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Language Teaching in the digital age: Teachers' views and its challenges
Article · September 2020
DOI: 10.33603/rill.v3i3.3444
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Article
LANGUAGE TEACHING IN THE DIGITAL AGE: TEACHERS`
VIEWS AND ITS CHALLENGES
Yentri Anggeraini
[email protected]
English Education Study Program, Universitas Baturaja, South Sumatera, Indonesia
ABSTRACT
The update technology usage and its changes come and give positive effects to us
including the teaching and learning process in school practices. It enjoys, motivates, and
facilitates the students in learning English This qualitative research aimed at analyzing
the English teachers` views on the use of the digital tools in the classroom practices and
the challenges in order to face the digital teaching. The results indicated that English
teachers agree and strongly agree that digital technology helps the teachers to create
interesting atmosphere and technology gives positive effects to the English teaching.
Moreover, The English teachers believed that digital teaching means providing digital
tools including laptop, speaker, mobile phones, websites and the teacher used the
downloaded materials and videos from You Tube as the digital media. Lack of training
for teachers, lack of time, and lack of facilities were the challenges for the English
teachers in order to apply the digital teaching efficiently and create their own digital
media in the school practices. Findings suggest that English teachers should participate
actively on the teacher professional developments such as group discussion, workshop,
training, and seminar in order to be familiar with the evolution of the new technology.
Keywords: digital age, English teaching, challenges, digital tools
Sari
Pemutakhiran penggunaan teknologi dan perubahannya hadir dan memberi efek positif
bagi kita terutama dalam proses belajar mengajar di sekolah. Perubahan tersebut
memotivasi, dan memfasilitasi siswa dalam belajar bahasa Inggris. Penelitian kualitatif
ini bertujuan menganalisis pandangan guru bahasa Inggris tentang penggunaan alat-alat
digital di kelas dan tantangan untuk menghadapi pengajaran digital. Hasil penelitian
menunjukkan bahwa guru bahasa Inggris berpendapat bahwa pembelajaran digital berarti
melibatkan alat pengajaran digital termasuk laptop, speaker, ponsel, situs web dan guru
menggunakan materi dan video yang diunduh dari You Tube sebagai media digital.
Kurangnya pelatihan untuk guru, kurangnya waktu, dan kurangnya fasilitas menjadi
Copyright 2020 @ Yentri Anggeraini 163
Anggeraini, Y.
tantangan bagi para guru bahasa Inggris untuk menerapkan pengajaran digital secara
efisien dan membuat media digital mereka sendiri untuk ditrepakan di sekolah. Temuan
menunjukkan bahwa guru bahasa Inggris harus berpartisipasi aktif dalam pengembangan
profesional guru seperti diskusi kelompok, lokakarya, pelatihan, dan seminar agar
terbiasa dengan evolusi teknologi baru.
kata kunci: era digital, pengajaran Bahasa Inggris, tantangan, alat digital
Received 2020-04-25 last revision 2020-06-08 published 2020-09-30
APA Citation: Anggeraini, Y. (2020). Language Teaching in the digital age: Teachers’ views
and its challenges. Research Innovation and Language Learning 3(3), pp. 163-172
http://dx.doi.org/10.33603/rill.v3i3.3444
Introduction
Technology gives a chance to the teacher to apply the digital tools into teaching and
language learning process. It facilitates and supports the educational filed to face the
digital teaching. In the digital era, therefore, there is a need to explore the significance of
the digital age not just in terms of preparing the learners for an uncertain future, but in
building their confident, safe, character as the users of digital technologies now. In the
term of internet, technology as ideal tool for language teaching and learning that supports
a learner-centred and functional approach to knowledge (Koua, 2013). (Richards &
Smith, 2002) stated that computer in language learning is an activity which is parallel
learning through other media. It uses the facilities of the computer (e.g. using the
computer to present a reading text). Furthermore, (Kiliçkaya & Seferoglu, 2013)
indicated that computer technology could improve the students` language skills.
It`s true that technology gives effect to the teaching and learning process. (Zhytska S.A.,
2012) proposed that technology had positive effect on the experiential learning,
motivation, enhancing student achievement, authentic materials for learning, greater
interaction, individualization, independence from a single source of information, and
global understanding. Furthermore, (Sung et al., 2016);(Cong-Lem, 2018) found that
technology and web devices gave effect to the students` learning and oral performance.
Meanwhile, (Han, 2008) mentioned that computer can promote learning interaction
between learners and teachers and it can help classroom teaching with a variety of
materials and approaches. (Rahimi & Yadollahi, 2011) investigated the level of ICT in
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Research and Innovation in Language Learning Vol. 3(3) September 2020
teaching English as a foreign language (EFL) and it can be concluded that digital portable
devices were used more than computer or network applications/tools in English
classroom and teachers almost provided the technology in teaching oral skills.
Furthermore, (Alm, 2016) mentioned that blogging made a special bond between L2
learners which allowed them to see each other as people rather than students. The use of
mobile devices among students outside classroom are not something new. (Wu, 2018)
mentioned that they need more guidance in order to facilitate the development of their
language skills. Thus, students must be monitored and supported by their teachers to use
the powerful tools for learning right now. The last, (Parvin & Salam, 2018) found that the
use of audio-visual content has positive impact in improving and encouraging interactive
language classes
Some studies showed that technology significantly improve the learners` language skills.
The first, (Nachoua, 2012) found that computer assisted language learning is a motivating
method and computers are beneficial tools to be used in foreign language classes in order
to improve students’ listening skill. The second, (Khoshsima & Khazayi, 2017)
mentioned that chatting in cyberspaces (telegram) as one of CALL based activities
promote the 20 high school students` speaking ability. The next, (Omar, 2014) found that
computer-based concept maps facilitate in improving the students` reading
comprehension. The last, (Pirasteh, 2014) stated that using email was effective to teach
large number of the structure points.
The general research findings that showed the technology provided the capacity to afford
opportunities for supporting a powerful teaching and learning atmospheres (Hermans et
al., 2008) and can impact on students’ learning (Concannon et al., 2005), motivation
building (Mahdizadeh et al., 2008), critical thinking building (Lim et al., 2003) , and the
autonomy (Claudia et al., 2004) (Baytak et al., 2011) carried out the role of technology in
language learning. They found out that learners’ learning was improved by
integrating technology into the classroom and the use of technology increases
learners’ motivation, social interactions, learning and engagement. Technology in school
makes learning enjoyable, interesting, interactive and helps them learn more. That is why
the English teachers should be familiar with the technology tools in English teaching.
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Anggeraini, Y.
This research investigated English teachers` views on the use of the digital tools in the
classroom practices and the challenges in order to face the digital teaching.
Methods
This kind of research was descriptive qualitative that described how the teachers` views
on the use of the digital tools in the classroom practices and the challenges in order to
face the digital teaching. The questionnaire was divided into two parts. Part 1 consisted of
closed ended questionnaire and the second part 2 was open ended questionnaire. The
questionnaire was piloted and validated by 6 expert judgements. The final open ended
questionnaire consisted of two sections (digital tools in the classroom and the challenges
in apply the digital teaching efficiently and create their own digital media in the school
practices). To support the data, the researcher reviewed the lesson plan. This research
involved the 33 high school English teachers in three sub districts of Ogan Komering Ulu
regency which were Baturaja Timur sub district, Baturaja Barat sub district, and Muara
Jaya sub district from the total 76 English teachers. All of the them graduated from
English education and they had teaching experience starting from 1 year to 20 years.
Results and Discussion
The Result of Closed-Ended Questionnaire
16
14
12
10
8
6
4
2
0
strongly disagree disagree neutral agree strongly agree
Technology gives positive effect to English teaching
Digital Technology helps the teachers to create interesting atmosphere
Digital tools facilitate the teacher to apply digital teaching
Chart 1 Technology for English teaching
Chart 1 indicated that 6 % of English teachers disagree, 8% of them were neutral, 43% of
them agree, and 43 % of them strongly agree that technology gives positive effect to
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English teaching. The next, 43% of English teachers agree, 12% of them were neutral, 36
% of them strongly agree that digital technology helps the teachers to create interesting
atmosphere. The last, 43% of English teachers agree, 36% of them were neutral, 21 % of
them strongly agree that digital tools facilitate the teacher in applying digital teaching.
31 32
35 30
28
30
25 19
20 14
15
10 5
3 2
5 1
0
I use social I use I use songs in I use short I use EBook in
media in animated teaching educated film teaching
teaching video in English in teaching English
English teaching English
English
Yes No
Chart 2. Digital tools in teaching English
Chart 2 indicated that 42 % of English teachers used social media in teaching English, 91
% of them used animated video in teaching English, 94% of them used songs in teaching
English, 15% of them used short educated film in teaching English, and 97% of the
English teachers used EBook in teaching English.
The Result of Open-Ended Questionnaire
Digital Tools in the Classroom
The participants’ general digital technology using were laptop, computer, speaker, MS
PowerPoint, mobile phone, and the website. The results seem similar to the results of
previous research done by (Yordming, 2017), the most common uses of digital tools are
the Internet, speaker, computer, and mobile phone. It indicated that the English teachers
were familiar with the digital media and tools. In this research, many of the English
teachers provided the video as the digital media in teaching and learning process. As
Participant 2 explained,
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Anggeraini, Y.
“I used my own laptop and speaker when I taught short English conversation to
my students and the students can repeat and practice the pronunciation and
listening comprehension”
Participant 6
“I used the downloaded material from you tube as my teaching material and sometimes I asked
my students to make a video in group and then they uploaded in the social media and discussed it
in the classroom”
Participant 3
“I just provide the mobile phone and prove the download materials from you tube. My school
doesn`t have good facilities to provide it ”
From the lesson plan, the participants provide laptop, Ms. power point, email, LCD
projector as the teaching media and downloaded materials as the sources of teaching and
learning materials. Different from the research finding found by (Itani, 2018), secondary
EFL student-teachers are not provided with a variety of digital technologies, they are
using traditional digital devices in a simple manner, and they are facing some barriers that
are preventing them from applying digital technologies at the adequate level. In research
indicated that the English teachers believed that they used social media as the digital tools
in teaching, the animated videos, and E-book in teaching and learning process. It is very
essential for the English teachers to use various digitals tools and take the benefits of
digital technology for teaching English.
Challenges for the English Teachers to Apply the Digital Teaching
The challenges for the English teachers were lack of training for teachers, lack of time,
and lack facilities of in order to apply the digital teaching efficiently and create their own
digital media in the school practices.
Participant 1
“The teachers need such kind of training or seminar to increase their ability in
technology usage in the teaching English and the school should have good
facilities such as online learning and language laboratory ”
Participant 4
“teachers have limited time to explore technology in the classroom (wasted time in the
preparation) and the students should have other subjects. It should be better if there is computer
laboratory”
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In the digital age, the teacher has to know where to find relevant information, how to
solve problems and what to keep up learning. (Amirsheibani & Iraji, 2014) found that
language teachers gave positive attitude on the of computer technology in teaching
Moreover. (Anggeraini et al., 2019) found that the EFL teachers had intermediate digital
literacy level. General speaking, a teacher has to improve digital technology competences
teaching methods and develop professional learning continually along with new
developments and to comprehend that change is flow so fast and must accept and prepare
for growth. One thing that can be done is learning from networks related to professional
developments or personal interests to build knowledge get information and use the
technology efficiently in the teaching process.
The English teacher can develop professional deal with the technology used the
classroom by downloading video teaching tutorial from You Tube and then practice it the
classroom. The teacher can learn many useful things from You Tube such as how to
make movie maker so that the teacher can create his/her own movie maker as the media
in the teaching. This practice is one of practices based learning for professional
development for English teachers. They can practice from the native speakers without
meeting face to face. It can be the sources for the teacher whom taught in the rural area
(in this case, lack of electricity facilities and no internet accesses). (Sung et al., 2016)
indicated that the technology is not generally applied in the state schools of the south
region of Ecuador. Besides that, the teacher can learn how to operate the online learning
application and tools to support the teaching and learning in the digital age. In that case,
the teacher should be able to use update and useful application and learning tools in
digital age for example online writing applications and tools. In line with (Ozturk, 2013)
mentioned about the teachers should re-evaluate their teaching and make best use of
potential aids to face the digital teaching. It`s true that teachers must digitally literate in
order to reach the beneficial and effectiveness of digital teaching. In order to face the
digital age teaching, the teachers should participate actively in such kind of professional
developments such as seminar, training, workshop that deal with teaching English and
technology. By joining such kinds program, the English teachers can upgrade and enlarge
their knowledge and skills. The English teachers can also report their research to be
presented in the seminar and write article to be published in the academic journal. By
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Anggeraini, Y.
attending such kinds of training and seminar, and workshop as the participant or
presenter, the English teachers can get the latest information about English teaching
nowadays and the important thing is then they can share the result of it with partners.
Conclusion & recommendation
In this digital teaching era, the English teacher believed that digital technology gives
positive effect to the English teaching, it helps the English teachers to create interesting
atmosphere in teaching and learning process, and the digital tools facilitate the teachers in
applying digital teaching. Some challenges for teachers in the digital age are: a teacher
has to improve teaching methods and develop professional learning continually along
with new developments and to comprehend that change is flow so fast and must accept
and prepare for growth of technology. In this case, the teacher only focused on the
technology used in teaching and learning process (LCD, PPT, video, e-book) but also
have technical competence to use various computer applications for educational purposes
and be aware of applications that can be suitable for teaching and learning process. The
researcher recommends for the other researchers to focus on the teachers` digital
competences development to face the teachers` challenges in the digital teaching.
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Conflict of Interest
No potential conflict of interest is reported.
Biography
Yentri Anggeraini is a lecturer of English Education Study program, faculty of teacher
training, and education, University of Baturaja. Her research interests include English
language teaching, technology in EFL teaching, CALL. Her Sinta ID is 6012662 and
Scopus ID is 57209749074.
http://orcid.org/0000-0002-9243-4396
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