ICT Integration Trends in EFL (English as Foreign Language) Classrooms

Hadijah, Sitti; Shalawati, None

doi:10.5220/0009058600450051

Cited by 3 publications

(3 citation statements)

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“…Under this circumstance, mastering English as a foreign language (EFL) would seem to be imperative, especially when it pertains to other aspects of our daily lives. Eloquently, the achievement of apposite English competence has been identified as a prerequisite for both student individuals who seek to be aggressively pushed in their employment prospects and those who are most likely to prosper in the educational area (Mustapha & Mahmoud, 2019;Hadijah & Shalawati, 2019;Noviyenty, 2017). Specifically, Chinese EFL abroad postgraduate students excelling academically and internationally utilize English as a medium of professin discourse under higher education contexts (Liu, 2022;Huang, 2021;Jiang & Kosar-Altinyelken, 2020;Qiang, 2017;Qiang, 2015).…”

Section: Background and Problem Statementmentioning

confidence: 99%

Quantitative Method to Explore the Critical Issues of Speaking Anxiety Amongst Chinese PHD Candidates’ Doctoral Dissertation Oral Defense

Wei

Chang²

2023

EJEL

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Anxiety has a significant effect on oral communication, particularly when it occurs in the form of a public address. The quality of a public academic speaker's oral presentation may highly be determined by a variety of emotive elements. However, this has received much too little attention in the realm of academic dissertation oral defense presentations, despite the fact that this process may be incredibly nerve-wracking for both novice and experienced postgraduates, EFL learners in particular. In the current study, 68 Chinese EFL Ph.D. candidates consented to complete a revamped version of the Personal Report of Public Speaking Anxiety (PRPSA). Chinese EFL postgraduates reported an average high level of public speaking anxiety (X=4.34) during their doctoral dissertation defense presentations, as measured by three categorical variables: public speaking apprehension (X=4.40), self-behavior management (X=4.35), and fear of negative evaluation (X=4.26). Throughout Ph.D. candidate participants’ dissertation defense, fifteen anxiety-related questionnaire items were recognized to be the most anxiety-provoking conditions in terms of public speaking anxiety. In addition, differences in gender and graduate study specialization were not significantly associated with Chinese EFL Ph.D. candidates’ experiences with public speaking anxiety. Despite the findings, research has revealed that Ph.D. candidates in English as a Foreign Language from China exhibit statistically significant levels of anxiety related to public speaking, and as a result, pedagogical recommendations have been proposed. Article visualizations:<img src="/-counters-/soc/0025/a.php" alt="Hit counter" />

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Section: Background and Problem Statementmentioning

confidence: 99%

Quantitative Method to Explore the Critical Issues of Speaking Anxiety Amongst Chinese PHD Candidates’ Doctoral Dissertation Oral Defense

Wei

Chang²

2023

EJEL

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“…In terms of age, sometimes, old teachers have difficulty keeping up with the rapid development of information and communication technology, which ultimately makes them overwhelmed in utilizing these devices to support learning materials. Indeed, a teacher must be able to integrate information and communication technology in the learning process creatively (Hadijah & Shalawati, 2020). It must continue to be done so that students' enthusiasm for learning is increased and learning objectives achieved.…”

Section: The Barriers In Integrating Of Ict In Efl Classmentioning

confidence: 99%

ICT Integration in English Foreign Language Class: Teacher's Voice in Perceptions and Barriers

Santosa

Senawati²,

Dang³

2022

Pedagogy: Jour. of. Eng. Lang. Teach

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This study investigates how primary English teachers integrate ICT into their English class practices in primary school settings. It specifically describes the primary English teachers in integrating ICT into their online classes and the teacher's perception of the function and challenge of integrating ICT in English language teaching. Three English teachers teaching at primary school were recruited as the participants in this study. Framed within a qualitative descriptive study, the researcher collected the data by observing and interviewing the teachers. In doing observation, the researcher used the instruments, such as video records and notes; for interviewing steps, the researcher used audio recordings. The data were analyzed using an interactive analysis model by following steps, namely transcribing, classifying, describing, and interpreting the data. This study concludes that integrating ICT into the teaching and learning process with clear instructional plans has advantages that help students in learning effectively. ICT still has challenges for teachers, like the poor state of the internet and the lack of school and home facilities. It is recommended for schools, teachers, and students be better prepared to use ICT by providing adequate internet connections and providing training to teachers or students.

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“…The majority of studies on e-learning implementation barriers have been conducted in normal situations where e-learning use is optional (Hadijah & Shalawati, 2017;Juliane et al, 2017). However, the COVID-19 pandemic has led to a sudden and massive shift toward e-learning, making it necessary to investigate the barriers faced by teachers and students during this unprecedented situation (Ash & Davis, 2009).…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Views on Online Mathematics Teaching Barriers During The Covid-19 Pandemic: The Case of Turkey

Takunyacı

Kiliç

2023

Journal of Family Counseling and Education

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Due to the COVID-19 pandemic, Turkey's 19 million students and 1.2 million teachers rely entirely on online instruction. This study looks at the perspectives of math teachers on the teacher, school, curriculum, and student hurdles to E-learning deployment during the COVID-19 epidemic. It also evaluates the connection between the degree of barriers and teachers' backgrounds. Furthermore, it assesses the relationship between barrier levels with teachers’ demographic backgrounds. This study collected data through an online questionnaire, and random sampling was employed. The sample consisted of 364 participants (210 male and 154 female) who were middle school and elementary school mathematics teachers. According to the study's findings, the student-level barrier had the biggest influence on adopting e-learning. The school- and curriculum-level barriers are positively connected with the student-level barrier. The study found that barriers were unaffected by the backgrounds of teachers. This study highlights the significance of student voices in overcoming e-learning challenges and utilizing its advantages during this epidemic and beyond.

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ICT Integration Trends in EFL (English as Foreign Language) Classrooms

Cited by 3 publications

References 0 publications

Quantitative Method to Explore the Critical Issues of Speaking Anxiety Amongst Chinese PHD Candidates’ Doctoral Dissertation Oral Defense

Quantitative Method to Explore the Critical Issues of Speaking Anxiety Amongst Chinese PHD Candidates’ Doctoral Dissertation Oral Defense

ICT Integration in English Foreign Language Class: Teacher's Voice in Perceptions and Barriers

Teachers’ Views on Online Mathematics Teaching Barriers During The Covid-19 Pandemic: The Case of Turkey

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