Factors Influencing the Use of ICT for English Language Learning of Indonesian EFL University Students

Arif, Tubagus Zam Zam Al; Handayani, Reli

doi:10.31849/elsya.v4i1.6882

Cited by 3 publications

(2 citation statements)

References 18 publications

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“…ICT covers computer and internet-based technology, laptops, mobile devices, website, social networking, and software related to ELT (Arif and Handayani 2021). Some teachers, as well as lecturers and other practitioners, have begun combining ICT such as mobile devices and other applications or software as their media.…”

Section: Introductionmentioning

confidence: 99%

Implementing Speech-Texter Application to Improve EFL Learners’ Fricative Pronunciation

Maspufah¹,

Zuriati²

2022

J.ofEngforAcad

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Most of EFL learners in Indonesia hardly adopt pronunciation due to limited time, problem from the role model, and difficult sound production. To solve the problem, speech texter-application was implemented as learning media. The research aimed to identify whether and to what extent implementation of speech-texter application can improve EFL learners’ fricative pronunciation and explain the factors which influence the changes in pronouncing fricative consonants. The research implemented action research method. The research used purposive sampling technique and 16 learners from the first semester of a private public college in Pekanbaru. There were instruments used to collect the data. The quantitative data were pronunciation oral test, while the qualitative data were observation checklist, field note and interview. The qualitative data were analysed by scoring and comparing to the standard ability and qualitative data were analysed by data , data display and conclusion drawing. After analysing the data, it was revealed that speech-texter application was able to improve learners’ fricative pronunciation. The improvement of learners’ ability was from the level of “fair” into “good” category at the end of cycle 1. The factors which affecting the improvement was the use of speech-texter application which provide opportunity as self-check application. Thus, it can be concluded that the implementation of speech-texter.

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Section: Introductionmentioning

confidence: 99%

Implementing Speech-Texter Application to Improve EFL Learners’ Fricative Pronunciation

Maspufah¹,

Zuriati²

2022

J.ofEngforAcad

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“…Empirically, ICT has brought profound changes to all aspects of our lives, and it has a vital role to play in education. The ICT utilization | Research Article in the last decade has made a high contribution to English language teaching and learning (Al Arif & Handayani, 2021;Chouthaiwale & AlKamel, 2018).…”

Section: Introductionmentioning

confidence: 99%

Determinants of Technology Acceptance Model (TAM) towards ICT Use for English Language Learning

Sulistiyo

Arif

Handayani

et al. 2022

JLE

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Background. The use of ICT in learning English can assist learners to improve their language skills, aside from empowering and motivating them in English language learning. ICT utilization can provide opportunities for collaboration and interaction in the learning process. Purpose. The present study was conducted to examine the motivation, ICT skills, equipment, and attitudes factors towards the use of ICT tools for English learning in English as a Foreign Language (EFL) context. Methods. The quantitative method was applied involving 303 pre-service teachers of English department at a state university in Jambi, Indonesia. A questionnaire was employed to collect the data and Structural Equation Modeling (SEM) was used to analyze the proposed hypotheses developed in fulfilling the study objectives. Technology Acceptance Model (TAM) was used to examine the attitudes of student teachers toward the use of ICT for English language learning. Results. Findings suggested that the determinants of the technology acceptance model are the major factors influencing the usage of ICT. In addition, the effect of equipment, motivation, and ICT skills towards the use of ICT had been mediated by three main variables of TAM, namely perceived ease of use, perceived usefulness, and attitudes. Furthermore, it was found that the motivation, ICT skills and attitudes factors affect the actual use of ICT for English learning while the equipment factor does not. Implications. The results of this study are beneficial for students and teachers both in schools and universities. For students, they need to equip themselves with ICT literacy, ICT skills, motivation, and positive attitudes towards the use of ICT in English learning activities. Teachers should also equip themselves with ICT skills so that they can provide learning experiences according to the needs of students in today's digital age.

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A Prototype of Web-based Supplementary Writing Instructional Media for Upper-Secondary Level Learners

Anisatul Faizah,

Bambang Yudi Cahyono,

Francisca Maria Ivone

2024

Onoma

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In an era characterized by a symbiotic relationship between the rapid growth of technology and extensive use of English, English as a Foreign Language (EFL) learners are tremendously exposed to digital forms of the language. Digital writing, consequently, has become a fundamental EFL skill to master. Ironically, it has not proliferated in ways that give access to all, notably for most upper-secondary school learners in Malang, Indonesia, where one might expect that technology is widely accessible. To address such an adverse situation and to support learners in enjoying EFL writing activities, a research and development (R&D) design was carried out to develop a prototype web-based supplementary writing materials that incorporate instructional strategies and learning approaches that enhance EFL writing skills and develop effective writing strategies in an authentic setting. The R&D process implemented Dick and Carrey’s instructional design framework (2001) which was integrated with Lee and Owen's instructional multimedia design framework (2004). The study resulted in the development of an E-Writing Site (EWS) to which the target users are encouraged to enjoy writing texts of their own choice at their own pace, as they engage in free voluntary writing within a social constructivist atmosphere. Experts and target users involved in the formative evaluation of the prototype perceived it to be useful and educative as it provides EFL learners with holistic, authentic, and meaningful writing practice. Moreover, some aspects of the prototype and its principles that require enhancement are addressed.

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Factors Influencing the Use of ICT for English Language Learning of Indonesian EFL University Students

Cited by 3 publications

References 18 publications

Implementing Speech-Texter Application to Improve EFL Learners’ Fricative Pronunciation

Implementing Speech-Texter Application to Improve EFL Learners’ Fricative Pronunciation

Determinants of Technology Acceptance Model (TAM) towards ICT Use for English Language Learning

A Prototype of Web-based Supplementary Writing Instructional Media for Upper-Secondary Level Learners

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