Students’ Perspectives toward the Integration of Technology to Improve Multiliteracies in EFL Classroom

Siti Kustini, Herlinaawati Herlinaawati, Yoenie Indrasary

Abstract


The rapid development of information and communication technology in the 21st century undoubtedly has profound impacts on human lives and dramatically transforms education. Accordingly, many of schools attempt to reconceive their pedagogical practices to include technology in their curriculums and lesson plans. In the field of English language teaching, technology integration has long been advocated and has become an integral part of classroom teacher practices. The terms like CALL (Computer Assisted Language Learning), TELL (Technology Enhanced Language Learning), MALL (Multimedia Assisted Language Learning), CMCL (Computer Mediated Collaborative Learning) are frequently present and encountered in English language teaching literatures. Studies on the effectiveness and the impacts of technology integration in English Foreign Language (EFL) teaching had also been widely conducted. However, study on students’ perspectives toward the integration of technology to enhance multiliteracies in EFL classroom is rarely found. This research aimed at finding out students’ perceptions on the integration of technology to improve multiliteracies in EFL teaching. This study employed explanatory sequential mixed method in which the data were obtained through questionnaire, interviews, and classroom observations. The subjects for this study were 96 semester two students of Informatics Engineering Department taking English subject in a state polytechnic in Banjarmasin. The questionnaire data were processed in SPSS 22 and analysed thoroughly. The data from interviews and observations were coded and analysed thematically. The results indicated that the students had a strong belief in the integration of technology in the classroom despite the barriers encountered during the implementation. The results of this study hopefully could provide insights for EFL teachers particularly in designing teaching framework in which technology is integrated in the entire instructional process.


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DOI: http://dx.doi.org/10.30870/aiselt.v3i3.11128

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