IntroductionThe analysis of the data revealed that insufficient technical supports at schools and little access to Internet and ICT prevent teachers to use ICT in the classroom. Moreover, shortage of class time was another important discouraging factor for the teachers to integrate ICT into the curriculum. Nowadays, the use of technology as a tool to develop the different language skills has received great attention so that English language teachers are frequently eposed to new practices ! workshops and short trainings introduce new techniques and activities or promote new materials. "ccordingly, English language teachers are accustomed to frequent su#$ect innovations, #ut not necessarily more resourceful or open to new ideas. The use of technology devices, such as televisions, tape recorders and video recorders have #een incorporated as a tool for language teaching since %&'(s. There was evidence of many pro#lems in terms of technical skills at the #eginning, and it took a#out a generation for the technical skills and the technical pro#lems to #e ignored out. )owever, teachers are faced with some #arriers that prevent them to employ information and communications technology *ICT+ in the classroom or develop supporting materials through ICT. Therefore, this study aims to eplore the high school English teachers, perceptions of the challenges and #arriers preventing teachers from using ICT in the classroom.The selection of title is very clear and appropriate in line with my focus of studies. The a#stract can #e easily understand and its specific and more oriented to the topic. -urthermore I am fully agreedand satisfied with the purpose of article made clear in the introduction. Even though there is misleading points there and here and am#iguity presents #ut overall eaggeration can #e accept in open heart.Most of the discussion is only focuses and concentrated only on internal locus a#out teachers..o, here it would sound #etter and even more concrete when talk a#out other challenges of ICT in overall.I greatly feel there are some sections immediately need some serious attention. Especially page%/! %'. It need to #e epanded and condensed with more facts. 0verall, the selection of tittle, and flow of the article are welly selected.The use of information and communications technology *ICT+ in education is a relatively new phenomenon and it has #een the educational researchers1 focus of attention for more thantwo decades. Educators and researchers eamine the challenges of using ICT and think of 1new ways to integrate ICT into the curriculum. )owever, there are some #arriers for the teachers that prevent them to use ICT in the classroom and develop supporting materials through ICT. The purpose of this study is to eamine the high school English teachers, perceptions of the factors discouraging teachers to use ICT in the classroom.Critical review Of The JournalChallenge to a statement of fact%. In this article The author is also responsi#le for portraying the other challenges constantly faced #y teachers. .ince the study was carried out only to %2 Chinese school teachers *stated in a#stract+ it is impossi#le to get an accurate data and viewpoints. .ince ICT had an enormous implication while practising in classroom especially for English language never stated clearly. -urthermore, range of possi#le courses of action in response to these events this portrayal is clearly not true.Poor data collection methods%. )owever, 3umutha 4aman *2(%5+ research can #e questioned in that whilst they carried out an anonymous questionnaire to enlisted only %2 Chinese school teachers were interviewed. This personal definition is clearly unsatisfactory and does not ena#le comparisons #etween studies, nor does it allow for an eamination of the nature of such case study. Consequently a ma$or varia#le was not controlled for or quantified. 3umutha *2(%5+ also interviewed a smaller sample *n 6 %2+ of individuals said to #e representative mem#ers of Chinese school, found that %((7 *that is %2 individuals+ reported having negative perspective a#outintegrating ICT in classroom. *8age %5! %9+.The pro#lemof possi#le participant #ias also plagued another study: The study has #een critici;ed #ecause it,s only focuses a small num#er of participant and the group of participants was small.Omission of potentially relevant information2 3enya #eing adeveloping country, the government has not #een a#le to connect all parts of the country to the national electricity grid. Consequently those schools that fall under such areas are left handicapped and may not #e a#le to offer computer studies.5. !roken down computers while a good num#er of schools have #enefited from donated used computers, they have not #een adequately equipped with the same on maintenance and repair, hence its very common to see a schools computer la# full of #roken down computers, some repaira#le and some not. This has actually #een a ma$or pro#lem, and the government has now put strict measures on any person, N=0 or corporate #odies willing to donate 2nd hand computers. *It is seen as a dumping ground+> e!waste management.9. "ear #y the administration there is still a strong perception especially #y the older generation that computers require highly skilled personnel to operate them, while this 3may not #e the case, some school administrators also fear that their students will #e eposed to adult sites and other undesired sites, through the use of the internet. .ome alsofear the infection of viruses to their computers leading to data loss, while this may #e true to some etent, proper education on the safe use of computers and help alleviate some of this fears./. Lack of internet or slow connectivity most schools are not a#le to connect to the world wide we#, due to the high costs involved in the connectivity. 0n average, it may cost approimately 4M%?( per month to connect to a#out %/ computers on a #andwidth of %2?@'9k#ps. This is considered as very epensive for a very slow speed.'. Lack of initiative #y the community leaders the community leaders who are charged with looking at the interests of a given community do not see the need to purchase and su#sequent installations of computers to their schools as a priority. They consider health care, provision of water and other amenities as more important than #uying computers fortheir schools.A. Increased moral degradation B internet pornography, cy#er #ullying and other anti!social #ehaviours is a worrying emerging pro#lem.$%aggerated and unsu#stantiated claimsIn page %/ the author tried to emphasi;e a#out Teachers, hesitancy in integrating ICT is a ma$or pro#lem. Cespite that, eternal pro#lems never listed down accordingly. ConclusionEnglish attainment Cifferent uses of ICT have contri#uted to some improvements in achievement in English, #ut the results are very inconsistent and restricted #y the amount of ICT use and access to ICT in schools. The most predominant reported use of ICT has #een word processing, although other English!specific software is widely used #y some English teachers. The most positive evidence arises from primary pupils, use when they are at the early stages of language development and when they have a chance to compose, and reflect on their compositions&4