Limitations
This study focussed only on the postgraduate students of  H M Patel Institute of English Training and Research, Gujarat, India.    Their mother tongue was Gujarati and they had been introduced to English when they were in Standard V and had studied English for 8 years in school. They had completed a bachelors degree in English Literature when they joined the M. A. ELT Programme.

Participants
The participants of this study were the group of M. A. ELT teacher-learners who were in the final year in 2003-04. M. A. ELT is a full time, self-financed, post graduate course wherein the students learn not only literature and linguistics but also have two core papers in language teaching methodology.  As part of the methodology paper, in addition to theoretical inputs in English Language Teaching, they are expected to prepare  special, need based, short-term courses for the school and college students on the campus. They take up the responsibility to prepare a six-week course and offer it to school and college students who wish to improve their language competence. For this course they prepare the syllabus, teaching  and testing materials, an implementation plan and take up all the responsibilities including the registration of students.  For the present study they learnt to integrate technology in the six week course they prepared and taught a group of students on the campus who wished to improve their language competence.