International Journal of Teaching and Learning (INJOTEL) e-ISSN: 3025-8308

Vol. 2 No. 3, March 2024, pages: 782~794

INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)

INTEGRATION IN THE TEACHING OF ENGLISH:
A SYSTEMATIC REVIEW

Agus Rofi'i *1
Universitas Majalengka, Indonesia
[email protected]

Widia Siska
Sekolah Tinggi Ilmu Tarbiyah Nahdlatul Ulama (STITNU) Sakinah Dharmasraya,
Indonesia
[email protected]

Nurfadillah Yunus
Institut Teknologi dan Kesehatan Permata Ilmu Maros, Indonesia
[email protected]

Yulian Purnama
UIN Prof. K.H. Saifuddin Zuhri Purwokerto, Indonesia
[email protected]

Husna Imro'athush Sholihah

STKIP Muhammadiyah Blora, Indonesia
[email protected]

Abstract
The use of information technology significantly enhances the study of the
English language. Through easy access to learning resources, learning
applications, multimedia-based learning, global communication and
collaboration, e-assessment, and self-directed learning, ICT helps
students acquire English knowledge and skills more effectively and
happily. Appropriate and targeted use of ICT in English language learning
can increase students' motivation, broaden their horizons, and prepare
them to face challenges in an increasingly connected global world. This
study aims to evaluate the effectiveness and impact of ICT integration in
English language teaching through a systematic review of the literature.
Data and information about the incorporation of ICT in English language
instruction were gathered through a survey of the literature. It is crucial
to incorporate technology into the teaching and learning process in order
to promote digital literacy.
Keywords: Integration, ICT, English Language Teaching

1
Correspondence author

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INTRODUCTION
Technology has become more and more vital in education in this highly
developed digital age, particularly when it comes to studying English as a
second language (Sitopu et al., 2024; Afni et al., 2024; Antika et al., 2024; Guna
et al., 2024). More engaging, successful, and enjoyable teaching and learning
strategies are now possible because to the integration of technology (Tubagus
et al., 2023; Aslan & Shiong, 2023; Muharrom et al., 2023). This has altered the
field of English education and is essential to raising pupils' proficiency in the
language going forward. The capacity of technology to produce rich and
captivating learning experiences is one of its primary benefits for English
language learners. Students can access a wide range of resources through
online platforms, including multimedia learning materials, interactive training
programs, and cutting-edge technology-based apps created especially for
English language study (Arifah, 2014).
In the age of globalization that is the twenty-first century, it is critical to
be multilingual in languages other than English. In this instance, English comes
first. English language instruction has been practiced for a long time, and its
importance is only increasing due in part to the effect of the Internet. The
emergence of multimedia technology and its applications for teaching,
displaying audio, visual, and animation effects, adds a unique flavor to English
language instruction and creates a favorable environment for the reform and
investigation of English language teaching models in the new era, all thanks to
the swift advancement of science and technology. Multimedia technology has
been shown to positively impact students' engagement and self-motivation in
the English language learning process in the classroom (Al-Munawwarah, 2014).
However, with the advent of ICT, students now have easy and quick
access to a variety of online English learning resources. Via the internet, they
can access e-books, scientific journals, videos and audio in English.
There are many applications and software specifically designed to
improve English skills. The app offers various features such as grammar,
vocabulary, listening and speaking exercises. Students can download this app
on their smartphone or tablet and learn English anytime and anywhere. This
gives them the flexibility to practice English according to their own schedule,
without being limited by physical or time constraints (Costley, 2014).
Apart from that, ICT also enables the development of English language
learning content that is rich in multimedia. Learning materials that contain
images, videos, audio and animation can make learning more interesting and
interactive. For example, by using videos, students can see the practical use of

783
everyday language in real situations. They can listen to English speech by native
speakers and see the corresponding facial expressions and body movements.
This helps students understand the context and correct intonation in English
(Tri & Nguyen, 2015).
Additionally, ICT enables communication and collaboration between
students around the world (Nurhayati et al., 2023; Nurdiana et al., 2023; Erwan
et al., 2023). Through email, online forums, or distance learning platforms,
students can interact with native English speakers or other students who are
learning English. They can practice speaking and writing in English practically
and authentically. By communicating with native speakers, students can
improve their listening and speaking comprehension skills, while collaborating
with other students enriches their learning experience with different
perspectives and cultures (Keengwe & Onchwari, 2009).
Furthermore, ICT also facilitates the assessment and feedback process
in English learning. Teachers can use special software or learning platforms to
provide assignments and exams online. This allows teachers to easily grade
student work automatically or semi-automatically and provide immediate
feedback. Students can receive more effective and immediate feedback via
electronic media, which helps them understand their strengths and weaknesses
in English and identify areas for improvement. ICT also encourages independent
learning in English language learning (Pourhossein Gilakjani, 2017).
Students can use technology to learn English independently. With a
variety of online resources available, students can access learning materials,
exercises and exams on their own. They can set their own learning pace and
repeat difficult material as many times as they need. Additionally, there are also
English learning apps that offer special features such as study reminders,
scheduling, and progress tracking, which help students plan and manage their
time effectively.
Overall, Information Technology has a significant role in improving
English language learning. Through easy access to learning resources, learning
applications, multimedia-based learning, global communication and
collaboration, e-assessment, and self-directed learning, ICT helps students
acquire English knowledge and skills more effectively and happily. Appropriate
and targeted use of ICT in English language learning can increase students'
motivation, broaden their horizons, and prepare them to face challenges in an
increasingly connected global world.

784
 This study aims to evaluate the effectiveness and impact of ICT
integration in English language teaching through a systematic review of the
literature.

RESEARCH METHOD
The method used in writing this article is a literature review. A literature
review is the process of collecting, analyzing, and compiling information from
reliable sources that is relevant to the topic being discussed. In this case, a
literature review is used to collect data and information related to the
integration of information and communication technology in English language
teaching.
First, the author looks for trusted sources such as scientific journals,
reference books, and websites related to the use of ICT in learning English. This
search was carried out using relevant keywords such as "Integration of
Information and Communication Technology (ICT) in English Language
Teaching", "Information and Communication Technology in Education" and the
like. The sources selected are sources that have authority and credibility in the
fields of English language learning and Information Technology. After collecting
relevant sources, data and information from these sources are analyzed
systematically.
The author reads and studies the contents of each source, noting
important points, findings, and evidence that supports the role of IT in English
language learning. This data and information is then grouped based on related
themes or subtopics, such as access to learning resources, learning
applications, multimedia-based learning, communication and collaboration, e-
assessment, and independent learning. Next, the author arranges the data and
information that has been analyzed according to the established article
structure, namely abstract, introduction, methods, results and conclusions.
The introductory section explains the background and importance of
learning English in the digital era, as well as introducing the role of IT in the
context of learning English. The method section explains the use of literature
review as the research method used in this article.

RESULT AND DISCUSSION

English Language Teaching Theory
The phenomenon of teacher-centered learning has become widespread
and is difficult to change. In this traditional approach, teachers seem to play an
important role in the teaching and learning process (Sarmila et al., 2023; Sulastri

785
et al., 2023; Haddar et al., 2023). The teacher provides information which
students passively receive. There is no meaningful preparation and activity
before starting the lesson (Aslan & Pong, 2023; Tuhuteru et al., 2023; Astuti et
al., 2023). Students are invited to sit, be quiet, and just listen (Arnold & Ducate,
2015).
The main characteristic of this traditional learning approach is that
teachers usually use certain textbooks to teach English, which focus more on
grammar. The orientation is to produce students who can answer English exam
questions well. On the other hand, students lose the opportunity to complete
language tasks communicatively by collaborating and interacting with
classmates (Afzar, 2014).
The role of English as a foreign language is problematic. Indonesian
people do not have much access to hearing people communicate using English
in everyday life. In fact, even though English has been taught and used for many
years in formal Indonesian schools, the results are still not satisfactory because
very few students who graduate can communicate well and fluently (Genclter,
2015).
Traditional classes do not provide opportunities for students to
generate and develop English learning strategies. In this approach, students
have fewer opportunities to talk about their learning processes and
experiences. This results in them being very passive and dependent on the
teacher. However, the problems faced in teaching English are caused by
teachers and originate from the students themselves and their environment
(Wang & Tahir, 2020).
Of course, teachers must rely on their capacity to increase student
motivation and design various approaches to develop students' English skills.
Most researchers agree that creativity and innovation are the main things that
determine the success or failure of a person or organization (Nur & Madkur,
2014).
There are numerous approaches that can be used in different contexts
for language learning. Some are helpful for teaching English, speaking, reading,
listening, and interpreting; others are helpful for testing and remote learning.
Respecting new technology and using it to provide highly beneficial things
should be the guiding principles of education. Machines should never be
allowed to replace teachers or restrict tasks where more effective,
conventional ways can be used (Hidayati, 2016).
There are several reasons why understanding how to use contemporary
technology is important for both teachers and all English language learners. It's

786
important to note that new technologies are developing and spreading so
swiftly that we are powerless to resist their allure and effect (Raja &
Nagasubramani, 2018).
The structure, meaning, and function of language are all somewhat
hampered by traditional teaching methods, which also turn pupils into passive
consumers of information. They therefore have a harder time meeting their
communication goals. Multimedia technology facilitates the integration of
teaching and learning and gives students more chances by directing thinking
and inspiring pupils through teacher instructions. Therefore, imparting
multimedia technology to pupils in a unique way encourages their critical
thinking and social practice communication abilities (Dockstader, 1999).
In order to access learning materials, students using traditional learning
techniques must meet in person with the teacher. Such approaches have grown
less relevant and ineffectual in the present day.
Information technology intervention is required in modern education to
enhance the implementation of learning activities at the college and school
levels (Parvin & Salam, 2015).
Education must alter in the globalization period to meet students' fast-
paced, precise, and practical needs as well as their changing thought patterns.
Information technology is available to meet these demands. Students can use
technology, particularly the internet, to obtain information broadly with the use
of ICT. Student-teacher interaction becomes more fluid and unrestricted
(Lelawati & Mailani, 2018).
Through a variety of contemporary communication channels,
information technology serves as an educational tool. Computers, mobile
phones, email, online education software, and so forth are a few examples. This
indicates that professors can continue to impart knowledge without physically
meeting with pupils thanks to ICT help. Students can also access a greater
variety of resources, knowledge, and references. The availability of internet
technology has also facilitated and improved the practicality of the education
system's implementation. The emergence of cyber teaching techniques, or
online virtual learning, is evidence of this (Azmi, 2017).
Broadly speaking, information technology plays a vital role in modern
education, particularly in providing:
1. Practical and up-to-date facilities that support and enhance the teaching
and learning process.

787
2. Information and communication technology serves as a means of learning
that facilitates the rapid, accurate, and effective delivery of instructional
content.
3. Resources that facilitate fast, accurate, and efficient data retrieval,
processing, storing, and presentation

The Role of ICT in English Language Learning

Teachers can assist themselves in the teaching and learning process in
the classroom by utilizing a variety of information and communication
technology technologies. This technology also makes the methods used in
presenting material more varied. With varied methods, it is hoped that students
who take part in the teaching and learning process in class will not become
bored in capturing the material. The variation referred to here is that the
teacher not only presents material orally but also visually, audio or a
combination of audio-visual (Almalki, 2020).
This diversity can be achieved with the help of various information and
communication technology tools.
1. Cassette Player or Tape Recorder and Sound System
English teachers can use this cassette player to convey English song
material. However, beforehand the teacher shared the text of the song
used. After the process of listening to the song together is complete, a
discussion is held about the English used in the song. The main topic of
discussion is about new vocabulary that they don't know yet. In contrast to
without the application of information and communication technology,
discussing vocabulary becomes more interesting after students listen to
songs together.
2. Film Player or DVD Player or VCD Player and Television
Apart from listening to songs, the English teacher concerned can also use
films as a means of learning English. The teacher in question shows English
language films with various themes, for example a film entitled Sport.
3. LCD or OHP
The instructor can use Microsoft Power Point to deliver the conversation
and add interest to the subject matter. An LCD can be used to display data
that has been processed into Microsoft PowerPoint format. Images
relevant to the content are added to the data processed using Microsoft
Power Point media to make it more engaging. Students may find it simpler
to retain and recollect the information when it is visually presented to them.
In the event that an LCD is not accessible in the classroom, the instructor

788
 may use an OHP to present data from Microsoft PowerPoint that has been
printed into transparent form.
4. Language Laboratory
Listening materials are typically provided in language laboratories. Listening
materials can be presented by the concerned teacher in the form of English
songs or radio recordings of English news. Students can wear the supplied
headphones in the laboratory to protect their hearing from other
undesirable sounds. Additionally, it is anticipated that pupils who use
headsets will be able to pronounce words in English more accurately.
5. Computer or Notebook
Computers or notebooks can be used by English teachers to access the
internet. The concerned teacher has limitless access to English language
data via the internet network. In addition, the instructor in question can
teach pupils to become accustomed to this global technology by using the
internet network. Some of the content can be used by English teachers in a
variety of programs offered by the internet network.
6. Email or electronic mail
Email is a useful tool for English teachers to discuss provided material. This
gives kids who wish to learn English more of an opportunity. Given the little
amount of time teachers have to cover each topic in class, some students
may email the teacher in question if they have any questions. Email is a
useful tool for content discussion since it allows the teacher to respond with
in-depth explanations. It won't be easy for the worried teacher to give a
detailed explanation by short message.
7. Social Networks (Friendster, Facebook, Twitter and Others)
Students can access the social media accounts of English professors. By
using this social networking account, the teacher in question will be able to
guarantee that his students are constantly receiving the most recent
information. This can include statements regarding the teaching and
learning process in the classroom, tasks, or items to be presented at the
next meeting.
8. Chat Rooms
This program can be used by English teachers to help students practice
creating everyday English conversations. To make the communication
process more engaging and encourage students to participate, teachers can
ask students to communicate via chat rooms.
9. Blogs

789
 English professors can post their students' completed assignments on
blogs. The teachers announced, or perhaps warned, that all of the
assignment results would be published via an internet blog so that anyone
from anywhere in the globe could view them before posting the student
work (Agustin, 2019).

Information and Communication Technology in Education

Information and Communication Technology or abbreviated as ICT is all
technology related to handling information. ICT refers to information and
communication technology, which includes methods for retrieving, gathering,
processing, distributing, and presenting data (Costley, 2014).
Information technology is a tool for processing data, which includes
gathering, processing, compiling, storing, and manipulating data. A variety of
techniques are employed to generate high-quality information, or timely,
relevant, and accurate information that can be used for both personal and
professional reasons. Governance is a crucial component of decision-making.
The role of information and communication technology for education is
as follows:
1. As Learning Infrastructure
ICT plays an important role as a learning infrastructure where teaching
materials are available in digital format so that the learning process can be
carried out anywhere and at any time. Students do not have to stick to
studying at a predetermined place and time. When they are free and in
public places, they can still learn via their gadgets.
2. As a source of teaching materials
Now the source of teaching materials for teaching staff cannot only be
obtained from books. ICT can also be used as a source of teaching materials
that keep up with the times. There are many teaching materials that can be
obtained from all parts of the world so that the knowledge gained is more.
3. As a learning tool and facility
ICT is currently used to help teaching and learning instead of chalk and
blackboards. ICT will enhance teaching and learning by providing innovative
and exciting tools and facilities. Because this procedure is more up to date,
it is also recognized to be effective. For this reason, teaching staff are also
obliged to follow technological developments so that they can teach
according to developing trends. Students can also explore science more
widely and independently.
4. As Skills and Competencies

790
 The use of ICT must be proportional. What this means is that ICT can enter
all levels of society but is adjusted to their respective portions. Don't let ICT
for university educated people be given to rural people who on average
have a low educational background.
5. As a source of research information
The research process in the world of education has become easier to carry
out thanks to ICT as a source of information. The existence of ICT also means
that someone's research can be used and known by other people. This will
be useful to prevent similar research from occurring.
6. As a Consultation Media
The internet is widely used as a medium for consulting with experts located
in other places. Both educators and students can use it to support their
learning activities directly from experts without having to pay expensive
fees.
7. As an online learning medium
Learning can be done anywhere, including online using the internet. The
many websites, blogs, forums or applications that are now available on the
internet mean that anyone can learn online. For example, there are online
libraries, namely libraries in digital form that use the internet as a container.
Anyone can access knowledge sources easily without being limited by
distance and time. There are also online discussions from forums formed on
the internet which allow anyone to discuss and exchange opinions with
people who are members of these forums (Pourhussein,2014).

CONCLUSION
The capacity of technology to produce rich and captivating learning
experiences is one of its primary benefits for English language learners.
Students have access to a wide range of resources via online platforms,
including cutting-edge technology-based apps created especially for English
language instruction, multimedia learning materials, and interactive training
programs.
Information technology plays a crucial role in modern education,
particularly in providing:
1. Practical and up-to-date facilities that support and enhance the teaching
and learning process.
2. Information and communication technology serves as a means of learning
that facilitates the rapid, accurate, and effective delivery of instructional
content.

791
3. Resources that facilitate fast, accurate, and efficient data retrieval,
processing, storing, and presentation.

Learning that implements appropriate technology integration in English

learning benefits pedagogical aspects, learning, motivation and involvement of
teachers and students, increases independent learning and increases
interaction and communication. It is crucial to incorporate technology into the
teaching and learning process in order to promote digital literacy.

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