ICT Integration for Teaching English Literature at Tertiary Level: Teachers’ Perspectives

Shabana Erum; Niaz Hussain Soomro

doi:10.47205/plhr.2021(5-II)1.19

ICT Integration for Teaching English Literature at Tertiary Level: Teachers’ Perspectives

Authors

Shabana Erum

M. Phil Scholar, English Language Centre, University of Balochistan, Quetta, Balochistan, Pakistan

Niaz Hussain Soomro

Assiatant Professor, Department of English Linguistics, University of Balochistan, Quetta, Balochistan, Pakistan

DOI: https://doi.org/10.47205/plhr.2021(5-II)1.19

Keywords

Information and Communication Technology (ICT) Reliance on ICT Teaching English Literature Technological Devices Tertiary Education

Abstract

The teaching of English literature at tertiary level in the 21st century with traditional lecture method is turning to be boring for millennials. As an alternative to the traditional pedagogical approaches, the use of information and communication technology (ICT) offers a hope for innovative teaching. Keeping in view the support for teaching and learning that the ICT may be offering, this study explored Pakistani university teachers’ perspectives about the integration of ICT for teaching English literature. With interview based qualitative case study design, the thematic analysis revealed that the teachers were highly positive about ICT integration for teaching English literature. This indicated teachers’ readiness for the integration of ICT for teaching literature to help enhance learner interest in studying English literature. The study implicates that universities in Pakistan should further develop infrastructure for the integration of ICT to help literature teachers to switch to the innovative mode of teaching from traditional one.