Adapting ICT Activities in Classrooms: Experiences of English Language Teachers

Abstract

Information and Communication Technology (ICT) has become gradually visible feature of English language classrooms, yet its presence does not automatically translate into effective teaching. Qualitative research design to explores English language teacher’s experiences of adapting ICT activities in the classroom. Semi-structured interview is conducted with four English language teachers selected through non-random convenience sampling. Data were analyzed using Braun and Clarke’s six-phase thematic analysis framework. Major themes are: teachers’ experiences with ICT integration, the ICT tools and classroom activities they use, the ways they adapt ICT to learners and classroom conditions, the challenges they face, the strategies they employ to overcome these challenges, and their perceived benefits and outcomes. Findings indicate that teachers move gradually from basic presentation tools toward more varied multimedia and digital-assessment practices, that adaptation is shaped by learner proficiency, class size, device access, and connectivity, and that infrastructural and pedagogical constraints require continuous improvisation.