The Goals of Language Teaching

Aljohani, Nouf

doi:10.14299/ijser.2016.03.004

Cited by 8 publications

(8 citation statements)

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“…According to the teachers' statements, ICT-based English learning is more often used when teaching and learning English is carried out online during the COVID-19 pandemic. This statement is by previous research [8], which showed that during the COVID-19 pandemic, the entire student teaching and learning process was carried out online. Meanwhile, when the pandemic has started to end, and offline learning is being held, most teachers are starting to leave ICT-based English learning.…”

Section: What Are the Challenges Found In Using Ict In Elt?mentioning

confidence: 56%

Technology Savvy in ELT at one of the Private Junior High Schools in Cilacap: Is it important or not?

Satyarini

2023

pssh

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The use of technology in daily life involves most people worldwide because technology can save time and effort. Technology in education is also critical to facilitating teaching and learning activities. Authentic material delivered with technology in learning can motivate students, one of which is language learning. The foreign language subject studied by junior high school students is English. This study aims to determine the use of information and communication technology (ICT) in teaching English (ELT), the media and applications used in teaching English, and the challenges of using information and communication technology. The research method used in this research is a qualitative approach. Data collection techniques in this study were interviews and questionnaires. The study results are based on consultations that most English teachers use ICT in ELT using a laptop, LCD, projectors, and internet media according to the required standards. Furthermore, the teacher also stated that all teachers had used media or applications to help them deliver learning materials to students so that students could more easily understand them. The teachers noted that these media and applications were instrumental in learning, where the press or applications immensely helped both teachers and students. The obstacle that causes not carrying out ICT-based education is that students cannot use cell phones for English learning media during offline learning at school because school regulations prohibit students from holding cell phones at school because, in reality, they open more to other things such as social media. Compared to the English material recommended by the teacher.

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Section: What Are the Challenges Found In Using Ict In Elt?mentioning

confidence: 56%

Technology Savvy in ELT at one of the Private Junior High Schools in Cilacap: Is it important or not?

Satyarini

2023

pssh

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“…Incorporating ICT into English language teaching and learning assists students in achieving meaningful learning because it promotes learning autonomy that shifts the learning environment from teacher-centred to learner-centred, which has the potential to increase learner motivation, enrich basic skills, and improve teacher's technology competence and thus may assist teachers in successfully integrating the four language skills (Coleman et al, 2016;Hidayati, 2016;Lubis, 2018). Many studies show the positive effects of ICT on the motivation of students to learn and can support the teachers' administrative tasks in addition to helping them in the process of teaching the students (Adeya, 2002;Amin, 2013;Ammanni & Aparanjani, 2016;Floris, 2014;Hidayati, 2016;Lubis, 2018;Plomp et al, 2009;Wang & Woo, 2007). In this situation, teachers are expected to be able to thoroughly understand the environment, student needs, and school settings to determine the extent to which ICT plays a significant role in student language.…”

Section: Information and Communication Technology (Ict)mentioning

confidence: 99%

“…Reflecting to the policy, Indonesia's 2013 curriculum framework demand that all subjects including English need to employ technology-based learning tools (Kemdikbud, 2014) to switch from instructivism, where students only rely on teachers' knowledge without analyzing and stimulating it, to constructivism in which students construct their own knowledge based on their experiences so that students are more capable of critical thinking (Hidayati, 2016). In actuality, teachers at all levels of education are expected to employ ICT to assist students in developing more engaging and exciting learning experiences so that students easily comprehend learning content (Ammanni & Aparanjani, 2016;Hidayati, 2016;Saravanakumar, 2018). In other words, students often highly motivated and achieve better learning results, when a teacher optimizes technology usage in the classroom (Sharma & Srivastava, 2020;Torff & Tirotta, 2010;Tsai, 2015).…”

Section: Introductionmentioning

confidence: 99%

Exploring ICT professional development of experienced female EFL teachers

Jamil,

Muniroh,

Karmina

2024

TLTL

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The integration of Information and Communications Technology (ICT) into language teaching and learning is mandated by the national policy in Indonesia. This study aims to describe 34 experienced female EFL teachers’ experiences ICT professional development.. This study reports on: 1) encouraging and discouraging factors of ICT use for participants, 2) solutions of ICT integration for participants’ professional development, and 3) peers’ perception on participants’ improvement of ICT competencies. In order to investigate the external and internal factors on the participants' ICT professional development experiences, a sequential explanatory design with mixed methods approach was used in the study. In the first phase, a questionnaire was used as the instrument to categorize participants into satisfactory ICT proficiency and less satisfactory ICT proficiency. The second phase was one-on-one interviews to find further information on the participants’ experiences on ICT professional development. The questionnaire was analyzed using SPSS, while interviews were analyzed using deductive content analysis which employs four stages in its process. Results show that all teachers with proper ICT proficiency and those who are less proficient in ICT have positive perceptions of the use of technology in education. However, there are differences in how they solve internal and external problems, and how they perceive guidance from peers and also support from the school environment. This study recommends universities and the government to develop programs of ICT professional development suitable for experienced female teachers.

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“…In addition, it is an associated understanding of customs and culture. Besides, one of the fundamental goals of language education is to promote international understanding (Aljohani, 2016). Understanding the variations between cultures within which individuals of varied races, religions, political and social views live along is necessary.…”

Section: Introductionmentioning

confidence: 99%

Intercultural Communicative Competence Levels of Indonesian EFL Students: A Preliminary Study in a Higher Education Contex

Tambunan

Lubis²,

Andayani³

et al. 2021

lkw

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The lack of intercultural communication skills will likely cause disharmony, misunderstanding, and even conflict in communication. To be successful in communication with native speakers depends on language skills, customs, and cultural knowledge. In the age of global communication, English as a Foreign Language (EFL) teaching goals should be reoriented to cultivate intercultural communication competence (ICC). EFL learners should have this intercultural competence and be sensitive in order to avoid disharmony, misunderstandings, and even conflicts in communication. The main objective of this preliminary study is to reveal the levels of intercultural communicative competence among EFL students at a state university in Indonesia. A survey questionnaire was performed employing a quantitative analysis in this study. Eighty-nine students filled out the ICC questionnaire, which consisted of 20 questions. Findings indicated that most of the students had a low ICC level because they are lack of experience and knowledge in interacting and socializing with people from various cultural backgrounds. In terms of gender differences, the results showed that male students had higher levels of ICC than that female students. This research implied that intercultural topics should be included in the university’s curriculum.

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The Goals of Language Teaching

Cited by 8 publications

References 0 publications

Technology Savvy in ELT at one of the Private Junior High Schools in Cilacap: Is it important or not?

Technology Savvy in ELT at one of the Private Junior High Schools in Cilacap: Is it important or not?

Exploring ICT professional development of experienced female EFL teachers

Intercultural Communicative Competence Levels of Indonesian EFL Students: A Preliminary Study in a Higher Education Contex

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