The integration of Information and Communications Technology (ICT) and language teaching is one of the most discussed issues in today’s English Language Teaching (ELT) world. Mostly referred to as blended learning in educational research, it is also known as hybrid or multi-method learning. It combines traditional classroom methods with more modern computer-mediated activities. All around the world educationists are indulged in exploring the benefits of mixing different learning environments.

No doubt, the eclectic approach enables a teacher to use techniques and activities from a range of language teaching approaches instead of following one specific methodology.

According to the claims of the patrons of blended learning, it increases the opportunities of greater quality and quantity of human interaction in a learning environment. But one needs to assess the expedience of blended learning in the local context.

Obviously, educators want to maximize the benefits that any approach would offer learners. For the reason they keep on searching for new ways to yield improved results. Researchers describe six categories to evaluate the efficacy of a particular approach: pedagogical copiousness, accessibility to knowledge, cost management, individual attention, social interaction and ease of adaptation.

Firstly, let us discuss the advantages of the approach. Information Technology is one of the tools of progress and it should be integrated in other disciplines. It makes the work easy and opens up new dimensions. The information, regarding new trends in ELT, available on the Internet is not only beneficial but also conducive for teachers. E-books, readymade focused exercises and lesson plans are a rich resource for them.

Second, learners are trained to handle the massive information available on the Internet on various subjects and cultures. They learn to overcome confusion and inaccuracies. It makes them ‘independent learners’ and promotes inquiry, critical thinking and ability to form responses based on information accessed from multiple sources. They also become aware of the shortcomings of the technology.

Third, blended learning is not merely a tool for face-to-face classrooms but for long distance and computer-mediated classes as well. It develops ‘active’ and ‘collaborative learning’ on a larger scale. It fosters the interaction of teacher-student and student-student. Today, online submission of assignments is a common phenomenon in universities. Therefore, if we do not promote this practice at early stages, our students will keep on facing adjustment problems in the later academic career.

Another bright aspect of the approach is the engenderment of various job opportunities for the skilled workers in the field of education. Not only the web designers, programmers and hardware technicians will find their way into the educational institutes but a lot of them will be engaged in the process of teachers’ training. Thus developing a new field where people relate to computers may give a chance to use their potential.

Now let us look at the practical side of the picture. Pakistan is a developing country where most of the public schools are not provided with the basic necessities. Finances are the major issue in providing computers to all schools. We should consider the fact that our secondary school teachers do not have computers available in their classrooms. Only in a few elite schools in cities, language teachers have access to the labs otherwise computer laboratories are merely used for computer studies. Moreover; power failure is a persistent problem in our country which promotes the element of uncertainty. Consequently, relying solely on blended learning approach will hinder the learning process.

In addition to the financial lacking we lack in professionally-trained workforce, too. In schools where computers are available, all ELTs are not well equipped with IT skills. Untrained teachers could mishandle the technology leading to wastage of time as all the information that is available on the Internet is not authentic.

Godfrey (2001) states, “To become confident, critical and creative users of ICT, teachers must have access to professional development programmes that enable them to have multiple skills, both, in the use of technology and in task design.” Again, even if we concentrate only on teachers in the public sector, training all ELTs is not possible. Therefore all teachers are neither capable of nor fortunate enough to get a chance to update their knowledge of computers and sometimes it becomes nearly impossible where no sponsor is available for training courses.

Likewise, let us analyse the benefits of this approach as claimed by the researchers. The teacher’s choice of methodology depends on the objectives of the lesson and the learner’s individual needs. Some students are visual learners while others prefer to listen or to read. Carbo (1986); Campbell and Campbell (1999) say, “Research continues to show that, when learners are able to use their own particular style of learning and processing information, their motivation, initiative and results improve.”

The readymade exercises and lesson plans available on the Internet are focused and fixed. They need to be adapted according to the requirements and aptitude of a particular group. So in order to create an effective learning experience, designing a Unit Plan, controlling the cost, administering the roles and responsibilities of students and instructor will become a difficult job. Thus managing instructional complexity will require more attention and skills. As a result lesson planning will become highly technical and more time consuming. Ignoring these aspects will result in teachers’ failure in meeting their targets and expectations.

Furthermore, too much usage of ICT in language classrooms will have an adverse effect on the development of language skills especially when we are dealing with English as a Secondary Language (ESL). A major problem with the technological component in blended learning is that it fails to enable students to practice their speaking skills. Besides developing all the four sub-skills of language, one of the important obligations of the educational institutes is to promote social skills in the learners so that they become responsible citizens and this cannot be achieved without peer interaction. Under these circumstances if we make ICT-integration requisite in all language classes it would become a deterrent rather than a tool.

On the other hand, it is a common complaint that Internet surfing consumes students’ time for social interaction. Besides wastage of time, there is a possibility of visiting immoral websites, which is a greater threat.

Apart from the advantages and disadvantages, there is another issue which persists in the world of education and requires more attention. According to Ertmer (1999), “The ‘fear of the unknown’ element of ICT integration is rooted in teachers’ underlying beliefs about teaching and learning and it includes teachers’ unwillingness to embrace ICT as a means towards improving teaching and learning.” Hence we need to develop a strategy and a long-term plan that could work on the behaviours and attitudes of Pakistani teachers so they accept new trends and tools for improved results.

It is evident that usage of Blended learning in our context has advantages as well as some disadvantages. As Shakespeare says, “There is nothing either good or bad, but thinking makes it so”, therefore after being tested for some time, blended learning will itself demonstrate its utility and worth. It will develop a certain role in Pakistani classrooms. For better results, teachers need to make wise decisions and assay the rationale of integrating ICT into the learning environment. We need to use this tool intelligently.

The writer is lecturer in the English department at the Federal Government Urdu University for Arts, Science and Technology, Karachi.