Asian Social Science; Vol. 8, No. 11; 2012 ISSN 1911-2017 E-ISSN 1911-2025 Published by Canadian Center of Science and Education 8 ICT and Teachers’ Attitude in English Language Teaching Gopala Krishnan Sekharan Nair 1 , Rozlan Abdul Rahim 1 , Roszainora Setia 1 , Aileen Farida binti Mohd Adam 1 , Norhayati Husin 1 , Elangkeeran Sabapathy 1 , Razita Mohamad 1 , Shahidatul Maslina Mat So’od 1 , Nurul Izatee Md Yusoff 1 , Razifa Mohd Razlan 1 , Nur Amalia Abd Jalil 1 , Elina Faradilla Nurul Huda@ Ariffin 2 & Norhafiza Abu Seman 3 1 Academy of Language Studies, Universiti Teknologi MARA (UiTM), Dungun Campus, Dungun, Malaysia 2 SK Pujut Corner, Pujut 1, Miri, Malaysia 3 Faculty of Administrative Science and Policy Studies, Universiti Teknologi MARA (UiTM), Dungun Campus, Dungun, Terengganu, Malaysia Correspondence: Gopala Krishnan Sekharan Nair, Academy of Language Studies, Universiti Teknologi MARA (UiTM), Dungun Campus, 23000 Dungun, Terengganu, Malaysia. Tel: 60-9-8400-8225/60-12-900-2602. E-mail: gopal792@tganu.uitm.edu.my Received: January 2, 2012 Accepted: February 27, 2012 Online Published: August 17, 2012 doi:10.5539/ass.v8n11p8 URL: http://dx.doi.org/10.5539/ass.v8n11p8 Abstract The waves of globalization and the advent of IT have given some impacts to the teaching of English in Malaysia. ICT equipment has been integrated in English classes since it has been proven to help the students in their learning process. This study seeks to find out whether the teachers are in fact ready for this newer innovation. It checks on the teachers’ attitude towards the use of ICT in English language teaching and the extent to which teachers use the available ICT equipment. A survey was conducted at 8 primary schools in Miri, Sarawak. A total of 60 teachers of English were selected and given a set of questionnaire. It was found that teachers have a satisfactory attitude towards the use of ICT and the teacher’s level of ICT use is also satisfactory. Furthermore, a significant relationship was found when the attitude towards ICT was investigated with three different variables, which are the actual level of its use, the teachers’ age and the experience in attending ICT workshop. It is hoped that more future research should be carried out in a wider sampling so that the findings can be generalized. Keywords: extensive reading, teaching literature, perceptions, proficiency, syllabus 1. Introduction English has moved from being an international language to a global language. Jayasankaran (1998), stated that English language no more belongs to England as it pervades all aspects of human activity especially in the field of Information Technology (IT). Globalization and the advent of IT have placed English to a very important position in Malaysian education. Being an ex-colony of Britain has deprived Malaysia, than Malaya, in many ways. Colonization meant that at least a certain limited portion of the population became English speaking. Eventually the Ministry of Education of Malaysia replaced English with the Malay language as the language of instruction in schools in 1980 where every school in the country from standard one to form five, used Malay language as the medium of instruction. The change was indeed necessary as any sovereign nation would want to use its indigenous language and mother tongue as the language of learning. However this change resulted in a steady decline in the standard of the English language in the country. In 2000, the Education Ministry took the initiative to introduce English literature component and new teaching methods using ICT in classroom to cater the problem. This included using ICT in English language teaching. Due to the undeniable important role that English has in Malaysian education, this study primarily focuses on whether the teachers’ attitude towards ICT would have a bearing on their actual level of use in the classroom. This study was carried out using a sample of 60 English teachers from eight primary schools around Miri Sarawak. There may be various factors, inherent in