The Use of Information and Communication Technology (ICT) Amongst EFL Teachers: Perceptions and Challenges

Asnawi Muslem, Rena Juliana

Abstract


The purpose of this research was to investigate the perceptions and challenges of English teachers to the implementation of Information and Communication Technology (ICT) in ELT classrooms. The objectives of this study were to find out their perception of ICT and the challenges they face when using it. This study used mixed methods, qualitative and quantitative in nature. Purposive sampling was used to select the subjects of this study who were 26 English teachers at senior state high schools in Banda Aceh. The instruments used to collect data were a questionnaire and interviews. The data was analyzed and interpreted through qualitative and quantitative procedures. The results showed that these English teachers agreed that ICT was very helpful in teaching. However, limited time and insufficient equipment coupled with poor internet connections as well as a lack of knowledge and experience and lack of ICT training became obstacles that the teachers face in using ICT. Through this study, the teachers are expected to further deepen their knowledge of ICT so as to improve their skills in teaching English using ICT.


Keywords


Information and Communication Technology (ICT); English Teachers; Perceptions; Challenges.

Full Text:

PDF

References


Balanskat, A., Blamire, R. & Kefala, S. (2006). The ICT impact report: A review of studies of ICT impact on schools in Europe. European Schoolnet. Retrieved October 30, 2015, from http://www.aef-europe.be/documents/RAPP_doc254_en.pdf.

Bingimlas, K. A. (2009). Barriers to the successful integration of ICT in teaching and learning environments: A review of the literature. Eurasia Journal of Mathematics, Science & Technology Education, 5(3), 235-245.

Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, CA: Sage Publications.

Domalewska, D. (2014). Technology-supported classroom for collaborative learning: Blogging in the foreign language classroom. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 10(4), 21-30.

French, D. P. (Ed.). (2009). Technology in the College Science Classroom: Monograph. In J. Hollenbeck & D. Hollenbeck, Using technology to bridge the cultures together in the multicultural classroom. Stillwater: Oklahoma State University.

Garimella, S., & Srinivasan, V. (2014). A large scale study of the effectiveness of multi-sensory learning technology for learning english as a second language. English Helper, Inc. Retrieved November 23, 2015, from http://www.englishhelper.com/whitepaper.pdf.

Goodwin, A. L., Low, E., Ng, P., Yeung, A. S., & Cai, L. (2015). Enhancing playful teachers’ perception of the importance of ICT use in the classroom: The role of risk taking as a mediator. Australian Journal of Teacher Education, 40(4), 132-150.

Granito, M., & Chernobilsky, E. (2012). The effect of technology on a student’s motivation and knowledge retention. Proceedings of Northeastern Educational Research Association Conference

(NERA, 2012).Paper 17. Retrieved November 23, 2015, from http://digitalcommons.uconn.edu/nera_2012/17.

Hismanoglu, M. (2012). Prospective EFL teachers' perceptions of ICT integration: A study of distance higher education in Turkey. Educational Technology & Society, 15(1), 185–196.

Jurich, S. (2001). ICT and teaching of foreign languages. TechKnowLogia, Knowledge Enterprise, Inc. Retrieved October 24, 2015, from http://www. techknowlogia.org/TKL_Articles/PDF/335.pdf.

Karakaya, K. (2010). An investigation of English language teachers’ attitudes toward computer technology and their use of technology in language teaching Ankara, Turkey. (Unpublished Master’s thesis). Middle East Technical University,. Retrieved June 22, 2015, from https://etd.lib.metu.edu.tr/upload/12612234/index.pdf

Kolbakova, F. (2014).The use of ICT among the teachers of English in Estonia by comparison with Europe and Asia: Tartu, Estonia (Unpublished Master’s thesis). University of Tartu. Retrieved October 9, 2016, from http://dspace.ut.ee/bitstream/handle/10062/46990/Master's_Thesis_Kolbakova.pdf.

Kurniwan, D. (2014). Obstacles teachers face in integrating ICT into ELT in senior high schools in Palembang. Holistics Journal, 6(11), 10-18.

Liu, J. (2009). A survey of EFL learners’ attitudes toward information and communication technologies. English Language Teaching, 2(4), 101-106.

Lomicka, L., & Lord, G. (Eds.). (2009). The Next Generation: Social networking and online collaboration in foreign language learning. In K. McBride, Social-networking sites in foreign language classes: Opportunities for re-creation (pp. 35-58). San Marcos, TX: Computer Assisted Language Instruction Consortium (CALICO). Retrieved November 23, 2015, from http://www.slu.edu/~kmcbrid8/McBride09_SNS.pdf.

Maulida, I. F., & Lo, J. (2013). E-learning readiness in senior high schools in Banda Aceh, Indonesia. Information Technology and Applications, 7(4), 122-132.

Rank, T., Warren, C., & Millum, T. (2011). Teaching English using ICT: A practical guide for secondary school teachers. London: Continuum.

Salehi, H., & Salehi, Z. (2012). Integration of ICT in language teaching: Challenges and barriers. Proceedings of the 3rd International Conference on e-Education, e-Business, e-Management and e-Learning (IC4E, 2012), IPEDR 27, 215-219. Retrieved October 30, 2015, from http://www.ipedr.com/vol27/40-IC4E%202012-F10037.pdf.

Schoepp, K. (2005). Barriers to technology integration in a technology rich environment. Learning and Teaching in Higher Education: Gulf Perspectives, 2(1), 1-24.

Sharndama, E. C. (2013). Application of ICTs in teaching and learning English (ELT) in large classes. Journal of Arts and Humanities (JAH), 2(6), 34-39.

Silviyanti, T. M. (2014). Looking into EFL students’ perceptions in listening by using english movie videos on YouTube. Studies in English Language and Education, 1(1), 45-63.

Soska, M. (1994). An introduction to educational technology. Directions in Language and Education, 1(1), 1-7.

Taiwo, S. (2009). Teachers’ perception of the role of media in classroom teaching in secondary schools. The Turkish Online Journal of Educational Technology (TOJET), 8(1), 75-83.

Valk, J. H., Rashid, A. T., & Elder, L. (2010). Using mobile phones to improve educational outcomes: An analysis of evidence from Asia. The International Review of Research in Open and Distance Learning, 11(1), 117-140.

Wang, Q., & Woo, H. L. (2007). Systematic planning for ICT Integration in topic learning. Educational Technology & Society, 10(1), 148-156.

Ward, M. O., Gristein, G., & Keim, D. (2015). Interactive data visualization: Foundations, techniques, and applications (2nded). Boca Raton: CRC Press.

Wekke, I. S., & Hamid, S. (2013). Technology on language teaching and learning: A research on Indonesian Pesantren. Procedia-Social and Behavioral Sciences, 83, 585–589.

Yunus, M. M., Nordin, N., Salehi, H., Embi, M. A., & Salehi, Z. (2013). The use of information and communication technology (ICT) in teaching ESL writing skills. English Language Teaching, 6 (7), 1-8.

Zare-ee, A. (2011). University teachers' views on the use of information communication technologies in teaching and research. TOJET: The Turkish Online Journal of Educational Technology, 10 (3), 318-327.


Refbacks

  • There are currently no refbacks.


Copyright © 2018 Syiah Kuala University

E-ISSN: 2085-3750 

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.