Indonesian Teachers’ Perceived Technology Literacy for Enabling Technology-Enhanced English Instruction

• Authors: Eugenie Mainake , Shannon M McCrocklin
• Languages of publication: EN

Abstracts

EN

Today, technology plays a pivotal role in language teaching and many teachers are expected to integrate technology into their instruction. Although studies have shown positive results from the incorporation of technology into language learning, many studies have also raised concerns about lack of teacher preparedness to teach with technology. Grounded in the TPACK Framework developed by Koehler and Mishra (2006), the present study examines teachers’ technology literacy for supporting technology-enhanced English as a Foreign Language (EFL) instruction in Maluku, Eastern Indonesia. The participants (n=43) were EFL teachers at public high schools and vocational high schools in Maluku. The data were collected using an online TPACK questionnaire (Schmidt et al. 2009) and semi-structured interviews with EFL teachers. The findings showed teachers’ awareness of the significance of technology use in their EFL instruction. Teachers acknowledged a handful of tools already deployed to improve English skills inside and beyond classrooms, but noted needs for effective CALL enactment, such as continued training and accessible technologies. Based on the findings, recommendations include the provision of training modules for ongoing training of in-service teachers and improved school facilities.

Keywords

EN

Technology literacy, CALL, EFL Teaching, TPACK

• Publisher: Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
• Journal: New Horizons in English Studies
• Year: 2021
• Issue: 6

Dates

published

2021

online

2021-10-10

Contributors

author

Eugenie Mainake

• Southern Illinois University
• Southern Illinois University

author

Shannon M McCrocklin

• Southern Illinois University
• Southern Illinois University

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Identifiers

DOI

10.17951/nh.2021.6.18-35