` Computers and the Internet are so widespread today that one feels outdated if not using them. The majority of language teachers must now begin to think about the implications of computers and internet for language teaching and learning. Therefore, according to Lee (2000) many of which cannot perform this kind of technology since there are some barriers in the use of it namely financial barrier, availability of computer hardware and software, and technical knowledge.
Financial barriers are the most frequently problem faced by the education practitioners. Many schools, especially those in sub-urban area will consider this technology is costly, such as long waiting time to access information and costs related to the acquisition of computers, programmes, training, telephone lines and other expenses. Herschbach (1994) argues firmly that new technologies are add-on expenses and will not, in many cases, lower the cost of providing educational services. He stated that that the new technologies probably will not replace the teachers, but will supplement their efforts, as has been the pattern with other technologies. The technologies will not decrease educational costs or increase teacher productivity as currently used.
The most significant aspects of computer are hardware and software. Availability of high quality software, however, is being one of the most wearing tasks for schools. There are few educators skilled in designing it because software development is costly and time-consuming (McClelland, 1996). Well-designed software usually cost very high that many school cannot afford it; moreover, the available local software also have to be carefully selected. Accordingly, teacher should be trained to design and develop their own material to cut the cost of supplying software related to the students’ needs.
A lack of technical knowledge is another barrier to the use of Computer-assisted Language Learning technology. In the communication between McClelland and C. Dede (1995), Dede indicated the more powerful technologies, such as artificial intelligence in computers, might promote learning of higher-order cognitive skills that are difficult to access with today’s evaluation procedures and, therefore, the resulting pedagogical gains may be under-valued. Not only is there a shortage of knowledge about developing software to promote learning, but many instructors do not understand how to use the new technologies. Furthermore, only few teachers know about integrating computer as means of learning into an overall teaching plan. In conclusion, lack of training and familiarity with computers and the Internet can lead to ineffective teaching and learning process, instead of offering a motivating learning experience. Therefore, both teacher and students should be facilitated to learn more about how to deal with technology devices before they use it in instruction.
References
Herschbach, D. (1994). Addressing vocational training and retaining through educational technology: Policy alternatives. (Information Series No. 276). Columbus, OH: The National Center for Research in Vocational Education.
Lee, Kuang-wu. 2000. English Teachers’ Barriers to the Use of Computer-assisted Language Learning. The Internet TESL Journal, Vol. VI, No. 12, December. http://iteslj.org/Articles/html. Date/Time : May 24, 2007/ 17:10:00.
