Using ict tools in elt

3.1. English teachers attitude towards ICT tool's usage in English teaching
Use of ICT for the ELT teacher: it could not imagined a better educational environment without a better teacher. In the old days, the teacher was the center of education, but now the role of teachers has changed a lot. He is considered a guide and friend of students who helps in their studies, and does not give knowledge. To teach better, the teacher must be aware of the changes. This is where ICT helps a lot. ICT can be useful to the teacher in the following ways.

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  It is useful in the professional development of teachers. The teacher can master various language skills with the help of information and communication technologies. He can participate in various English language teaching certification programs offered by renowned . These programs help to improve his ability to teach English and make the content of his subject simple, economical and more understandable.
  
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  The teacher can expand his English language area with e-journals, e-journals and e-library, which can only be achieved with the use of ICT. He can also participate in discussions and conferences with English language teaching experts to improve his ELT knowledge and skills through audio and video conferences.
  
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  ICT helps the teacher to master innovative teaching methods. He can work with students on various projects and assignments. It also helps him in providing study materials, homework, etc.
  
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  He may participate in various professional development programs and seminars that are necessary for his professional development with the help of information and communication technologies.(vii) ICTs help the teacher to introduce their students to the English language learning materials available on the Internet, e-books, e-journals, e-zines and social sites such as linkedin that help to better learn English.
  
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  ICT is also helping him develop an English language curriculum. He can study the ELT curricula of different countries in order to study their pros and cons, problems, and sociological and psychological problems associated with English learners.
  

All this helps him in developing a curriculum that leads to the achievement of the goals and objectives of teaching English.Limitations of ICT tools: Although ICT tools are very useful in teaching and learning English, these tools do have some limitations. Some of the restrictions are discussed below:

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  Often students fail to achieve the target objectives of English language learning.
  
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  Due to the freedom of time and space, students often become careless about their goals and indulge in meaningless work.
  
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  The repeated use of recorded programs causes boredom in students, which leads to the problem of indiscipline in the classroom.
  
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  In most cases, students remain passive and inactive in the learning process because they have fewer opportunities to actively participate in the learning process.
  
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  The use of ICT tools needs technically trained teachers, which is in short supply and creates problems in TLP.It is clear from the discussions above that ICT tools have changed the paradigm of the English language teaching learning process. Therefore, it is important for the teacher to be familiar with modern ICT tools and use them correctly to achieve the goals of teaching English.
  

Ten different statements were included to reveal respondents' perceptions of the integration of ICTS into English language teaching. The responses of the participants to the items containing statistical evidence are presented in the table below:
Table-1: Teachers' Perceptions of Integrating

E-learningE-learning.Table 1 shows that 86.66% of total teachers have a positive attitude towards the statement that they know the technological tools of language teaching. Examining the responses to item 2 at a rate of 70%, teachers responded positively that they could integrate technology in the teaching of any language element in their classrooms. Likewise, 76.66% of the total teachers gave a positive response to the item that they integrated ICT into their classrooms. 73.33% of the total teachers responded positively to the item 'ICT integration has become both a choice and a slogan in language teaching'. Teachers undoubtedly and completely agreed with the item “ICT integrated teaching should be supported by e-devices such as computers, e-mail, internet, mobile, CD, DVD and other applications”. Similarly, all participants agree that e-devices make learning easier, faster, accessible and enjoyable. Similarly, the statement 'an innovative teacher should integrate ICT into classrooms' was accepted positively by 80% of the total respondents. The next item, ICT-based learning, seems to be effective in improving language skills, and the English aspect was accepted by 76.66% of the total respondents. Likewise, 63.33% of the total respondents had a positive perception that the integration of ICT helped teachers to be satisfied in their profession and to develop positive attitudes. Regarding the final statement 'integrating technologies, ICT and e-devices, promoting lifelong learning and professional development', 73.33% of total teachers agree. The result presented in the table shows that the majority of teachers state that they are in favor of integrating ICT into classroom-based language teaching. Internet, computer, e-mail, CD, DVD, etc. to bring changes in classroom education. They seem to be integrating ICT-based e-devices into their classroomsSelected participants were also asked to respond to statements about strategies for integrating ICTs into ELT classrooms.
Table-2: Strategies Used in Integrating ICTs into Classroom Based Teaching

According to Table 2, 40% of the teachers agreed that there is a strong proficiency in content knowledge while integrating ICT as a strategy, while 46.66% did not. Similarly, 73.33% agreed that identifying online courses offered to students should address all learning styles as a strategy. The next item was implemented to ask whether course documents would be available to all students. Based on the data, it was found that 60% of the total teachers accepted this as a strategy. Likewise, 90% of total teachers positively perceived that teachers should communicate clear objectives in ICT integrated teaching as a strategy. The next item, "whether there should be a supportive community for integrated education" was asked as a strategy. 66.66% of total teachers perceived this as a positive strategy. On the other hand, 26.66% did not agree and 6.33% could not decide. While the second last item, “effective use of available resources to improve online learning” was accepted as a strategy by 56.66% of total teachers, 23.33% could not decide. The final item was that teachers and students should have clear expectations when integrating ICTs into the classroom. 63.33% accepted this as a strategy. From the teachers' general responses, we can conclude that giving online lectures to students, making course documents available to all students, building a supportive community, communicating clear goals, using available resources effectively, and having clear expectations when integrating ICTS are strategies. For the effective integration of ICTS into classroom-based education.
Six different statements were included in the survey to find the difficulties encountered in integrating ICTs into the ELT.
Table-3: Challenges Encountered in ICT Integration

Table 3 shows that 70% of the total teachers gave a positive response and 30% stated that they did not agree with the statement that teaching by integrating e-devices is really a challenging task for teachers. Similarly, 83.33% agreed that it is difficult to integrate e-devices into English language teaching due to the current access to resources. Likewise, 86.66% of the respondents thought that the lack of internet facilities in schools is a major challenge in ICT integration. However, ICT integrated teaching causing students to feel alone in learning was not a challenge for the majority of respondents. For 66.66% of total teachers, the cost and time consuming of using technologies in ELT was another challenge. The teachers' lack of solid theoretical and practical knowledge in integrated ICT-based teaching was another challenge for respondents, as 56.66% considered it a challenge. Thus, the general discussion of the result shows that the difficulties encountered when integrating ICTs into classroom-based teaching are the lack and availability of proper access to resources, the lack of internet facilities, the expensive and time-consuming to use, and the lack of sound theoretical and practical knowledge. Use of ICT-based technological devices.