Technology use in secondary level of English language teaching: A Literature Review

Abstract

Technology has been widely used in the education field, especially for teaching language. Many teachers and students believe in the advantages of technology to enhance language learning. There have been many studies investigating the use of technology in secondary language classrooms. Some studies approve that technology can be applied to increase students' language competence. This paper comprehensively analysed the use of technology for English language teaching in the secondary level based on empirical studies. It reviews 57 articles from reputable journals and publishers. The existing literature shows that studying and reviewing the use of technology in ELT leads to a deeper understanding of its potential benefits. Many technology tools have been utilized to support the teaching of English skills. Kinds of learning activities that require technological tools and applications, such as presentation, discussion, assessment are also discussed. Additionally, problems and solutions encountered in the implementation of technology in secondary ELT levels are scrutinized in this study.
 HIGHLIGTS:
 
 Scholars need to set the content and pedagogy first before the technology to obtain meaningful and contextual experiments and discussion in academic circumstances.
 The finding unveils a fact that technology use in the ELT context contributes more to students' learning strategies, such as learning motivation, engagement, collaborative work, rather than the improvement of students' learning outcomes.
 This finding can be a rationale to rectify the common logical fallacy encountered among studies that claimed that technology can improve particular language skill.
 

Revealing EFL Teachers' Experiences in the Integration of Web-based Assessment Media for Assessment

“…Moreover, I can design the form of assessment effortless" (Teacher 5) As a result, the increase of using web-based media for language assessment is due to its advantages, such as efficiency in time and cost, the supporting features to assess students' understanding and competence, and being user-friendly. This corroborates with the previous studies that indicate the integration of technology in assessment satisfies both teachers and students living in this digital era (Luthfiyyah et al, 2021;Sari et al, 2020;Smaldino et al, 2019;Sofi-Karim et al, 2023;Tenau et al, 2019;Zhang et al, 2021). Additionally, Alimyar and Lakshmi (2021) claimed that technology used in online learning is the best choice to engage learners in English classes.…”

“…(Teacher 4) "The students were enjoying and enthusiastic in the assessment process which makes them motivated to learn English." (Teacher 5) These responses are revealed in harmony with the studies by Luthfiyyah et al (2021) that the use of technology in language classrooms, including assessment, plays a big role in teachers developing students' skills. Furthermore, the students are motivated and more interested in the learning, which such a situation can create a meaningful learning process and evaluate the learning goals, significantly measuring the students' comprehension.…”

“…This system is created and provides many user-friendly services focusing on student development. Specifically, Luthfiyyah et al (2021) revealed that web-based assessment can help the teacher to trace students' needs and persuade them to appropriate learning. Several studies (Adelia et al, 2021;Amalia, 2020;Ebadi et al, 2021;Ebadi & Rahimi, 2017;Mahbub, 2020;Permana & Permatawati, 2020;Sari et al, 2020;Sofyana et al, 2020;Zuhriyah & Pratolo, 2020) mentioned numerous platforms that are identified as the most-used web media in online teaching including classroom assessment: (1) Google Workspace, e.g., Classroom, Meet, Forms, Docs, Hangouts, and many more, (2) Quizizz, (3) Kahoot!, and so forth.…”

Integration of Multiple Intelligence Theory in ELT: A Systematic Review

“…As a result, each year, three or four publications are published that investigate the applicability of MI-based English learning. Furthermore, when compared to study subjects in English learning [23] with 57 papers, [24] with 200 articles, and [25] with 221 articles. This number indicates that interest in researching on this issue is minimal.…”

English Language Teacher’s Multimedia Knowledge in Teaching Using Technology

“…Thus, producing good media depends on the teacher's knowledge of multimedia. Several studies showed the advantages of multimedia in enhancing language teaching and learning at all levels of education: primary school ( Li & Ni, 2011;Arrow & Finch, 2013;Gürkan, 2019;Li, 2017), secondary school (Wekke & Hamid, 2013;Jozwik et al, 2021;Kranthi, 2017;Luthfiyyah et al, 2021) and higher education settings (Sayeski et al, 2015;Schneider, 2015;Al-swalha & Suliman, 2017;Blevins, 2018;Çetin, 2021). Thus, these studies imply that multimedia enhances students' learning achievement and provides teachers with better teaching strategies.…”