The Use of Information and Communication Technology (Ict) Devices for Teaching English by Pre-Service Teachers

Abstract

The use of ICT devices for teaching English is much needed right now, because it can attract students' motivation in learning. It is very helpful especially for pre-service teachers, the novice teachers. The aims of this research were to investigate the use of ICT devices for teaching English by Pre-service teachers, describe the ICT devices frequently used for teaching English by pre-service teachers, find out students' perceptions towards the use of ICT devices for teaching English by pre-service teachers. This research was employed through a mixed-methods approach that integrated qualitative and quantitative research design. The data handled quantitatively were gathered via the online questionnaire, and qualitative data were collected via the semi-structured interviews and observation to the 24 pre-service teachers. The result of research showed that there were three ways in using ICT devices in teaching English during teaching practice program. First, most of pre-service teachers always used ICT devices as the source of teaching material. Second, most of them often used ICT devices as the instructional teaching. The last most of pre-service teachers always used ICT devices as the communication tools. The ICT devices frequently used during teaching English were smartphone, computer, and in focus. Most students absolutely agree if pre-services teachers use ICT devices for teaching English because it was advantageous toward students' English competences. It can be concluded that there were three ways of pre-service teachers used ICT devices during teaching practice program; mostly as the source of teaching materials, as the instructional teaching, and as the communication tools. Three ICT devices frequently used by pre-service teachers during teaching practice program were smartphone, computer, and in focus. Students absolutely agree towards the use of ICT devices by pre-service teachers in teaching English.

Efl Pre-Service Teachers Perception of Technology Integration in English Language Instruction

“…The analysis of the data gathered from field observations and interviews reveals that the teachers used diverse devices for different teaching activities, as detailed in table below. 1, it can be inferred that in integrating technology in English instruction, the pre-service teachers often employ three main hardware devices such as projector, laptop, and smartphone which are common tools for college students (Donal et al, 2019) Meanwhile, during the exam process, P5 and P6 utilize smartphones to access Google form.…”

Need Analysis of Management Students Towards the English Learning Material

“…Based on this question, the students answered that internet resources are a reference for the students to study English, if the lecturer gives the students give the assignment the students choose that to be resources, sometimes the students take video and bilingual dictionary. In the context of use ICT in ESP lesson, it is believed ICT can facilitate the development of second language abilities (Donal, Antoni, & Kasyulit, 2019). Learning through the internet will make it easier for students to obtain information material.…”

“Look, ma, no hands!” Writing without typing: speech-recognition tools for future translators in the English language classroom

“…In recent years, it is evident that Information and Communication Technologies (ICTs) have been considered when implementing teaching pedagogies in the classroom setting since they may be adequate to engage students in the learning process and connect the subjectmatter with their interests (McDougald, 2017). With these revolutionary tools, there is an endless number of learning opportunities; for example, not only may their use strengthen the competences required in the area of foreign language learning but also help consolidate disciplinary knowledge (Drigas & Charami, 2014;McDougald, 2009). In this scenario, challenges may arise when there is neither careful planning nor clear definition of objectives (Azmi, 2017).…”