Volume 13, Issue 4

Computer Assisted English Language Teaching and The Development of Critical Thinking in The 21st Century: The Case of Multimedia Centres in Yaounde Secondary Schools

Author

Dr. Mbeh Adolf Tanyi

Abstract

For more than two decades technology has transformed society and the world has become a ‘global village’. As such, African in general and Cameroon in particular still leave much to be desired. This situation was exacerbated when Cameroon became a highly indebted country according World Bank rankings. Also, economic crisis plus devaluation of CFA came and worsened the already degrading and limping situation. The government could no longer afford on the purchase of both software and hardware, not to mention capacity building in the field of using technology equipment and its application in teaching and learning English language for special purposes. It is from this backdrop that this paper sets out to examine the degree of preparedness educational sector in the use and usage of technology in English language teaching in higher education. Educational technology is not restricted to individual computer use in this paper, it involves equipment and application such as videoconferencing, digital television (allowing students to interact and manipulate programmes at their own pace), electronic whiteboards, and digital cameras (Jackson, 2008; EDUCATION WEEK, 2007; McCambell,2002; Marshall, 2002). The study used System for Technology Accountability Rigor (STAR) survey data for 2019-2021. A sample of 200 English language teachers and students were randomly collected from the faculty of education in the University of Yaounde 1. The survey is administered on an annual basis by a team of lecturers in the faculty of education. The survey was designed to provide meaningful information about technology integration and capacity building in the faculty of education in the teaching of English language for special purposes. The results proved that both teachers and students are still lacking the appropriate competences in the use and usage of equipment and its rightful application hands-on. Recommendations have been made to the Dean and the Rector on what kind of equipment to invest on and its capacity building of both professors and students on its usage.

DOI

10.62226/ijarst20241397

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