ICT-Based Learning in New Normal Era: Viewed from Practice and Impact in ELT Classroom

Jumatul Hidayah; Prihantoro Prihantoro

doi:10.29240/ef.v6i1.4116

ICT-Based Learning in New Normal Era: Viewed from Practice and Impact in ELT Classroom

Jumatul Hidayah, Prihantoro Prihantoro

Abstract

The Covid-19 outbreak has caused a sudden transformation of learning from offline to online modes. Such a transformation raises the importance of ICT as an integral constituent of online learning. Hence, the present mixed-method study aimed to probe into the use of ICT in ELT and the perceived impacts of ICT use on students’ betterment in learning. Eleven English lecturers from the State Islamic Institute of Curup were incorporated as the participants. The quantitative data on the two foci were garnered from a set of an online questionnaires, and the qualitative data were gathered using observations and interviews. This study revealed that the English lecturers used ICT for several pedagogical purposes, such as preparing materials, browsing materials for their lessons, preparing material presentations, and evaluating alongside giving feedback on students' learning. Subsequently, all lecturers perceived that ICT had positive, beneficial, and contributive impacts on students’ betterment in learning especially in terms of enhancing students’ growth mindsets, metacognition, and learning engagement. Further studies are expected to conduct psychometric analyses to examine the interplay among growth mindsets, metacognition, and learning engagement as latent variables within the circle of ICT use in ELT.

Keywords

ICT, impacts of ICT, growth mindsets, metacognition, learning engagement

Full Text:

PDF

References

Alsaleem, B. (2013). The effect of “Whatsapp” electronic dialogue journaling on improving writing Vocabulary Word Choice and Voice of EFL Undergraduate Saudi Students. Arab World English Journal, 4(3), 213–225.

Apriani, E. (2016). A new literacy: The role of technology to develop student’s character. Ta'dib, 21(1), 59. https://doi.org/10.19109/td.v21i1.742.

Apriani, E., Supardan, D., Sartika, E., Suparjo, S., & Hakim, I. N. (2019). Utilizing ict to develop student’s language ethic at Islamic university. POTENSIA: Jurnal Kependidikan Islam, 5(1), 1. https://doi.org/10.24014/potensia.v5i1.6279.

Apriani, E., & Hidayah, J. (2019). The ICT used by the English lecturers for non English study program students at STAIN Curup. Vision: Journal for Language and Foreign Language Learning, 8(1), 26. https://doi.org/10.21580/vjv8i13280.

Apriani, E., Syafryadin, S., Inderawati, R., Arianti, A., Wati, S., Hakim, I. N., & Noermanzah, N. (2021). Implementing E-learning training toward English virtual lecturers: The process, perspectives, challenges and solutions. International Journal of Emerging Technologies in Learning (iJET), 16(04), 240. https://doi.org/10.3991/ijet.v16i04.14125.

Asabere, N. Y., & Enguah, S. E. (2012). Integration of Expert Systems in Mobile Learning. International Journal of Information and Communication Technology Research, 2(1), 55–61.

Bai, B., & Wang, J. (2020). The role of growth mindset, self-efficacy and intrinsic value in self-regulated learning and English language learning achievements. Language Teaching Research, 1–22. https://doi.org/10.1177/1362168820933190.

Bai, B., Wang, J., & Chai, C. S. (2019). Understanding Hong Kong primary school English teachers’ continuance intention to teach with ICT. Https://Doi.Org/10.1080/09588221.2019.1627459, 34(4), 528–551. https://doi.org/10.1080/09588221.2019.1627459.

Bakeer, D. A. M. (2018). Effects of Information and Communication Technology and Social Media in Developing Students’ Writing Skill: A Case of Al-Quds Open University. International Journal of Humanities and Social Science, 8(5), 45–53. https://doi.org/10.30845/ijhss.v8n5a5.

Bozkurt, G., & Uygan, C. (2020). Lesson hiccups during the development of teaching schemes: a novice technology-using mathematics teacher’s professional instrumental genesis of dynamic geometry. ZDM 2020 52:7, 52(7), 1349–1363. https://doi.org/10.1007/S11858-020-01184-4.

Bryson, J. R., & Andres, L. (2020). Covid-19 and rapid adoption and improvisation of online teaching: curating resources for extensive versus intensive online learning experiences. Journal of Geography in Higher Education, 44(4), 608–623. https://doi.org/10.1080/03098265.2020.1807478.

Chouthaiwale, D. S. S., & Alkamel, M. A. (2018). The Positive Effect of ICT on the English Language Learning and Teaching. Dialoguing Borders: Vital Issues in Humanities, Commerce, IT and Management, 1(November), 1–8.

Coman, C., Țîru, L. G., Meseșan-Schmitz, L., Stanciu, C., & Bularca, M. C. (2020). Online Teaching and Learning in Higher Education during the Coronavirus Pandemic: Students’ Perspective. Sustainability 2020, Vol. 12, Page 10367, 12(24), 10367. https://doi.org/10.3390/SU122410367.

Firmansyah, F. H., Sari, I. P., Permana, F. C., & Hernawan, A. H. (2020). Development of Interactive Learning Media Based on Google Application for Distance Learning in Universitas Pendidikan Indonesia. 401(Iceri 2019), 185–190. https://doi.org/10.2991/assehr.k.200204.034.

Fitri, Y., & Putro, N. H. P. S. (2021). EFL Teachers’ Perception of the Effectiveness of ICT-ELT Integration During the COVID-19 Pandemic. Proceedings of the International Conference on Educational Sciences and Teacher Profession (ICETeP 2020), 532(532), 502–508. https://doi.org/10.2991/assehr.k.210227.086.

Ganapathy, M., & Seetharam, S. A. (2016). The Effects of Using Multimodal Approaches in Meaning-Making of 21st Century Literacy Texts among ESL Students in a Private School in Malaysia. Advances in Language and Literary Studies, 7(2), 143–155. https://doi.org/10.7575/aiac.alls.v.7n.2p.143.

Grandisson Sanguino, D. M., & Lenguas, M. en P. de A. y E. de S. (2020). Using video materials To help efl learners facilitate their listening comprehension skill. Instname:Universidad Pontificia Bolivariana. https://repository.upb.edu.co/handle/20.500.11912/5212.

Hinostroza, J. E. (2018). ICT-Supported Innovations in Small Countries and Developing Regions. ICT-Supported Innovations in Small Countries and Developing Regions, 99–119. https://doi.org/10.1007/978-3-319-67657-9.

Huang, Y. N., & Hong, Z. R. (2015). The effects of a flipped English classroom intervention on students’ information and communication technology and English reading comprehension. Educational Technology Research and Development 2015 64:2, 64(2), 175–193. https://doi.org/10.1007/S11423-015-9412-7.

Huang, Y. N., & Hong, Z. R. (2016). The effects of a flipped English classroom intervention on students’ information and communication technology and English reading comprehension. Educational Technology Research and Development, 64(2), 175–193. https://doi.org/10.1007/s11423-015-9412-7.

Hussain, I., Suleman, Q., ud Din, M. N., & Shafique, F. (2017). Effects of Information and Communication Technology (ICT) on Students’ Academic Achievement and Retention in Chemistry at Secondary Level. Journal of Education and Educational Development, 4(1), 73–93.

Jayanthi, N. S., & Kumar, R. V. (2016). Use of Ict in English Language Teaching and Learning. Journal of English Language and Literature (JOELL), 3(2), 34–38.

Jiang, L., Yang, M., & Yu, S. (2020). Chinese Ethnic Minority Students’ Investment in English Learning Empowered by Digital Multimodal Composing. TESOL Quarterly, 54(4), 954–979. https://doi.org/10.1002/tesq.566.

Karlen, Y. (2017). The development of a new instrument to assess metacognitive strategy knowledge about academic writing and its relation to self-regulated writing and writing performance. Journal of Writing Research, 9(1), 61–86. https://doi.org/10.17239/jowr-2017.09.01.03.

Kaur, N. (2020). Metacognitive awareness in lexical learning among Malaysian students. International Journal of English Language and Literature Studies, 9(3), 161–171. https://doi.org/10.18488/journal.23.2020.93.161.171.

Kench, D., Hazelhurst, S., & Otulaja, F. (2016). Grit and Growth Mindset Among High School Students in a Computer Programming Project: A Mixed Methods Study. Communications in Computer and Information Science, 642, 187–194. https://doi.org/10.1007/978-3-319-47680-3_18.

Khanh, C. G. (2021). The Effect of ICT on Learners’ Speaking Skills Development. International Journal of TESOL & Education, 1(1), 22–29.

Kobis, D. C., & Tomatala, M. F. (2020). The Implementation of ICT in Teaching English as Foreign Language: A Case Study of Premary School English Teachers in Kotamobagu, North Sulawesi. Lingua : Jurnal Ilmiah, 16(1), 58–75. https://doi.org/10.35962/lingua.v16i1.34.

Kumar Jena, A., Bhattacharjee, S., Devi, J., & Barman, M. (2020). Effects of Web 2.0 Technology Assisted Slideshare, Youtub and Whatsapp on Individual and Collaborative Learning Performance and Retention in Tissues System. Online Submission, 8(1), 25–36. www.tojdel.net.

Lawrence, J. E., & Tar, U. A. (2018). Factors that influence teachers’ adoption and integration of ICT in teaching/learning process. Https://Doi.Org/10.1080/09523987.2018.1439712, 55(1), 79–105. https://doi.org/10.1080/09523987.2018.1439712.

Livingstone, S. (2012). Critical reflections on the benefits of ICT in education. Https://Doi.Org/10.1080/03054985.2011.577938, 38(1), 9–24. https://doi.org/10.1080/03054985.2011.577938.

Ma, M., Chen, J., Zheng, P., & Wu, Y. (2020). Factors affecting EFL teachers’ affordance transfer of ICT resources in China. Interactive Learning Environments. https://doi.org/10.1080/10494820.2019.1709210.

Marchlik, P., Wichrowska, K., & Zubala, E. (2021). The use of ICT by ESL teachers working with young learners during the early COVID-19 pandemic in Poland. Education and Information Technologies, 26(6), 7107–7131. https://doi.org/10.1007/S10639-021-10556-6/FIGURES/1.

Marinoni, G., Van’t Land, H., & Jensen, T. (2020). The impact of Covid-19 on higher education around the world.IAU Global Survey Report. In Iau-Aiu.Net. https://www.iau-aiu.net/IMG/pdf/iau_covid19_and_he_survey_report_final_may_2020.pdf.

Metruk, R. (2019). Using English Movies and TV Programs for Developing Listening. Information Technologies and Learning Tools, 70(2), 227–236.

Michaelis, T. L., Pollack, J. M., Hu, X. (Judy), Carr, J. C., & McKelvie, A. (2021). Metacognition and entrepreneurial action: The mediating role of a strategic mindset on promoting effort and innovative behavior in frugal entrepreneurs. Journal of Business Venturing Insights, 16, e00283. https://doi.org/10.1016/J.JBVI.2021.E00283.

Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative data analysis: A methods sourcebook. SAGE Publications, Inc.

O’Connor, C., & Joffe, H. (2020). Intercoder Reliability in Qualitative Research: Debates and Practical Guidelines. International Journal of Qualitative Methods, 19, 1–13. https://doi.org/10.1177/1609406919899220.

Oztemel, E., & Gursev, S. (2018). Literature review of Industry 4.0 and related technologies. Journal of Intelligent Manufacturing 2018 31:1, 31(1), 127–182. https://doi.org/10.1007/S10845-018-1433-8.

Raisanen, T. (2020). The Use of Multimodal Resources by Technical Managers and Their Peers in Meetings Using English as the Business Lingua Franca. IEEE Transactions on Professional Communication, 63(2), 172–187. https://doi.org/10.1109/TPC.2020.2988759.

Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., & Koole, M. (2020). Online University Teaching During and After the Covid-19 Crisis: Refocusing Teacher Presence and Learning Activity. Postdigital Science and Education 2020 2:3, 2(3), 923–945. https://doi.org/10.1007/S42438-020-00155-Y.

Rinekso, A. B., Rodliyah, R. S., & Pertiwi, I. (2021). Digital literacy practices in tertiary education: A case of efl postgraduate students. Studies in English Language and Education, 8(2), 622–641. https://doi.org/10.24815/siele.v8i2.18863.

Sanjaya, H. K., Apriani, E., & Edy, S. (2020). Using web blog for EFL students in writing class. Journal of English Education and Teaching, 4(4), 516-535. https://doi.org/10.33369/jeet.4.4.516-535.

Seferoglu, S. S., & Celen, F. K. (2020). Improving the use of ICT through online professional development platform based on metacognitive strategies. Global Journal of Information Technology: Emerging Technologies, 10(1), 45–59. https://doi.org/10.18844/gjit.v10i1.4747.

Sher Ryn, A., & SC, S. (2020). Teachers’ Practices and Perceptions of the Use of ICT in ELT Classrooms in the Pre-Covid 19 Pandemic Era and Suggestions for the “New Normal.” LSP International Journal, 7(1), 99–119. https://doi.org/10.11113/lspi.v7n1.100.

Teng, F. (2020). The benefits of metacognitive reading strategy awareness instruction for young learners of English as a second language. Literacy, 54(1), 29–39. https://doi.org/10.1111/lit.12181.

Torres-Madroñero, E. M., Torres-Madroñero, M. C., & Botero, L. D. R. (2020). Challenges and possibilities of ICT-mediated assessment in virtual teaching and learning processes. Future Internet, 12(12), 1–20. https://doi.org/10.3390/fi12120232.

Truax, M. L. (2018). The Impact of Teacher Language and Growth Mindset Feedback on Writing Motivation. Literacy Research and Instruction, 57(2), 135–157. https://doi.org/10.1080/19388071.2017.1340529.

Unidas, N., & Nations, U. (2020). Education in the time of COVID-19. https://repositorio.cepal.org/handle/11362/45905.

Unsworth, L., & Mills, K. A. (2020). English language teaching of attitude and emotion in digital multimodal composition. Journal of Second Language Writing, 47(February 2019), 100712. https://doi.org/10.1016/j.jslw.2020.100712.

Uzun, L. (2016). The educational and technical courses in the ELT program in Turkey: Do they contribute to ICT skills? Cogent Education, 3(1), 1–12. https://doi.org/10.1080/2331186X.2016.1141454.

Wen-Cheng, W., Chien-Hung, L., & Chung-Chieh, L. (2011). Thinking of the Textbook in the ESL/EFL Classroom. English Language Teaching, 4(2), 91–96. https://doi.org/10.5539/elt.v4n2p91.

DOI: http://dx.doi.org/10.29240/ef.v6i1.4116