The Students’ Engagement in Foreign Language Learning through ICT Incorporation

Purnawati Purnawati, Zainal Rafli, Syamsi Setiadi

Abstract


In this 21st century, the incorporation of Information and Communication Technology (ICT) has become a prominent practice in various educational domains, including the learning of languages in the classroom. However, there are a small number of teachers who are not familiar with incorporating ICT in their classrooms due to numerous causes. By the given situation, this study aims to identify the disparities in students' engagement between English as a Foreign Language (EFL) classrooms that utilize Information and Communication Technology (ICT) and those that do not. Additionally, it seeks to determine the predominant and higher forms of engagement in these two types of EFL classrooms. A descriptive qualitative approach was applied in this research. To obtain the data, the authors examined the level of student involvement during teaching and learning activities in two types of classrooms: those that employed ICT (Information and Communication Technology) and those that did not. Subsequently, the acquired data was scrutinized and categorized based on the parameters of students' involvement (behavioral, cognitive, and emotional). The results indicate that both classrooms are primarily characterized by students' behavioral involvement. The class that included ICT in its teaching and learning process experienced a 9.5% increase in students' cognitive engagement. The implication of this research is to encourage teachers to incorporate ICT in the classroom so that the students’ three engagement types can be achieved better proportionally.

Keywords


EFL Classrooms; ICT; Students’ Engagement

Full Text:

PDF

References


Al Arif, T. Z. (2019). Indonesian University Students’ Perception and Expectation towards ICT Use in Learning English as a Foreign Language. IJELTAL, 4(1), 133–145.

Al Arif, T. Z., Armiwati, A., & Handayani, R. (2023). The Use of ICT for English Language Learning: A Mixed-Method Study of EFL University Students. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 8(2), 199. https://doi.org/10.21093/ijeltal.v8i2.1554

Ambarini, R. (2016). The Effectiveness of Communicative Purpose Based Approach to Improve Speaking Skills in EAP Setting: A Case Study. ELT-Lectura, 3(2). https://doi.org/10.31849/elt-lectura.v3i2.477

Arifin, M. H. (2018). Role of student support services in enhancing student persistence in the open university context: Lesson from Indonesia Open University. Turkish Online Journal of Distance Education. https://dergipark.org.tr/en/pub/tojde/issue/38358/445116

Azmi, N. (2017a). The Benefits of Using ICT in the EFL Classroom: From Perceived Utility to Potential Challenges. Journal of Educational and Social Research, 7(1), 111–118. https://doi.org/10.5901/jesr.2017.v7n1p111

Azmi, N. (2017b). The Benefits of Using ICT in the EFL Classroom: From Perceived Utility to Potential Challenges. Journal of Educational and Social Research, 7(1), 111–118. https://doi.org/10.5901/jesr.2017.v7n1p111

Biantoro, B. (2020a). Exploring The Integrations of MALL into English Teaching and Learning for Indonesian EFL Students in Secondary Schools. Celtic: A Journal of Culture, English Language Teaching, Literature and Linguistics, 7(2), 102–117.

Biantoro, B. (2020b). Exploring The Integrations of MALL into English Teaching and Learning for Indonesian EFL Students in Secondary Schools. Celtic: A Journal of Culture, English Language Teaching, Literature and Linguistics, 7(2), 102–117.

Charalambidis, D. (2014). Ict in the future classrooms and teaching: Preparing the knowledge workers of the 21st century. IFIP Advances in Information and Communication Technology, 437, 56–62. https://doi.org/10.1007/978-3-662-44722-2_7

Chouit, D., Nfissi, A., & Laabidi, H. (2017). Exploring the Correlation between Professors’ Use of ICT in Teaching and the Levels of Institutional Support. Jeltl, 2(1), 47–63. https://doi.org/10.21462/jeltl.v2i1.39

Faslah, R. (2011). Pemanfaatan Internet Dalam Pengembangan Konsep Ips Dan Implikasinya Terhadap Pembelajaran Bermakna. Econosains Jurnal Online Ekonomi Dan Pendidikan, 9(2), 167–170. https://doi.org/10.21009/econosains.0092.07

Fauzan, U., & Pimada, L. H. (2018). ICT-Based Teaching of English at Madrasah Aliyah in Kalimantan. TARBIYA: Journal of Education in Muslim Society, 5(2), 193–211. https://doi.org/10.15408/tjems.v5i2.10414

Ghavifekr, S., Athirah, W., & Rosdy, W. (2015a). Teaching and Learning with Technology : Effectiveness of ICT Integration in Schools Teaching and Learning.

Ghavifekr, S., Athirah, W., & Rosdy, W. (2015b). Teaching and Learning with Technology : Effectiveness of ICT Integration in Schools Teaching and Learning.

Inayati, D., & Emaliana, I. (2017). The Relationship among Pre-Service EFL Teachers’ Beliefs about Language Learning, Pedagogical Beliefs, and Beliefs about ICT Integration. Dinamika Ilmu, 17(1), 83–99. https://doi.org/10.21093/di.v17i1.664

Khaloufi, A., & Laabidi, H. (2017). An Examination of the Impact of Computer Skills on the Effective Use of ICT in the Classroom. Indonesian Journal of EFL and Linguistics, 2(1), 53. https://doi.org/10.21462/ijefll.v2i1.29

Khanifam, P. A. (2020). The Effect of Student Engagement to Student Academic Achievement at Faculty of Industrial Engineering Telkom University. Jurnal Ilmu Sosial Politik Dan Humaniora, 3(1), 22–32. https://doi.org/10.36624/jisora.v3i1.54

Li, Y. (2011). School engagement. What it is and why it is important for positive youth development. In Advances in Child Development and Behavior (1st ed., Vol. 41, Issue January 2019). Elsevier Inc. https://doi.org/10.1016/B978-0-12-386492-5.00006-3

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. https://doi.org/10.9790/7388-1003044650

Nassaji, H. (2015). Qualitative and descriptive research: Data type versus data analysis. Language Teaching Research, 19(2), 129–132. https://doi.org/10.1177/1362168815572747

Ovilia, R., & Asfina, R. (2017). 21st Century Learning : Is Ict Really Integrated In Efl Classrooms Or Merely Segregated Outside The Classroom ? EnJourMe (English Journal of Merdeka, 2(1), 1–17. https://doi.org/https://doi.org/10.26905/enjourme.v2i1.527

Pilotti, M., Anderson, S., Hardy, P., Murphy, P., & Vincent, P. (2017a). Factors Related to Cognitive , Emotional , and Behavioral Engagement in the Online Asynchronous Classroom. 29(1), 145–153.

Pilotti, M., Anderson, S., Hardy, P., Murphy, P., & Vincent, P. (2017b). Factors Related to Cognitive , Emotional , and Behavioral Engagement in the Online Asynchronous Classroom. 29(1), 145–153.

Ratu, R. P., & Komara, C. (2021). An Analysis Of Efl Students ’ Perception Of Powerpoint. ELTER Journal, 2(1), 1–13. https://doi.org/10.22236/ellter.v2i1.5370

Richard, J. C., & Renandya, W. A. (2002). Methodology in Language Teaching: Ananthology of Current Teaching. Cambridge University press.

Sabiri, K. A. (2020). ICT in EFL Teaching and Learning : A Systematic Literature Review. 11(2), 177–195.

Sandy, F., & Mukti, L. (2020). EFL Students’ Engagement During Interactive Read Aloud. In ELT Echo : The Journal of English Language Teaching in Foreign Language Context (Vol. 5, Issue 2, p. 108). IAIN Syekh Nurjati Cirebon. https://doi.org/10.24235/eltecho.v5i2.7245

Shopia, K., Sudarmaji, I., Purnawati, P., Chairunnisa, D., & Febriliyana, N. (2022). Analysis of English Teachers’ Professional Competence in 21st Century Learning. https://doi.org/10.4108/eai.25-11-2021.2318834

Toma, F., Ardelean, A., Grădinaru, C., Nedelea, A., & Diaconu, D. C. (2023). Effects of ICT Integration in Teaching Using Learning Activities. Sustainability (Switzerland), 15(8), 1–21. https://doi.org/10.3390/su15086885

Yuyun, I. (2023). Investigating university student engagement in online learning: A case study in EFL classroom. Indonesian Journal of Applied Linguistics, 12(3), 634–653. https://doi.org/10.17509/ijal.v12i3.46035

Zhang, Z. (Victor). (2016). Student engagement with computer-generated feedback: a case study. In ELT Journal. Oxford University Press (OUP). https://doi.org/10.1093/elt/ccw089




DOI: http://dx.doi.org/10.21462/jeltl.v9i1.1281

Refbacks

  • There are currently no refbacks.




JELTL (Journal of English Language Teaching and Linguistics); Web: www.jeltl.org; Email: journal.eltl@gmail.com

Creative Commons License
JELTL by http://www.jeltl.org is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License


Indexed and Abstracted BY: