empirical data. For example, on page 11 and 12 there is a critical attack on the
governments policy towards ICT were still lacking, but the author offers no data to
support the argument he is making. In the absence of any supporting evidence there is
no way of judging the validity or reliability of his conclusions and this seriously
undermines the value of the work. Most of the points were went missing due to
limited study about the topic.
Therefore many other relevant points unsaid in the journal. Such as:
1. Lack of computers; Computers are still very expensive and despite spirited efforts by the
government agencies, NGO, corporate organizations and individuals to donate computers
to as many schools as possible, there still remains a big percentage of the schools unable
to purchase computers for use by their pupils.
2. Lack of electricity; Many schools are still not yet connected to electricity; Kenya being a
developing country, the government has not been able to connect all parts of the country
to the national electricity grid. Consequently those schools that fall under such areas are
left handicapped and may not be able to offer computer studies.
3. Broken down computers; while a good number of schools have benefited from donated
used computers, they have not been adequately equipped with the same on maintenance
and repair, hence its very common to see a schools computer lab full of broken down
computers, some repairable and some not. This has actually been a major problem, and
the government has now put strict measures on any person, NGO or corporate bodies
willing to donate 2nd hand computers. (It is seen as a dumping ground); e-waste
management.
4. Fear by the administration; there is still a strong perception especially by the older
generation that computers require highly skilled personnel to operate them, while this
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may not be the case, some school administrators also fear that their students will be
exposed to adult sites and other undesired sites, through the use of the internet. Some also
fear the infection of viruses to their computers leading to data loss, while this may be true
to some extent, proper education on the safe use of computers and help alleviate some of
this fears.
5. Lack of internet or slow connectivity; most schools are not able to connect to the world
wide web, due to the high costs involved in the connectivity. On average, it may cost
approximately RM180 per month to connect to about 15 computers on a bandwidth of
128/64kbps. This is considered as very expensive for a very slow speed.
6. Lack of initiative by the community leaders; the community leaders who are charged
with looking at the interests of a given community do not see the need to purchase and
subsequent installations of computers to their schools as a priority. They consider health
care, provision of water and other amenities as more important than buying computers for
their schools.
7. Increased moral degradation internet pornography, cyber bullying and other antisocial behaviours is a worrying emerging problem.
Exaggerated and unsubstantiated claims
In page 15 the author tried to emphasize about Teachers hesitancy in integrating ICT is a
major problem. Despite that, external problems never listed down accordingly.
Conclusion
English attainment Different uses of ICT have contributed to some improvements in
achievement in English, but the results are very inconsistent and restricted by the amount of
ICT use and access to ICT in schools. The most predominant reported use of ICT has been
word processing, although other English-specific software is widely used by some English
teachers. The most positive evidence arises from primary pupils use when they are at the
early stages of language development and when they have a chance to compose, and reflect
on their compositions.