ICTs in English Learning and Teaching

Drigas, Athanasios; Charami, Fani

doi:10.3991/ijes.v2i4.4016

Cited by 24 publications

(19 citation statements)

References 35 publications

(33 reference statements)

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“…Students are normally eager to use their mobile phones or tablets and implement technology into the classroom. These applications provide a positive environment in the classroom, increase energy and add enjoyable moments in learning (Drigas & Charami, 2014). Kahoot!…”

Section: Discussionmentioning

confidence: 99%

Language Learning and Teaching Using Kahoot!

Kaur

Nadarajan²

2020

IJMOE

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There are various technological tools and software that can be used to enhance the language teaching-learning process. Research has shown that the integration of ‘gamification’ based software like Kahoot! has the ability to influence and enhance language learning outcomes and can be used as effective teaching and assessment tools in language classrooms. This study explores the language teaching and learning experiences of five teachers and 50 secondary students in an international school when they used Kahoot! in their English classes. The study employed a questionnaire with ten items using a five-level categorical Likert scale and a semi-structured interview to collect data. Almost all the teachers reported that Kahoot! was an effective teaching and assessment tool, and the use Kahoot! enabled the teachers to engage students actively in classes. The results from the questionnaire highlighted that almost all the students reported positive experiences when they had lessons integrated with the use of Kahoot!. The majority of students reported that they were able to engage actively in their language lessons when Kahoot! was used. Almost all the students reported positive experiences when they used Kahoot! in their language classrooms. Generally, it was found that Kahoot! enabled students to engage and actively participate in their language learning processes, and teachers used Kahoot! to create a more meaningful and rich language learning experience for their students.

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Section: Discussionmentioning

confidence: 99%

Language Learning and Teaching Using Kahoot!

Kaur

Nadarajan²

2020

IJMOE

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“…Pemanfaatan teknologi dan media berbasis TIK dalam pembelajaran dipercaya dapat memberikan banyak manfaat dan efek positif (Ghasemi & Hashemi, 2011;Khanom, 2018). Seperti halnya yang sudah dikemukakan oleh banyak peneliti, implementasi pemanfaatan teknologi yang efektif dapat meningkatkan Jurnal Penelitian Pendidikan ISSN 1412-565 X e-ISSN 2541 motivasi siswa dalam belajar, memungkinkan siswa untuk melihat simulasi kontak langsung dengan kebudayaan dan negara penutur bahasa Inggris, menyediakan akses untuk menjangkau sumber materi dari seluruh dunia, memfasilitasi pembelajaran untuk siswa dalam berbagai gaya belajar dan stategi belajar, atau bahkan bisa meningkatkan otonomi pembelajar, menajamkan pemikiran kritis siswa, dan juga dapat menjadi sebuah proses yang dapat dijadikan solusi untuk berbagai masalah dalam belajar dan pembelajaran (Almunawwarah, 2014;Drigas & Charami, 2014;Ghasemi & Hashemi, 2011;Khanom, 2018;Shyamlee et al, 2012). Akan tetapi, praktik guru dalam pemanfaatan teknologi belum diteliti lebih jauh dalam hal faktor-faktor yang mempengaruhi praktik guru dalam pemanfaatan teknologi di dalam kelas.…”

Section: Pendahuluanunclassified

Praktik Guru dalam Pemanfaatan Teknologi di Kelas Bahasa Inggris

Indriani

Wirza

2020

JPP

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Implementasi pemanfaatan teknologi yang efektif di yakini dapat meningkatkan motivasi siswa dalam belajar sekaligus membantu pekerjaan guru menjadi lebih mudah. Dalam praktik pemanfaatan teknologi di kelas, guru sebagai pemeran utama dalam proses belajar mengajar mempunyai peran yang unik dalam mengintegrasikan pelajaran bahasa Inggris dengan teknologi. Penelitian ini bertujuan untuk menginvestigasi sejauh mana teknologi di gunakan oleh guru dan faktor-faktor apa sajakah yang mempengaruhi praktik guru dalam pemanfaatan teknologi di dalam kelas Bahasa Inggris. Metode studi kasus qualitatif di gunakan dalam mengumpulkan dan menganalisa hasil dari penelitian ini. Faktor internal seperti self-efficacy dan kompetensi guru menjadi faktor yang paling mempengaruhi praktik guru di dalam kelas Bahasa Inggris. Selain itu, pengalaman guru dalam mengajar juga berpengaruh terhadap persepsi guru dalam memahami pemanfaatan teknologi. Hasil dari penelitian ini mengimplikasikan kebutuhan pelatihan yang lebih intensif tentang pemanfaatan teknologi untuk dapat membantu guru dalam mempersiapkan pembelajaran bahasa Inggris yang terintegrasi dengan teknologi yang lebih efektif.

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“…Some prior studies on ICT in educational settings have shown that ICT has been able to develop teaching and learning in a more efficient manner [11]. In the context of language learning, ICT has enabled learners to acquire their language skills as ICT can mediate learners to communicate with others around the world [12]. In addition, the use of ICT in the classroom could improve the skills of the twenty-firstcentury students, particularly in their critical thinking, problem-solving, communication, and collaboration ( [13], [14]).…”

Section: A Ict and The 21st-century Skills Of High School Studentsmentioning

confidence: 99%

ICT and Project-Based Learning in a Rural School: an EFL Context

Santhi¹,

Suherdi²,

Musthafa³

2019

Proceedings of the Third International Conference on Sustainable Innovation 2019 – Humanity, Education and Social Sciences (Ico

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This paper presents a description of a technology-based English learning in an Indonesian context project completed by rural high school students. It employed a descriptive qualitative research method in a class consisting of 35 students. The data were collected from videotaped observations, interviews with participant representatives, and questionnaires administered to all participants. The project-based instruction (PBL) was implemented in five sessions, with videos uploaded to YouTube as the final product. The paper revealed that the students completed the project satisfactorily and showed their positive attitudes towards the assigned project. Moreover, they claimed that learning using PBL was challenging, motivating, engaging, enhancing their English, and increasing their creativity. During the videomaking phase, some problems were encountered; however, they considered them as challenges to become better at using English. To conclude, it is advisable for EFL teachers to implement PBL integrating ICT. Additionally, at the end of the research, some recommendations for future similar studies are proposed.

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ICTs in English Learning and Teaching

Cited by 24 publications

References 35 publications

Language Learning and Teaching Using Kahoot!

Language Learning and Teaching Using Kahoot!

Praktik Guru dalam Pemanfaatan Teknologi di Kelas Bahasa Inggris

ICT and Project-Based Learning in a Rural School: an EFL Context

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