Teachers’ Perceptions and Challenges in Integrating Technology in English Reading Course: A Systematic Research Review
Abstract
This study aims to analyze teachers' perceptions and challenges in integrating technology to teach English reading skills. This study uses a systematic analysis method that identifies existing literature on Google Scholar. Data collection was carried out through systematic literature review stages: 1) framing questions for a review, 2) identifying relevant work, 3) assessing the quality of studies, 4) summarizing the evidence, 5) interpreting the findings. The results of this study found that the teacher's positive perception of integrating technology in learning English and integrating technology can help teaching and learning activities and make classes interesting. The challenges faced by teachers in integrating technology include the lack of technology media facilities, slow internet connections, lack of teacher skills in mastering technology, teacher or student motivation to use technology in learning English, and proper material preparation. Based on these results, it can be concluded that teachers have a positive attitude towards integrating ICT in English learning activities, especially for teaching students' English reading skills.
Downloads
References
Adzhari, N. A. N., Din, R. (2021). Enhancing English Language Teaching By Implementing ICT as an Educational Tool. Journal of Personalized Learning. 4 (1). 101-110.
Alharbi, A.M.W. (2022). Reading Skills among EFL Learners in Saudi Arabia: A Review of Challenges and Solutions. World Journal of Advanced Research and Reviews. 15 (3). 204-208. DOI: https://doi.org/10.30574/wjarr.2022.15.3.0922
Al-Awidi, H.M., Ismail, S. (2014). Teachers’ Perceptions of the Use of Computer Assisted Language Learning to Develop Children’s Reading Skills in English as a Second Language in the United Arab Emirates. Early Childhood Educ J. 42. 29-37. DOI: 10.1007/s10643012-0552-7.
Al-Kadi, A. (2018). A Review of Technology Integration in ELT: From CALL to MALL. Language Teaching and Education Research (LATER). 1 (1). 1-12.
Alkamel, M. A. A., Chouthaiwale, S. S. (2018). The Use of ICT Tools in English Language Teaching and Learning: A Literature Review. Journal of English Language and Literature (JOELL). 5 (2). 29-33.
Bhandari, B.L. (2020). English Teachers’ Perceptions and Practices of Integrating ICT in ELT. Butwal Campus Journal. 3 (1). 87-102.
Bhattarai, P. (2021). Purpose and Challenges of Integrating ICT in English Language Teaching in Nepalese Context. Journal of Ultimate Research and Trends in Education. 3 (3). 198-206. DOI: https://doi.org/10.31849/utamax.v3i3.7780
Bhusal, D. R. (2020). Nepalese Teachers’ Perceptions on Integrating Technology in English Language Teaching. ELTAR-J. 2 (1). 19-25.
Budiman, A., Rahmawati E., Ulfa, R.A. (2018). EFL Teacher’s Belief and Practice on Integrating ICT in the Classroom: A Case Study on the Implementation of SAMR Model in Teaching Reading Descriptive Text at MA Assalam, Sukoharjo. Jurnal Penelitian Humaniora. 19 (2). 39-51.
Dianti, R., Atmanegara, Y. (2018). The Implementation of ICT-Integrated ELT Across Curriculum 2013 in Senior High School in Palembang. English Community Journal. 2 (2). 217-226. ISSN 2579-7378.
Dwiono, R., Rochsantiningsih, Suparno. (2018). Investigating the Integration Level of Information and Communication Technology (ICT) in the English Language Teaching. International Journal of Language Teaching and Education. 2 (3). 259-274. https://doi.org/10.22437/ijolte.v2i3.5752
Hafifah, G. N., Sulistyo, G. H. (2020). Teachers’ ICT Literacy and ICT Integration in ELT in The Indonesian Higher Education Setting. Turkish Online Journal of Distance Education – TOJDE. 21 (3).186-198. ISSN: 1302-6488.
Hafifah, G.N. (2020). Teachers Perspectives of ICT Integration in English Language Teaching: A Review of Literature. Journal of English Education Society. 5 (1). 9-15. Doi: 10.21070/jees.v5i1.205.
Hajikaleng, N. (2020). Teachers’ Perceptions on Integrating Information and Communications Technology (ICT) towards Teaching English Reading Comprehension. KKU Research Journal of Humanities and Social Sciences (Graduate Studies). 9 (3). 19-30.
Ire, J.B., Ziekah, M.P., Nankuri, F. Kuupile, F., Fosu, J. (2022). Perception of The Effectiveness of ICT-ELT Integration During The COVID-19 Pandemic in English Language Classes in Ghana. Journal of Linguistics and Foreign Language. 3 (1). 7-18.
Khan, K.S., Kunz, R., Kleijnen, J., Antes, G. (2003). Five steps to conducting a systematic review. Journal of The Royal Society of Medicine. 96. 118-121.
Khan, N.M., Kuddus, K. (2020). Integrating ICT in English Language Teaching in Bangladesh: Teachers’ Perception and Challenges. Rupkatha Journal. 12 (5). 1-10. DOI: https://dx.doi.org/10.21659/rupkatha.v12n5.rioc1s23n1
Laeli, A.F., Setiawan, S., Anam, S. (2020). Reading Digital Text as A New Literacy in ELT: Teachers’ Perception & Practices. ETERNAL (English, Teaching, Learning, and Research Journal). 6 (2). 312-327.
Mai, L. T. (2020). Benefits and Challenges to Integrate ICT in EFL Teaching and Learning Activities. IOSR Journal of Research & Method in Education (IOSR-JRME). 10 (3). 46-50. E-ISSN: 2320-1959. DOI: 10.9790/7388-1003044650.
Maru, M. G., Pikirang, C. C., Ratu, D. M., Tuna, J. R. (2021). The Integration of ICT in ELT Practices: The Study on Perspective in New Normal Era. iJIM. 15 (22). 44-67.
Munn, Z., Peters, M. D. J., Stern, C., Tufanaru, C., McArthur, A., Aromataris, E. (2003). Systematic Review or Scoping Review? Guidance for Authors When Choosing Between A Systematic Or Scoping Review Approach. BMC Medical Research Methodology. 18 (143). 1-7.
Muslem, A., Yusuf, Y.Q., Juliana, R. (2018). Perceptions and Barriers to ICT Use among English Teachers in Indonesia. Teaching English with Technology. 15 (2). 3-23.
Nguyen, L.T.H. (2021). Teachers’ Perception of ICT Integration in English Language Teaching at Vietnamese Tertiary Level. European Journal of Contemporary Education. 697-710. E-ISSN 2305-6476. DOI: 10.13187/ejced.2021.3.697.
Ni’mah, D., Umamah, A. Mobile-Assisted on Extensive Reading: Students’ Voices. Journal of English Teaching and Research. 5 (1). 41-48. E-ISSN: 2503-4405
Normawati, Afi. (2021). The Implementation of Blended Learning in Teaching Reading. ELECTRUM (English Language & Education Spectrum). 1 (2). 45-51. P-ISSN 2746-4717.
Nugroho, T.C., Matra, S.D. (2022). EFL Student Teacher’s Belief and Practice on Integrating ICT in The Classroom. EDUNOVATICA (Jurnal Inovasi Pembelajaran). 1 (3). 1-17.
Patel, K. V. (2020). Challenges for The Teachers in 21st Century – ELT And ICT Interface. A Global Journal of School Sciences. 3 (2). 15-17. ISSN: 2581-5830.
Ramya, D., Clement, A.R.S. (2020). Integration of Information Communication and Technology (ICT) tools in English Language Teaching (ELT) from Teacher’s Perspective. International Journal of Applied Engineering Research. 15 (2). 108-110.
Rodliyah, R.S. (2018). Vocational School EFL Teachers’ Practices of Integrating ICT into English Lessons: Teachers’ Voices. Indonesian Journal of Applied Linguistics. 8 (2). 418-428. Doi: 10.17509/ijal.v8i2.13309.
Ryn, A. S., SC, S. (2020). Teachers’ Practices and Perceptions of the Use of ICT in ELT Classroom in the Pre-Covid Pandemic Era and Suggestion for the ‘New Normal’. LSP International Journal. 7 (1). 99-119. E-ISSN 2601-002X. DOI: https://doi.org/10.11113/lspi.v7n1.100
Setiawan, I.N.A., Saputra, I.N.P.H., Agustini, D.A.E. (2022). English Teachers’ Online Reading Tasks Development Process. JoES Journal of Educational Study. 2 (1). 92-104. DOI: 10.36663/joes.v2i1.265.
Shabbir, N., Khan, N. (2019). Integrating ICT as A Teaching Tool in the ELT Classroom at Higher Education Level: A Descriptive Study. Journal of Social Sciences and Media Studies. 3 (1). 37-46.
Shahi, D. K. (2022). Teachers’ Knowledge about the use of ICT in the ELT Classroom. AMC Multidisciplinary Research Journal. 3 (1). 1-11.
Sharma, Vipin. (2022). Letting the Struggling Saudi EFL Readers Take Lead: How Teachers Transform English Language Instruction. Journal of Language Teaching and Research. 13 (3). 533-540. DOI: https://doi.org/10.17507/jltr.1303.09
Singh, R. (2019). Students’ Perspectives on Technology Integration in ELT. Journal of NELTA. 24 (1-2). 95-106.
Tavakoli, H, Lotfi, A.R., Biria, R. (2019). Effects of CALL-Mediated TBLT on Motivation for L2 Reading. Cogent Education. 6 (1). 1-21. https://doi.org/10.1080/2331186X.2019.1580916
Wolf, M.K., Lopez, A.A. (2022). Developing a Technology-Based Classroom Assessment Reading Skills for English Language Learners and Teachers: Validity Evidence for Formative Use. Languages. 7 (71). https://doi.org/103390/languages7020071
Yumnam, R. (2021). The Use of ICT in ESL Classroom in Manipur. Social Science, Humanities and Education Journal (SHE Journal). 2 (2). 147-153. DOI: 10.25273/she.v2i2.8898
Copyright (c) 2023 Griseldis Faden Herdina
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
1. Copyright on any article is retained by the author(s).
2. The author grants the journal, right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of the work’s authorship and initial publication in this journal.
3. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal’s published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
4. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
5. The article and any associated published material is distributed under the Creative Commons Attribution-ShareAlike 4.0 International License
Article template
