The Use of ICT Tools for the Acquisition of Reading and Writing in EFL Classrooms

Abstract

The use of Information and Communication Technology (ICT) tools in teaching English as a Foreign Language (EFL) has been demonstrated to be an effective method for improving students' reading and writing skills. This research synthesis examines twenty empirical studies to determine the types of ICT tools, their effects, and how teachers perceive the role of ICTs in EFL education. The selected research articles incorporate qualitative, quantitative, and mixed methods studies, published in journals within the past decade. The results are evidenced that the use of ICT tools develop students' motivation, personal commitment to learning, self-confidence, autonomy, proactivity, and enthusiasm for classroom activities. Nevertheless, the analyzed articles revealed several challenges, including limited access to resources, insufficient teacher training, and a lack of institutional support. Consequently, this study suggests that institutions should provide teachers with appropriate training to integrate ICTs in EFL classrooms.