ICT integration into English language teaching-learning: Insights from some private higher education institutions

Haerazi Haerazi

Abstract


The integration of technology within language classrooms is a pivotal facet of modern education. Due to this, this study aims to investigate the English lecturers’ views about the use of educational technology in English language classrooms and the English teachers’ implementation strategies about ICT integration into ELE programs in higher education. The study employs a qualitative research approach to facilitate an in-depth exploration and elucidation of its findings. The participants under scrutiny consisted of English lecturers affiliated with English language education study programs situated within private universities located in the West Nusa Tenggara region. The selection of participants was facilitated through the utilization of a convenient sampling method, which was deemed appropriate for the purposes of data collection in this study. In total, the study encompassed the involvement of 25 participants, and it is noteworthy to mention that the composition of this participant pool exhibited certain demographic characteristics. This study used semi-structured interview guidelines as the research instruments. The data analysis process encompassed several key stages, including data condensation, data display, and drawing conclusions. The research findings highlight a diverse landscape of ICT integration among English lecturers in private universities in West Nusa Tenggara, Indonesia. While some educators demonstrate a propensity for innovative and multifaceted technology integration, others exhibit more conventional and hardware-focused approaches. It can be concluded that English lecturers have views about the technology use that should be optimized in the ICT integration within English language education programs.


Keywords


ICT integration; Digital learning; English language teaching

Full Text:

PDF

References


Abraham, M., Arficho, Z., Habtemariam, T., & Demissie, A. (2022). Effects of information communication technology-assisted teaching training on English language teachers’ pedagogical knowledge and English language proficiency. Cogent Education, 9(1), 1–18. https://doi.org/10.1080/2331186X.2022.2028336

Adnan, M. (2017). Perceptions of senior-year ELT students for flipped classroom: A materials development course. Computer Assisted Language Learning, 30(3–4), 204–222. https://doi.org/10.1080/09588221.2017.1301958

Al-Sabbagh, K. W., Bradley, L., & Bartram, L. (2019). Mobile language learning applications for Arabic speaking migrants: A usability perspective. Language Learning in Higher Education, 9(1), 71–95. https://doi.org/10.1515/cercles-2019-0004

Anggoro, F., Caraka, R. E., Prasetyo, F. A., Ramadhani, M., Gio, P. U., Chen, R.-C., & Pardamean, B. (2022). Revisiting cluster vulnerabilities towards information and communication technologies in the eastern island of indonesia using fuzzy c means. Sustainability, 14(6), 3428. https://doi.org/10.3390/su14063428

Anwar, I. W., & Sailuddin, S. P. (2022). Academic Reading Difficulties in Higher Education. Journal of Languages and Language Teaching, 10(2), 309. https://doi.org/10.33394/jollt.v10i2.4849

Aşık, A., İnce, B. H. E., & Vural, A. Ş. (2018). Investigating learning technology by design approach in pre-service language teacher education: Collaborative and reflective experiences. Journal of Qualitative Research in Education, 6(1), 1–17. https://doi.org/10.14689/issn.2148-2624.1.6c1s2m

Aşık, A., Köse, S., Yangın Ekşi, G., Seferoğlu, G., Pereira, R., & Ekiert, M. (2020). ICT integration in English language teacher education: Insights from Turkey, Portugal and Poland. Computer Assisted Language Learning, 33(7), 708–731. https://doi.org/10.1080/09588221.2019.1588744

Avci, H., & Adiguzel, T. (2017). A case study on mobile-blended collaborative learning in an English as a foreign language (EFL) context. The International Review of Research in Open and Distributed Learning, 18(7), 45–58. https://doi.org/10.19173/irrodl.v18i7.3261

Aydin, S. (2013). Teachers’ Perceptions About the Use of Computers in EFL Teaching and Learning: The Case of Turkey. Computer Assisted Language Learning, 26(3), 214–233. https://doi.org/10.1080/09588221.2012.654495

Bahari, A. (2022). Teacher identity in technology-assisted language learning: Challenges and affordances. E-Learning and Digital Media, 19(4), 396–420. https://doi.org/10.1177/20427530221092855

Basal, A. (2015). The implementation of a flipped classroom in foreign language teaching. Turkish Online Journal of Distance Education, 0(0). https://doi.org/10.17718/tojde.72185

Biddix, J. P., Chung, C. J., & Park, H. W. (2016). Faculty use and perception of mobile information and communication technology (m-ICT) for teaching practices. Innovations in Education and Teaching International, 53(4), 375–387. https://doi.org/10.1080/14703297.2014.997778

Bilki, Z., Satar, M., & Sak, M. (2022). Critical digital literacy in virtual exchange for ELT teacher education: An interpretivist methodology. ReCALL, 1–16. https://doi.org/10.1017/S095834402200009X

Burston, J. (2014). MALL: The pedagogical challenges. Computer Assisted Language Learning, 27(4), 344–357. https://doi.org/10.1080/09588221.2014.914539

Chang, M.-M., & Lan, S.-W. (2021). Flipping an EFL classroom with the line application: Students’ performance and perceptions. Journal of Computers in Education, 8(2), 267–287. https://doi.org/10.1007/s40692-020-00179-0

Chien, Y.-T., Chang, C.-Y., Yeh, T.-K., & Chang, K.-E. (2012). Engaging pre-service science teachers to act as active designers of technology integration: A Magdaire framework. Teaching and Teacher Education, 28(4), 578–588. https://doi.org/10.1016/j.tate.2011.12.005

Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education (8th Edition). New York: Routledge.

Creswell, J. W. (2009). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (3rd Edition). SAGE Publications, Inc.

Eickelmann, B., & Vennemann, M. (2017). Teachers‘ attitudes and beliefs regarding ICT in teaching and learning in European countries. European Educational Research Journal, 16(6), 733–761. https://doi.org/10.1177/1474904117725899

Gao, C., & Shen, H. (2021). Mobile-technology-induced learning strategies: Chinese university EFL students learning english in an emerging context. ReCALL, 33(1), 88–105. https://doi.org/10.1017/S0958344020000142

Gómez, J. I. A., & Vicente, C. P. (2011). Communicative competences and the use of ICT for foreign language learning within the european student exchange programme erasmus. European Educational Research Journal, 10(1), 83–101. https://doi.org/10.2304/eerj.2011.10.1.83

Govender, D., & Govender, I. (2009). The relationship between information and communications technology (ICT) integration and teachers’ self-efficacy beliefs about ICT. Education as Change, 13(1), 153–165. https://doi.org/10.1080/16823200902943346

Gudmundsdottir, G. B. (2010). When does ICT support education in South Africa? The importance of teachers’ capabilities and the relevance of language. Information Technology for Development, 16(3), 174–190. https://doi.org/10.1080/02681102.2010.498409

Hadi, M. S., Izzah, L., & Larasati, I. (2021). The influence of mangarock online comics in teaching writing a narrative text. Journal of Languages and Language Teaching, 9(2), 243. https://doi.org/10.33394/jollt.v9i2.3546

Haerazi, H., Utama, I. M. P., & Hidayatullah, H. (2020). Mobile applications to improve English writing skills viewed from critical thinking ability for pre-service teachers. International Journal of Interactive Mobile Technologies (iJIM), 14(07), 58–72. https://doi.org/10.3991/ijim.v14i07.11900

Hashemi, A., Si Na, K., Noori, A. Q., & Orfan, S. N. (2022). Gender Differences on the Acceptance and Barriers of ICT Use in English Language Learning: Students’ Perspectives. Cogent Arts & Humanities, 9(1), 2085381. https://doi.org/10.1080/23311983.2022.2085381

Howard, S. K., Thompson, K., Yang, J., & Ma, J. (2019). Working the system: Development of a system model of technology integration to inform learning task design. British Journal of Educational Technology, 50(1), 326–341. https://doi.org/10.1111/bjet.12560

Hu, Z., & McGrath, I. (2011). Innovation in higher education in China: Are teachers ready to integrate ICT in English language teaching? Technology, Pedagogy and Education, 20(1), 41–59. https://doi.org/10.1080/1475939X.2011.554014

Ibieta, A., Hinostroza, J. E., Labbé, C., & Claro, M. (2017). The role of the Internet in teachers’ professional practice: Activities and factors associated with teacher use of ICT inside and outside the classroom. Technology, Pedagogy and Education, 26(4), 425–438. https://doi.org/10.1080/1475939X.2017.1296489

Jeong, K.-O. (2023). Integrating technology into language teaching practice in the post-covid-19 pandemic digital age: From a korean english as a foreign language context. RELC Journal, 54(2), 394–409. https://doi.org/10.1177/00336882231186431

Jiang, L., Meng, H., & Zhou, N. (2021). English learners’ readiness for online flipped learning: Interrelationships with motivation and engagement, attitude, and support. Language Teaching Research, 136216882110274. https://doi.org/10.1177/13621688211027459

Jimoyiannis, A., & Komis, V. (2007). Examining teachers’ beliefs about ICT in education: Implications of a teacher preparation programme. Teacher Development, 11(2), 149–173. https://doi.org/10.1080/13664530701414779

Kangro, A., & Kangro, I. (2004). Integration of ICT in teacher education and different school subjects in Latvia. Educational Media International, 41(1), 31–37. https://doi.org/10.1080/0952398032000105076

Kay, R. (2006). Addressing gender differences in computer ability, attitudes and use: The laptop effect. Journal of Educational Computing Research, 34(2), 187–211. https://doi.org/10.2190/9BLQ-883Y-XQMA-FCAH

Kharade, K., & Peese, H. (2014). Problem-based learning: A promising pathway for empowering pre-service teachers for ICT-mediated language teaching. Policy Futures in Education, 12(2), 262–272. https://doi.org/10.2304/pfie.2014.12.2.262

Kuru-Gönen, S. İ. (2019). A qualitative study on a situated experience of technology integration: Reflections from pre-service teachers and students. Computer Assisted Language Learning, 32(3), 163–189. https://doi.org/10.1080/09588221.2018.1552974

Lai, C., & Zheng, D. (2018). Self-directed use of mobile devices for language learning beyond the classroom. ReCALL, 30(3), 299–318. https://doi.org/10.1017/S0958344017000258

Lee, J., & Song, J. (2020). The impact of group composition and task design on foreign language learners’ interactions in mobile-based intercultural exchanges. ReCALL, 32(1), 63–84. https://doi.org/10.1017/S0958344019000119

Li, B. (2022). Ready for online? Exploring EFL teachers’ ICT acceptance and ICT literacy during covid-19 in Mainland China. Journal of Educational Computing Research, 60(1), 196–219. https://doi.org/10.1177/07356331211028934

Liu, H., Lin, C.-H., Zhang, D., & Zheng, B. (2018). Chinese language teachers’ perceptions of technology and instructional use of technology: A path analysis. Journal of Educational Computing Research, 56(3), 396–414. https://doi.org/10.1177/0735633117708313

Ma, M., Chen, J., Zheng, P., & Wu, Y. (2022). Factors affecting EFL teachers’ affordance transfer of ICT resources in China. Interactive Learning Environments, 30(6), 1044–1059. https://doi.org/10.1080/10494820.2019.1709210

Meniado, J. C. (2023). Digital language teaching 5.0: Technologies, trends and competencies. RELC Journal, 54(2), 461–473. https://doi.org/10.1177/00336882231160610

Miles, M. B., Huberman, A. M., & Saldana, J. (2016). Quantitative Data Analysis: A Methods Sourcebook (Third). Los Angeles: Sage Publication.

Moorhouse, B. L., Kohnke, L., & Wan, Y. (2023). A systematic review of technology reviews in language teaching and learning journals. RELC Journal, 54(2), 426–444. https://doi.org/10.1177/00336882221150810

Nikimaleki, M., & Rahimi, M. (2022). Effects of a collaborative AR‐enhanced learning environment on learning gains and technology implementation beliefs: Evidence from a graduate teacher training course. Journal of Computer Assisted Learning, 38(3), 758–769. https://doi.org/10.1111/jcal.12646

Nurdiana, S., Sudirman, S., Laaribi, M., & Chuyen, N. T. H. (2023). Applying Wattpad Platform as an Instruction Medium to Improve Reading Skills Viewed from Reading Strategies. Journal of Language and Literature Studies, 3(1), 80–91. https://doi.org/10.36312/jolls.v3i1.999

Perifanou, M. A., Tzafilkou, K., & Economides, A. A. (2023). Teacher intention to transfer ICT training when integrating digital technologies in education: The teacher transfer of ICT training model (TeTra‐ICT). European Journal of Education, 58(1), 111–129. https://doi.org/10.1111/ejed.12534

Polly, D., Mims, C., Shepherd, C. E., & Inan, F. (2010). Evidence of impact: Transforming teacher education with preparing tomorrow’s teachers to teach with technology (PT3) grants. Teaching and Teacher Education, 26(4), 863–870. https://doi.org/10.1016/j.tate.2009.10.024

Proctor, R. M. J., Watson, G., & Finger, G. (2003). Measuring information and communication technology (ICT) curriculum integration. Computers in the Schools, 20(4), 67–87. https://doi.org/10.1300/J025v20n04_06

Şahin Kızıl, A. (2017). EFL learners in the digital age: An investigation into personal and educational digital engagement. RELC Journal, 48(3), 373–388. https://doi.org/10.1177/0033688216684285

Sam, D. P. (2016). Natural approach of teaching English language on a flipped classroom platform to tertiary level engineering learners. International Journal of Educational Sciences, 14(1–2), 13–18. https://doi.org/10.1080/09751122.2016.11890474

Samuel, R. J., & Zaitun, A. B. (2007). Do teachers have adequate ICT resources and the right ICT skills in integrating ICT tools in the teaching and learning of English language in Malaysian schools? The Electronic Journal of Information Systems in Developing Countries, 29(1), 1–15. https://doi.org/10.1002/j.1681-4835.2007.tb00196.x

Sert, O., & Li, L. (2017). A qualitative study on CALL knowledge and materials design: Insights from pre-service EFL teachers. International Journal of Computer-Assisted Language Learning and Teaching, 7(3), 73–87. https://doi.org/10.4018/IJCALLT.2017070105

Shao, K., Kutuk, G., Fryer, L. K., Nicholson, L. J., & Guo, J. (2023). Factors influencing Chinese undergraduate students’ emotions in an online EFL learning context during the COVID pandemic. Journal of Computer Assisted Learning, 1–14. https://doi.org/10.1111/jcal.12791

Situmorang, K. M., & Simanjuntak, D. C. (2023). EFL teachers’ perceptions of kahoot as an online learning platform in promoting basic english vocabulary. Journal of Languages and Language Teaching, 11(2), 251–262. https://doi.org/10.33394/jollt.v11i2.7525

Tezci, E. (2011). Factors that influence pre-service teachers’ ICT usage in education. European Journal of Teacher Education, 34(4), 483–499. https://doi.org/10.1080/02619768.2011.587116

Uzun, L. (2016). The educational and technical courses in the ELT program in Turkey: Do they contribute to ICT skills? Cogent Education, 3(1), 1–21. https://doi.org/10.1080/2331186X.2016.1141454

Vallance, M. (2007). An information and communications technology (ICT)-enabled method for collecting and collating information about pre-service teachers’ pedagogical beliefs regarding the integration of ICT. Research in Learning Technology, 15(1), 51–65. https://doi.org/10.3402/rlt.v15i1.10912

Velenti Puspa, N., Puspita Ratri, D., & Urifah, U. (2022). Epals: Utilizing ICT to promote English language learning for young learners through global connection. Education of English as a Foreign Language Journal, 5(1), 35–47. https://doi.org/10.21776/ub.educafl.2022.005.01.05

Wang, M., Shen, R., Novak, D., & Pan, X. (2009). The impact of mobile learning on students’ learning behaviours and performance: Report from a large blended classroom. British Journal of Educational Technology, 40(4), 673–695. https://doi.org/10.1111/j.1467-8535.2008.00846.x

Wang, Q., & Zhao, G. (2021). ICT self‐efficacy mediates most effects of university ICT support on preservice teachers’ TPACK: Evidence from three normal universities in China. British Journal of Educational Technology, 52(6), 2319–2339. https://doi.org/10.1111/bjet.13141

Whyte, S. (2011). Learning theory and technology in university foreign language education The case of French universities. Arts and Humanities in Higher Education, 10(2), 213–234. https://doi.org/10.1177/1474022210364783

Wu, B., Yu, X., & Hu, Y. (2019). How does principal e‐leadership affect ICT transformation across different school stages in K‐12 education: Perspectives from teachers in Shanghai. British Journal of Educational Technology, 50(3), 1210–1225. https://doi.org/10.1111/bjet.12766

Xiao, Y., & Hew, K. F. (2022). The relationships among ICT-related psychological factors, school contextual factors and secondary students’ reading performance: A multilevel analysis across 47 economies. Journal of Educational Computing Research, 60(5), 1166–1196. https://doi.org/10.1177/07356331211070975

Xu, J., & Zhu, Y. (2023). Factors influencing the use of ICT to support students’ self‐regulated learning in digital environment: The role of teachers in lower secondary education of Shanghai, China. Psychology in the Schools, 1–20. https://doi.org/10.1002/pits.22938

Xu, Q., Dong, X., & Jiang, L. (2017). EFL Learners’ Perceptions of Mobile-Assisted Feedback on Oral Production. TESOL Quarterly, 51(2), 408–417. https://doi.org/10.1002/tesq.335

Zahra, W., Inderawati, R., & Petrus, I. (2019). The use of ICT in authentic assessment of the students’ productive skills. English Review: Journal of English Education, 8(1), 81. https://doi.org/10.25134/erjee.v8i1.2110




DOI: http://dx.doi.org/10.22373/ej.v11i2.19913

Refbacks

  • There are currently no refbacks.


This journal has been viewedtimes.
View full page view stats report here.


All works are licensed under CC-BY

Englisia Journal
© Author(s) 2019.
Published by Center for Research and Publication UIN Ar-Raniry and Department of English Language Education UIN Ar-Raniry.

Indexed by: