STUDENTS’ PERCEPTION TOWARD THE INTEGRATION OF TECHNOLOGY TO IMPROVE MULTILITERACIES COMPETENCE IN EFL CLASSROOMS
DOI:
https://doi.org/10.33603/rill.v3i2.3470Keywords:
English, integrated, multiliteracies, perspectives, technologyAbstract
The rapid development of information and communication technology in the 21st century undoubtedly has profound impacts on human lives and dramatically transforms education. 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 results indicated that vast majority of the students supported to the use of technology in the teaching and learning practices (90.6%) for the reasons that  technology helped them acquire  lots of resources in their learning (89.5%) and boost their motivation (86.5%). Regarding with the students’ perceived technology level, they believed that they had good skills in using word-processing, spreadsheet, and presentation program (50%). They also could use communication tools (56.3%), social media (61.5%), authoring tools (52.1%), desktop publishing (57.3%), and creating video (57.3%). In terms of the perceived barriers to integrating technology, the data indicated that the biggest constraint that the students had was the lack of or limited internet access in the their school environment (42.7%), followed by the limited to produce digital projects (39.6%). In addition, the findings show that technology was utilized as a tool for accomplishing the tasks given by the teachers and helped the students gather information from online resources and provided them more understanding about the topic learned in the classroomReferences
Anggraeni, A., Rachmijati, C., & Apriliyanti, D. L. (2020). VLOG: A TOOL FOR STUDENTS’SPEAKING PRACTICE ENHANCEMENT. Research and Innovation in Language Learning, 3(1), 23-31.
Anstey, M. and Bull, G. (2018). Foundation of Multiliteracies. New York: Routledge
Bean, T. and Harper, H. (2011). The context of English language arts learning: The high school years. In Diane Lapp, & Douglas Fisher (Eds.), Handbook of research on teaching the English language arts, 60-68. New York, NY: Routledge.
Cope, B. and Kalantzis, M. (2006). From literacy to “multiliteraciesâ€: Learning to mean in the new communications environment. English Studies in Africa, 49(1), 23–45. doi:10.1080/ 00138390608691342
Creswell, J., and Plano Clark, V. (2011). Designing and conducting mixed methods research, (2nd ed.). Thousand Oaks, CA: Sage Publications.
Golonka, E. M. Bowles, A. R., Frank, V. M. Richardson, D. L. and Freynik, S. (2014). Technologies for foreign language learning: A review of technology types and their effectiveness. Computer Assisted Language Learning, 27(1), 70–105.
Hutchison, A., & Reinking, D. 2011. Teachers’ perceptions of integrating information and communication tech- nologies into literacy instruction: A national survey in the United States. Reading Research Quarterly, 46(4), 312–333.
Mills, K. A. (2009). Multiliteracies: Interrogating competing discourses. Language and Education, 23(2), 103-116.
Misdi, N., Kusriandi, W., & Tambunan, A. R. S. (2020). Impact of ICT-assisted thesis writing on Student researchers’ psychological empowerment: Indonesian case. In Journal of Physics: Conference Series (Vol. 1477, p. 042063).
New London Group. (2000). A pedagogy of multiliteracies: Designing social futures. In B. Cope & M. Kalantzis (Eds.), Multiliteracies: Literacy learning and the design of social future, 9-37. New York: Routledge
Sari, V. D. A. (2019). Z GENERATION TOWARDS THE USE OF SMARTPHONE APPLICATION FOR LISTENING ACTIVITIES IN BLENDED-LEARNING. Research and Innovation in Language Learning, 2(3), 196-206.
Strickland, B. and O’Brien, M. G. (2013). A review of the literature on technology in second and foreign language learning. Retrieved from https://tinyurl.com/yaq7dagt
Tour, E. (2015). Digital mindsets: Teachers’ technology use in personal life and teaching. Language Learning & Technology, 19(3), 124–139.
Tsai, S. C. (2013). Integrating English for specific purposes courseware into task-based learning in a context of preparing for international trade fairs. Australasian Journal of Educational Technology, 29(1), 111–127.
Wang, L. and Coleman, J. A. (2009). A survey of internet-mediated intercultural foreign language education in China. ReCALL, 21, 113–129.
Walsh, M. (2009). In Pedagogic Potentials of Multimodal Literacy. In L. Tan Wee Hin & R. Subramanian (Eds), Handbook of Research on New Media Literacy at the K-12 Level: Issues and Challenges, (pp. 32–47) US: IGI Global.
Zou, B. (2013). Teachers’ support in using computers for developing students’ listening and speaking skills in pre-sessional English courses. Computer Assisted Language Learning, 26(1), 83–99.
Downloads
Published
How to Cite
Issue
Section
License
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share and adapt the work with an acknowledgement of the work’s authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal’s published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Upon receiving the proofs, the Author/Editor agrees to promptly check the proofs carefully, correct any errors, and authorize the publication of the corrected proofs.
