Technology Integration of the In-Service EFL Teachers: A Study at a Teacher Profession Education Program

Tuzahra, Fatimah; Sofendi, Sofendi; Vianty, Machdalena

doi:10.21462/ijefl.v6i1.396

Cited by 8 publications

(9 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Incorporating technology into EFL learning is inevitable due to its importance and effectiveness (Tuzahra et al, 2021). Technology's main function in EFL learning results in interactive learning, easy access to information, and mitigating the learning barriers (Alsulami, 2016).…”

Section: Incorporation Of Technology Into Learning Eflmentioning

confidence: 99%

Investigating Indonesian EFL preservice teachers’ digital technological awareness and their challenges in EFL learning: A case study

Purwati,

Fathirma'ruf,

Lakehu

et al. 2024

J. Eng. Foreign. Lang.

View full text Add to dashboard Cite

The role of technology in learning English as a foreign language (EFL) remains significant. While numerous studies explored the effectiveness of technology in learning EFL, there is a paucity of research that examines EFL preservice teachers' digital technological awareness and their challenges in using technology in EFL learning. This study aims to investigate EFL preservice teachers' digital technological awareness and their challenges. This case study involved six EFL preservice teachers from the English Education Program at one of the higher colleges in West Nusa Tenggara Province, Indonesia. The data were garnered through in-depth interviews and observations. Thematic analysis was used to analyze the data. The result shows that teachers’ teaching style frequently incorporating technology in learning has been the main influence in enhancing the students' technological awareness. In terms of challenges, EFL preservice teachers faced four main difficulties: financial barriers, technical issues, meeting the lecturer's expectations, and technological anxiety. This study suggests that there is a need for teacher training programs to include components that focus on enhancing digital technological awareness among EFL preservice teachers. This can be maintained through workshops, courses, or specific modules designed to address the challenges EFL preservice teachers face.

show abstract

Section: Incorporation Of Technology Into Learning Eflmentioning

confidence: 99%

Investigating Indonesian EFL preservice teachers’ digital technological awareness and their challenges in EFL learning: A case study

Purwati,

Fathirma'ruf,

Lakehu

et al. 2024

J. Eng. Foreign. Lang.

View full text Add to dashboard Cite

show abstract

“…AIS can also serve as a learning process platform (Nayyef et al, 2018) Service integration is now a necessity in the digital age. AIS can incorporate campus facility services and facilitate user activity (Tuzahra et al, 2021). A positive user experience will increase customer loyalty.…”

Section: Inner Model: Hypothesis Testing Mediating Effectmentioning

confidence: 99%

Strategic Integration: Assessing the Influence of Academic Information Systems on Student Loyalty and Campus Facilities

Pintauli,

Girsang

2024

jimpa

View full text Add to dashboard Cite

Due to a lack of commitment during studying, students cannot complete their educational requirements on time. This study examines how an academic information system affects student loyalty to campus facilities as a mediating variable. Data collection for this study was done quantitatively using questionnaires and interviews—a non-probability sample of 73 people filled out the questionnaire. The data analysis method used in this study is PLS-SEM. First, the findings show that academic information systems do not significantly impact student loyalty. Second, campus facilities are significantly impacted by academic information systems. Third, school facilities have a significant impact on how loyal students are. Fourth, campus facilities significantly affect how academic information systems and student loyalty are related. This study's novelty is that to cultivate student loyalty, and it is crucial to adopt a simple, real-time multimedia technology to promote learning.

show abstract

“…Other findings were also stated by Tuzahra, the quality of the internet network and the lack of technological knowledge can make it difficult for EFL teachers to integrate technology into learning. Tuzahra also believes that the concept of literacy in the program should be prioritized, such as basic literacy, library literacy, media literacy, technological literacy, and visual literacy [14].…”

Section: Study By Nugroho Indonesiamentioning

confidence: 99%

The Challenge of EFL Teachers in Technology-Integrated Learning in the Society 5.0

Irdianto¹,

Lazareva²,

Yaniafari³

2023

Advances in Social Science, Education and Humanities Research

View full text Add to dashboard Cite

The main component of Society 5.0 is humans who can solve many social challenges and problems by utilizing various technologies which are existing in the Industrial Revolution 4.0. In the era of Society 5.0, education has an important role to advance the quality of human resources. Therefore, education skills for 21 st century is needed, where digital literacy is one of the basic competencies that must be possessed. The global pandemic has accelerated the use of media in education, such as finding lesson information, learning materials, exercises, and others. Digital platforms are currently the most appropriate means and continue to support learning activities. Against this background the use of various digital platforms requires more insight from teachers. The unexpected shift in teaching English as a Foreign Language (EFL) from traditional classroom interactions to online learning activities has generated several challenges for practitioners and education coordinators. This literature survey was conducted to provide an overview of the challenges faced by EFL teachers in various countries. Special consideration has been given to barriers for successful formation of digital competency. For this purpose, the methods of theoretical analysis and generalization of national and international studies were used. The data was collected from the contributions published between 2020 and 2022 in various academic journal databases. Current approaches to define the digital competence helped to make it more precise. The results are stated as eligibility criteria and the inventory of acute problems faced by EFL teachers which directs the concerned persons to be further sources of information.

show abstract

Technology Integration of the In-Service EFL Teachers: A Study at a Teacher Profession Education Program

Cited by 8 publications

References 9 publications

Investigating Indonesian EFL preservice teachers’ digital technological awareness and their challenges in EFL learning: A case study

Investigating Indonesian EFL preservice teachers’ digital technological awareness and their challenges in EFL learning: A case study

Strategic Integration: Assessing the Influence of Academic Information Systems on Student Loyalty and Campus Facilities

The Challenge of EFL Teachers in Technology-Integrated Learning in the Society 5.0

Contact Info

Product

Resources

About