Students’ Perception: The Technology Integration into Project-Based Learning in Writing Class

Abstract

Technology-assisted Project-based Learning is an innovative teaching strategy brought by the inevitability of information and communication technology. The present study examined the students' perception of technology integration into Project-based Learning in writing class. The study adopted an explanatory sequential mixed-method design. A total of 98 English students agreed to participate in the study. The data were collected through close-ended questionnaire forms and interviews to support the findings from the questionnaires. The data were analyzed by calculating the questionnaire responses using descriptive quantitative analysis and supporting them with a qualitative description and interpretation. The finding revealed that the students responded positively to technology-assisted Project-based Learning in their writing class. Seven items of the affective domain showed the students obtained positive experiences during the technology integration. Besides, six items of the cognitive domain also showed high percentages that indicated students' positive responses. Lastly, two items of the psychomotor domain showed that the technology encouraged them to be more active and enthusiastic. Therefore, this result implies that teachers and students should embrace technology integration to improve learning processes and outcomes.

Exploring the students’ perceptions of the integration of web-based and non-web-based ICT in ELT at the vocational high school in Indonesia

“…This resonates with constructivist theory, which emphasizes students' active role in knowledge creation through interaction with materials (Leask & Younie, 2001). ICT promotes student-centered learning, aligning with previous research highlighting its benefits in improving learning outcomes and language acquisition (Abdurahmonov et al, 2020;Dewi et al, 2023;Singh, 2019;Tristiana Journal on English as a Foreign Language, 14(1), 285-315 p-ISSN 2088285-315 p-ISSN -1657e-ISSN 2502-6615 & Rosyida, 2018. Their favorable views on web-based or non-web-based ICT suggest its potential for enhancing learning outcomes and student progress (Pardede, 2020).…”

“…Financial constraints, technological challenges, and pedagogical difficulties impede ICT integration, especially for students lacking tech experience and necessary tools (Wiyaka et al, 2018;Yang et al, 2020). Despite its resource accessibility benefits, ICT integration can lead to student dependency and loss of focus (Dewi et al, 2023;Tristiana & Rosyida, 2018). Efforts were made to enhance tech literacy for teachers and students and integrate technology effectively into teaching (Mohammed, 2020).…”

“…However, contrary to those findings, Wiyaka et al (2018) found that ICT use can be challenging for students with limited tech experience and lacking necessary tools. Moreover, while ICT integration aids both teachers and students, it can also lead to dependency and loss of focus (Dewi et al, 2023;Tristiana & Rosyida, 2018). Therefore, Shah (2022) emphasizes that the effectiveness of ICT in teaching and learning hinges on teachers' preparedness with ICT resources and tools.…”