EFL Teachers’ Perception of the Effectiveness of ICT-ELT Integration During the COVID-19 Pandemic

Yeni, Fitri; Putro, Nur Hidayanto Pancoro Setyo

doi:10.2991/assehr.k.210227.086

Cited by 18 publications

(20 citation statements)

References 15 publications

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“…Because they use technology in their daily lives, their self efficacy on this task may be strong. In their college, new graduate teachers had a strong desire and positive perception to master teaching aids that integrated pedagogy and curriculum with technology (Fitri & Putro, 2021;Mohaidat, 2013). Furthermore, for a clear insight, although the willingness to understand and implement the TPACK is on par, but the finding shows that Indonesian EFL teachers' willingness to grasp the TPACK has little bearing on their willingness to put their TPACK into action.…”

Section: Discussionmentioning

confidence: 99%

Scrutiny on Indonesian EFL Teachers’ Willingness to Understand and Implement the TPACK in VLE

Surayya¹,

Asrobi²,

Farizi³

2021

J. Educ. Technol.

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During this pandemic, all countries focused on the issue of transforming the education system, media, teaching strategies, and materials, from face-to-face teaching and learning to teach in a Virtual Environment (TVE)-based, including in Indonesia. However, this sudden change of situation made all education systems change in a hurry. The fact that English teachers are more proficient at applying their content and pedagogical knowledge than technological knowledge makes this study aim to determine how willing teachers are to add and apply their TPACK, particularly in TVE at the moment, and also to reveal the effect of willingness to increase TPACK with a willingness to apply TPACK. The respondents in this survey were 43 EFL teachers. The instrument used in collecting data is a questionnaire. Descriptive statistics, normality and homogeneity tests, and independent t-tests were used in the quantitative data analysis. The data shows that most Indonesian EFL teachers are at the median level of readiness to learn and practice TPACK. However, there is no relationship between willingness to understand and willingness to apply TPACK among English teachers. This finding influences the perspective of educators and researchers on how external pressures need to be reduced and teachers in Indonesia to need internal motivation towards technology-based education.

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Section: Discussionmentioning

confidence: 99%

Scrutiny on Indonesian EFL Teachers’ Willingness to Understand and Implement the TPACK in VLE

Surayya¹,

Asrobi²,

Farizi³

2021

J. Educ. Technol.

View full text Add to dashboard Cite

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“…Online learning was seen as an option in contrast to traditional face-to-face learning, yet this has changed because of the COVID pandemic. It turned into a need for the support of educational infrastructure (Fitri & Putro, 2021). This digitally-mediated archetype has led to changes in the way instructors think about teaching differently before the spread of pandemic (Alkinani, 2021).…”

Section: Online Learning As An Abrupt Change Of the Learning Technique With The Outbreakmentioning

confidence: 99%

Amalgamating Bloom’s Taxonomy and Artificial Intelligence to Face the Challenges of Online EFL Learning Amid Post-COVID-19 In Saudi Arabia

Abalkheel

2022

5019

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During the coronavirus pandemic, remote learning offered instructors numerous potential opportunities to implement online applications for the success of students’ language proficiency. Despite this, there has been a rise in the number of challenges that afflicted EFL Saudi instructors and their learners from attaining sustainable development. The core purpose of this work was to explore these complexities and provide suggestions on how Saudi EFL instructors could adapt while maintaining learners’ cognitive and psychological well-being. Furthermore, it questioned the extent to which artificial intelligence (AI) and Bloom’s digital taxonomy (BDT) played an innovative role in improving Saudi educational quality and effectiveness. To this end, a qualitative study design was embraced, consisting of a meta-analysis of the most recent studies conducted on the topic of study. The findings indicated that despite having gained access to platforms and apps led by technology, EFL instructors faced numerous challenges such as inadequate training, incompetence, restricted accessibility, poor web infrastructure, modest technological assistance, low motivation, and attention to deficit learners. Thus, AI and BDT may help bridge the gaps and overcome some of the pandemic's challenges. This study provided recommendations for curriculum designers, developers, and policymakers, on the challenges of e-learning systems and how to address them during the pandemic and afterward.

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“…Various seminars and FGD activities for online-based elementary school teachers have indeed been carried out during this pandemic. These activities impact increasing the insight and skills of teachers in carrying out online learning as well as independent learning (Fitri & Putro, 2021;Lailatussaadah et al, 2020;Meulenbroeks, 2020). Various information obtained from the speakers and friends in charge made the teacher more open and always wanted to create new things for the expected results for their students, even though the teacher could not meet face to face with the students.…”

Section: Discussionmentioning

confidence: 99%

“…The teachers who can be relied upon to carry out online learning as expected are those at the millennial age (König et al, 2020;Mailizar et al, 2020;Waruwu, 2020). This group of teachers is very adaptive and quick to follow changes and the spirit of online learning in the adaptation period of this new habit (Fitri & Putro, 2021;Stover et al, 2016).Teachers can use applications to support learning by using zoom, google meet, and google classroom (Lapitan et al, 2021;Simamora, 2020). The media can interactively by involving tens or even hundreds of participants (Lapitan et al, 2021;Putra, 2021).…”

Section: Introductionmentioning

confidence: 99%

Readiness of Elementary School Teachers in Implementing Online Learning and "Merdeka Belajar" During Covid-19 Pandemic

Kristiantari

2021

j. ilm. sekol. Dasar

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As a result of the COVID-19 pandemic, the government issued a policy to change learning and teaching activities offline to online. However, there are still many obstacles experienced by teachers and students in implementing online learning. The purpose of this study is to analyze and evaluate the level of readiness of elementary school teachers, especially low-grade teachers, in dealing with and implementing online learning and independent learning during the covid-19 pandemic. This research belongs to the type of evaluative research (evaluation study). The research data is in the form of verbal attitude statements from the subjects studied, namely elementary school teachers in low or early grades. Data were collected using questionnaires and interviews. The data that has been collected is then analyzed descriptively qualitatively. The results of the analysis of document study data and interviews showed that 70% of lower grade elementary school teachers as the research subjects tended to state that they were ready to carry out online learning and were free to learn for their students. This readiness is coupled with the expectation of the availability of online learning facilities for both teachers and students and training on the use of IT media for teachers to create smooth and innovative online learning. The implication is that even though learning is carried out online by adhering to independent learning according to existing provisions, the process and student learning outcomes will be maintained and carried out properly according to the expectations, which are also stated in the learning objectives.

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EFL Teachers’ Perception of the Effectiveness of ICT-ELT Integration During the COVID-19 Pandemic

Cited by 18 publications

References 15 publications

Scrutiny on Indonesian EFL Teachers’ Willingness to Understand and Implement the TPACK in VLE

Scrutiny on Indonesian EFL Teachers’ Willingness to Understand and Implement the TPACK in VLE

Amalgamating Bloom’s Taxonomy and Artificial Intelligence to Face the Challenges of Online EFL Learning Amid Post-COVID-19 In Saudi Arabia

Readiness of Elementary School Teachers in Implementing Online Learning and "Merdeka Belajar" During Covid-19 Pandemic

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