Investigating the Readiness of EFL Pre-Service Teachers in Implementing Technology-Based Teaching: A Phenomenological Study

Authors

  • Anta Alaka Universitas Negeri Yogyakarta, Indonesia
  • Lusi Nurhayati Universitas Negeri Yogyakarta, Indonesia
  • Eka Widayanti Universitas Negeri Yogyakarta, Indonesia
  • Habiburrahman Habiburrahman Universitas Islam Negeri Sunan Kalijaga, Indonesia
  • Ilham Kurniawan Universitas Islam Negeri Sunan Kalijaga, Indonesia
  • Muhammad Safiul Amin Universitas Islam Negeri Sunan Kalijaga, Indonesia

DOI:

https://doi.org/10.33394/jollt.v13i3.14326

Keywords:

Technology-Based Teaching, Computer-assisted Language Learning and Teaching, English Language Teaching and Learning, Literature and Teaching

Abstract

This study aims to investigate EFL pre-service teachers' readiness to use technology in English Language Teaching (ELT) classrooms and identify the factors that influence their readiness. A phenomenological research design was employed, involving 30 final-semester EFL pre-service teachers enrolled in a teacher education program, selected through purposive sampling. Data were collected through open-ended surveys and interviews and analyzed thematically to extract key themes related to readiness, technological competence, and influencing factors. Findings demonstrated a high level of readiness among participants, supported by strong technological competence and confidence. Participants showed proficiency in using Learning Management Systems (LMS), Canva, and game-based applications like Kahoot to create interactive and engaging learning environments. Internal factors (such as self-confidence and technological skills) and external factors (such as institutional support, courses, and workshops) influenced their readiness. The findings provide a framework for enhancing teacher training curricula and suggest ways to improve student engagement and learning outcomes through effective technology integration. This study contributes to the limited literature on technology integration readiness among EFL pre-service teachers in Indonesia.

Author Biographies

Anta Alaka, Universitas Negeri Yogyakarta

Master of English Education, Faculty of Language, Art, and Culture, Universitas Negeri Yogyakarta, Indonesia 

Lusi Nurhayati, Universitas Negeri Yogyakarta

Master of English Education, Faculty of Language, Art, and Culture, Universitas Negeri Yogyakarta, Indonesia 

Eka Widayanti, Universitas Negeri Yogyakarta

Master of Art Education, Faculty of Language, Art, and Culture, Universitas Negeri Yogyakarta, Indonesia 

Habiburrahman Habiburrahman, Universitas Islam Negeri Sunan Kalijaga

Master of Islamic Education Management Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Sunan Kalijaga, Indonesia

Ilham Kurniawan, Universitas Islam Negeri Sunan Kalijaga

Master of Islamic Education Management Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Sunan Kalijaga, Indonesia

Muhammad Safiul Amin, Universitas Islam Negeri Sunan Kalijaga

Master of Islamic Education Management Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Sunan Kalijaga, Indonesia

References

Antonietti, C., Cattaneo, A., & Amenduni, F. (2022). Can teachers’ digital competence influence technology acceptance in vocational education? Computers in Human Behavior, 132, 107266. https://doi.org/10.1016/j.chb.2022.107266

Antonio, A., Probitchado, R., Criselda Ricohermoso, Analyn Saavedra, & Jesha May De La Rama. (2020). Gender Differences in Technological Competence among Science Teachers: Implications. International Journal of Advanced Science and Technology. https://doi.org/10.13140/RG.2.2.31976.29441

Al-Awidi, H.M., & Aldhafeeri, F.m. (2017). Teachers’ Readiness to Implement Digital Curriculum in Kuwaiti Schools. Journal of Information Technology Education: 16, 105–126. https://doi.org/10.28945/3685

Azmi, N. (2017). The Benefits of Using ICT in the EFL Classroom: From Perceived Utility to Potential Challenges Noureddine Azmi. Journal of Educational and Social Research, 7.

Baturay, M. H., Gökçearslan, Ş., & Ke, F. (2017). The relationship among pre-service teachers’ computer competence, attitude towards computer-assisted education, and intention of technology acceptance. International Journal of Technology Enhanced Learning, 9(1), 1. https://doi.org/10.1504/IJTEL.2017.084084

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

Bugis, Y. M., & Larkins, R. (2020). A Comparative Study of Saudi Arabian and U.S. Pre- service Teachers’ Readiness for Technology Integration. Journal of Educational Research and Innovation: Vol. 8: No. 1, Article 7.

Cahyani, H., & Cahyono, B. Y. (2012). Teachers' attitudes And Technology Use In Indonesian Efl Classrooms. Teflin Journal, 23(2), 130.

Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (Fifth edition). SAGE.

Cuhadar, C. (2018). Investigation of Pre-service Teachers’ Levels of Readiness to Technology Integration in Education. Contemporary Educational Technology, 9(1). https://doi.org/10.30935/cedtech/6211

Davies, R., & West, R. E. (2014). Technology Integration in Schools. Handbook of Research on Educational Communications and Technology, 841–853.

Dawson, K., Cavanaugh, C., & Ritzhaupt, A. D. (2008). Florida’s EETT Leveraging Laptops Initiative and Its Impact on Teaching Practices. Journal of Research on Technology in Education, 41(2), 143–159. https://doi.org/10.1080/15391523.2008.10782526

De La Rama, J. M., Sabases, M., Antonion, A. F., Ricohermoso, C., Torres, J. M., Devanadera, A., Tulio, C., & Alieto, E. (2020). Virtual Teaching as the 'New Norm’: Analyzing Science Teachers’ Attitude toward Online Teaching, Technological Competence and Access. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.3654236

Ghavifekr, S., & Rosdy, W. A. W. (2015). Teaching and Learning with Technology: Effectiveness of ICT Integration in Schools. International Journal of Research in Education and Science, 1(2), 175. https://doi.org/10.21890/ijres.23596

Gilakjani, A. P. (2017). A Review of the Literature on the Integration of Technology into the Learning and Teaching of English Language Skills. International Journal of English Linguistics, 7(5), 95. https://doi.org/10.5539/ijel.v7n5p95

Hennessy, S., Ruthven, K., & Brindley, S. (2005). Teacher perspectives on integrating ICT into subject teaching: Commitment, constraints, caution, and change. Journal of Curriculum Studies, 37(2), 155–192. https://doi.org/10.1080/0022027032000276961

Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55(3), 223–252. https://doi.org/10.1007/s11423-006-9022-5

Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi Republik Indonesia. (2024). Peraturan Menteri Pendidikan, Kebudayaan, Riset, dan Teknologi Nomor 12 Tahun 2024 tentang Kurikulum pada Pendidikan Anak Usia Dini, Jenjang Pendidikan Dasar, dan Jenjang Pendidikan Menengah. Jakarta: Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi.

Lambert, J., & Gong, Y. (2010). 21st Century Paradigms for Pre-Service Teacher Technology Preparation. Computers in the Schools, 27(1), 54–70. https://doi.org/10.1080/07380560903536272

Lawrence, J. E., & Tar, U. A. (2018). Factors that influence teachers’ adoption and integration of ICT in teaching/learning process. Educational Media International, 55(1), 79–105. https://doi.org/10.1080/09523987.2018.1439712

Liza, K., & Andriyanti, E. (2020). Digital literacy scale of English pre-service teachers and their perceived readiness toward the application of digital technologies. Journal of Education and Learning (EduLearn), 14(1), 74–79. https://doi.org/10.11591/edulearn.v14i1.13925

Lynch, D., Smith, R., Provost, S., Yeigh, T., & Turner, D. (2017). The Correlation between ‘Teacher Readiness’ and Student Learning. International Journal of Innovation, 3(1).

Msila, V. (2015). Teacher Readiness and Information and Communications Technology (ICT) Use in Classrooms: A South African Case Study. Creative Education, 06(18), 1973– 1981. https://doi.org/10.4236/ce.2015.618202

Nelson, M. J., Voithofer, R., & Cheng, S.-L. (2019). Mediating factors that influence the technology integration practices of teacher educators. Computers & Education, 128, 330–344. https://doi.org/10.1016/j.compedu.2018.09.023

Öztürk, M., Türker, P. M., & Kerse, G. (2024). Exploring the relationship between pre-service teachers’ TPACK and blended teaching readiness levels: A path analysis. Education and Information Technologies, 29(6), 7321–7340. https://doi.org/10.1007/s10639-023-12134-4

Parasuraman, A. (2000). Technology Readiness Index (Tri): A Multiple-Item Scale to Measure Readiness to Embrace New Technologies. Journal of Service Research, 2(4), 307–320. https://doi.org/10.1177/109467050024001

Patton, M. Q. (2002). Two Decades of Developments in Qualitative Inquiry: A Personal, Experiential Perspective. Qualitative Social Work, 1(3), 261–283. https://doi.org/10.1177/1473325002001003636

Pelgrum, W. J. (2001). Obstacles to the integration of ICT in education: Results from a worldwide educational assessment. Computers & Education, 37(2), 163–178. https://doi.org/10.1016/S0360-1315(01)00045-8

Perifanou, M., Economides, A. A., & Tzafilkou, K. (2021). Teachers’ Digital Skills Readiness During COVID-19 Pandemic. International Journal of Emerging Technologies in Learning (iJET), 16(08), 238. https://doi.org/10.3991/ijet.v16i08.21011

Pierson, M. E. (2001). Technology Integration Practice as a Function of Pedagogical Expertise. Journal of Research on Computing in Education, 33(4), 413–430. https://doi.org/10.1080/08886504.2001.10782325

Pun, M. (2014). The Use of Multimedia Technology in English Language Teaching: A Global Perspective. Crossing the Border: International Journal of Interdisciplinary Studies, 1(1), 29–38. https://doi.org/10.3126/ctbijis.v1i1.10466

Ranawaka, R. A. T. K. G., Ranathunga, Y. S., Sudarvannan, N., & Karunathilake, I. M. (2020). Readiness for technology-based teaching among undergraduates of faculty of education, University of Colombo. South-East Asian Journal of Medical Education, 13(2), 86. https://doi.org/10.4038/seajme.v13i2.215

Rhema, A., & Miliszewska, I. (2010). Towards E-Learning in Higher Education in Libya. Issues in Informing Science and Information Technology, 7, 423–437. https://doi.org/10.28945/1218

Richey, R. C., Fields, D. C., & Foxon, M. (2001). Instructional design competencies: The standards. ERIC Clearinghouse on Information & Technology, Syracuse University, 621 Skytop Rd., Suite 160, Syracuse, NY 13244-5290.

Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological Pedagogical Content Knowledge (TPACK): The Development and Validation of an Assessment Instrument for Preservice Teachers. Journal of Research on Technology in Education, 42(2), 123–149. https://doi.org/10.1080/15391523.2009.10782544

Singh, T. K. R. (2014). Teacher readiness on ict integration in teaching-learning: a malaysian case study. International Journal of Asian Social Science.

Syathroh, I. L., Kareviati, E., Lestari, A., & Fitria, N. (2021). Exploring the potentials of technology integration for teaching language skills: a literature review. Project (Professional Journal of English Education), 4(3), 488. https://doi.org/10.22460/project.v4i3.p488-496

Tinio, V. L. (2020). ICT in Education. Encyclopedia of Education and Information Technologies. https://api.semanticscholar.org/CorpusID:51763804

Yigit, L. E., & Gunuc, A. P. D. S. (2017). Comparison Of Student Engagement from Two Different Universities in Turkey in Terms of Technology Integration and Campus Climate. International Journal, 8(3), 02.

Downloads

Published

2025-07-18

How to Cite

Alaka, A., Nurhayati, L., Widayanti, E., Habiburrahman, H., Kurniawan, I., & Amin, M. S. (2025). Investigating the Readiness of EFL Pre-Service Teachers in Implementing Technology-Based Teaching: A Phenomenological Study. Journal of Languages and Language Teaching, 13(3), 1493–1504. https://doi.org/10.33394/jollt.v13i3.14326

Issue

Vol. 13 No. 3 (2025)

Section

Articles

Citation Check

License

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

  1. They are authorized by their co-authors to enter into these arrangements.
  2. 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.
  3. That it is not under consideration for publication elsewhere,
  4. 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.
  5. They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
  6. They agree to the following license and publishing agreement.

Copyright
Authors who publish with JOLLT Journal of Languages and Language Teaching 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

JOLLT Journal of Languages and Language Teaching uses 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.