English Teachers’ Preparedness in Technology Enhanced Language Learning During Covid-19 Pandemic – Students’ Voice

Authors

  • Komilie Situmorang Universitas Pelita Harapan, Indonesia
  • Dwi Yulianto Nugroho
  • Santa Maya Pramusita

DOI:

https://doi.org/10.33394/jo-elt.v7i2.2973

Keywords:

COVID-19, English Teacher, Digital Learning, Remote Learning,

Abstract

Students’ voices matter because they tell us different perspectives of what happens in the classroom. This study focused on the students’ voices of the English Teachers’ technical and digital preparedness in technology-enhanced language learning. The study was designed in a descriptive quantitative method using a 4-point Likert scale questionnaire. This study recruited 105 nursing students to voice their teachers’ preparedness in the technology technology-enhanced learning during the pandemic. The result indicated the respondents’ voice expressed that their English teachers positively transformed along with the time. Teachers were found to be positively prepared in digital literacy, digital classroom, and digital assessment after a short period. Implications suggest that teachers and students adopt remote learning as it will soon be the new normal in Language Teaching.

Author Biography

Komilie Situmorang, Universitas Pelita Harapan

English Lecturer, Faculty of Nursing

References

Atmojo, A., Arief & Nugroho, A. (2020). EFL Classes Must Go Online! Teaching Activities and Challenges during COVID-19 Pandemic in Indonesia. Register, 13(1). https://doi.org/10.18326/rgt.v13i1.49-76.

Dress, A. (2016). Adopting a growth mindset. Exchange, (228), 12-15. http://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=eue&AN=115865494&site=eds-live&scope=site.

Genota, L. (2018). Why Generation Z learners prefer YouTube lessons over printed books - video learning outranks printed books in the survey. Education Week. 1. http://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=edsgov&AN=edsgcl.555427761&site=eds-live&scope=site.

Gomes, N., Lopes, S., & Araújo, S. (2016). Mobile learning: a powerful tool for ubiquitous language learning. New perspectives on teaching and working with languages in the digital era, 189-199. http://dx.doi.org/10.14705/rpnet. 2016.tislid2014.433.

Guà rdia, L., Crisp, G., & Hillier, M. (2016). Using e-Assessment To Enhance Student Learning And Evidence Learning Outcomes. Thematic series. Springer Open.

Hartman, R., Townsend, M., & Jackson, M. (2019). Educators’ perceptions of technology integration into the classroom: a descriptive case study. Journal of Research in Innovative Teaching & Learning, 12(3), 236-249. https://doi.org/10.1108/JRIT-03-2019-0044.

Hirsch, E. (2016). In defence of Educators-The problem of Idea quality, Not†teacher qualityâ€. American Educator. Winter 2016-2017.

Lestiyanawati, R. (2020). The Strategies and Problems Faced by Indonesian Teachers in Conducting e-learning during COVID-19 Outbreak. CLLIENT (Culture, Literature, Linguistics, English Teaching), 2(1), 71-82. https://ojs.unsiq.ac.id/index.php/cllient/article/view/1271.

Lys, F. (2013). The development of advanced learner oral proficiency using IPADS. Language Learning and Technology. 17(3), 94-116.

Mondahl, M., & Razmerita, L. (2014). Social media, collaboration and social learning – a case-study of foreign language learning. The Electronic Journal of e-Learning. 12(4), 339-352.

Moura, A., & Carvalho, A. (2011). Aprendizagem mediada por tecnologias móveis: novos desafios para as práticas educativas. In P. Dias e A. Osório (Eds.), Actas da VII Conferência Internacional de TIC na Educação – Challenges, Braga: Universidade do Minho (233-246).

Moura, A., & Carvalho, A. (2013). Framework for mobile learning integration into educational contexts. In L. B. Zane & M. Lin (Eds.), Handbook of mobile learning (58-69). London: Routledge.

Nicol, A., Owens, S., Le Coze, S., MacIntyre, A., & Eastwood, C. (2018). Comparison of high-technology active learning and low-technology active learning classrooms. Active Learning in Higher Education, 19(3), 253-265. https://doi.org/10.1177/1469787417731176.

Nur Agung, A., Surtikanti, M., & OP, C. (2020). Students’ Perception of Online Learning during COVID-19 Pandemic: A Case Study on the English Students of STKIP Pamane Talino. Soshum: Jurnal Sosial Dan Humaniora, 10(2), 225-235. https://doi.org/10.31940/soshum.v10i2.1316.

Rachmawati, U. (2016). Computer assisted language learning (call) as EFL teaching and learning media in Indonesia: opportunity and challenges. Edulingua-Jurnal Linguistik Terapan dan Pendidikan Bahasa Inggris. (3)2. https://doi.org/10.34001/edulingua.v3i2.508.

Rafiee, S., & Purfallah, S. (2014). Perceptions of Junior High school Teachers toward Computer Assisted Language Learning (CALL) within the Context of Azarbayjan Provinces. Procedia - Social And Behavioral Sciences, (98), 1445-1453. http://dx.doi.org/10.1016/j.sbspro.2014.03.564.

Reid, P. (2017). Supporting instructors in overcoming self-efficacy and background barriers to adoption. Education and Information Technologies. 22(1), 369-382. http://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=eric&AN=EJ1125291&site=eds-live&scope=site.

Ruane, J. (2005). Essential of research methods. India: Blackwell Publishing.

Somera, S. (2018). Educator experiences transitioning to blended learning environment in K-6 public schools. ProQuest Dissertations & Theses Global. https://search-proquest.com.contentproxy.phoenix.edu/docview/2019657254?accountid=134061.

Steele, P., Johnston, E., Lawlor, A., Smith, C., & Lamppa, S. (2019). Arts-Based instructional and curricular strategies for working with virtual educational applications. Journal for Educational Technology Systems. 47(3), 411-432. https://doi.org/10.1177/0047239518803286.

Swanzen, R. (2018). Facing the generation chasm: the parenting and teaching of generations Y and Z. International Journal of Child, Youth & Family Studies. 9(2), 125-130. http://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=edb&AN=129900585&site=eds-live&scope=site.

Wang, S., & Smith, S. (2013). Reading and grammar learning through mobile phones. Language Learning & Technology, 17(3), 117-134.

Yudhiantara, R., & Nasir, I. (2017). Toward Mobile-Assisted Language Learning (MALL): Reaping Mobile Phone Benefits in Classroom Activities. REGISTER JOURNAL, Language & Language Teaching Journals. 10(1), 12-28.

Yudhiantara, R., & Saehu, A. (2017). Mobile-assisted language learning (MALL) in Indonesian Islamic higher education. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 2(1), 21–31. https://doi.org/http://dx.doi.org/10.21093/ijeltal.v2i1.52.

Downloads

Published

2020-12-28

How to Cite

Situmorang, K., Nugroho, D. Y., & Pramusita, S. M. (2020). English Teachers’ Preparedness in Technology Enhanced Language Learning During Covid-19 Pandemic – Students’ Voice. Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP, 7(2), 57–67. https://doi.org/10.33394/jo-elt.v7i2.2973

Issue

Vol. 7 No. 2 (2020)

Section

Articles

Citation Check

License

License and Publishing Agreement
In submitting the manuscript to the journal, the authors certify that:

  • They are authorized by their co-authors to enter into these arrangements.
  • The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
  • That it is not under consideration for publication elsewhere,
  • That its publication has been approved by all the author(s) and by the responsible authorities “tacitly or explicitly“ of the institutes where the work has been carried out.
  • They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
  • They agree to the following license and publishing agreement.

Copyright
Authors who publish with Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
  2. 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 acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.

Licensing for Data Publication

Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP use a variety of waivers and licenses, that are specifically designed for and appropriate for the treatment of data:

Other data publishing licenses may be allowed as exceptions (subject to approval by the editor on a case-by-case basis) and should be justified with a written statement from the author, which will be published with the article.

 

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.