Article Sidebar

Download
PDF
Statistic
Read Counter : 106 Download : 46

Downloads

Download data is not yet available.

Main Article Content

Abstract

This study aims to analyze the attitudes, perceptions of abilities, barriers, and expectations of IAIN Indonesia lecturers in the use of ICT in online English learning. The research method uses "explanatory sequential". The research sample was selected randomly and purposively. Questionnaires and interviews are used to collect the data. The quantitative data were analyzed by the SPSS program, while the interview findings were analyzed qualitatively. 80% of lecturers had positive views toward ICT use during class planning, according to the results (M = 4.2, SD = 0.7). They were thought to have a modest level of ICT proficiency, especially when it came to implementing lessons (M = 3.92, SD = 0.86). According to reports, there were few obstacles, mostly because of inadequate training and a lack of teaching facilities (M = 2.3, SD = 1.1). Expectations were high, particularly with regard to ongoing training and access to ICT infrastructure (M = 4.45, SD = 0.8). The results of this study in general, provide an overview of the attitudes and abilities that must be possessed by lecturers to minimize challenges in the hope of realizing the optimal use of ICT in online English learning.

Keywords

Attitudes Perceptions of Abilities Challenges Expectations ICT

Article Details

License

Copyright (c) 2025 Eka Apriani, Safnil Arsyad , Syafryadin Syafryadin, Yasmika Baihaqi, Erfin Wijayanti, Farida Esmianti, Dadan Supardan

Creative Commons License

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

Lisensi Creative Commons
Ciptaan disebarluaskan di bawah Lisensi Creative Commons Atribusi-BerbagiSerupa 4.0 Internasional.
How to Cite
Apriani, E., Arsyad , S., Syafryadin, S., Baihaqi, Y., Wijayanti, E., Esmianti, F., & Supardan, D. (2025). Attitudes, Perceptions of Ability, Barriers, and Expectations of Lecturers in the Use of ICT in Online English Learning. Journal of English Education and Teaching, 9(3), 388–417. https://doi.org/10.33369/jeet.9.3.388-417
Download Citation
Endnote/Zotero/Mendeley (RIS)
BibTeX

References

  1. Adisel, A., & Prananosa, A. G. (2020). Penggunaan Teknologi Informasi Dan Komunikasi dalam sistem manajemen pembelajaran pada masa pandemi Covid 19. Journal of Administration and Educational Management (ALIGNMENT), 3(1), 1-10. https://doi.org/10.31539/alignment.v3i1.1291.
  2. Amua-Sekyi, E. T., & Asare, P. Y. (2016). A survey of Information Communication Technology literacy among lecturers. In Information and Knowledge Management (Vol. 6, No. 8, pp. 1-7).
  3. Warmayana, I. G. (2018). Pemanfaatan Teknologi Informasi dan Komunikasi (TIK) dalam meningkatan mutu Perguruan Tinggi Agama Hindu. Jurnal Penjaminan Mutu, 4(2), 219. https://doi.org/10.25078/jpm.v4i2.576.
  4. Akbaba-Altun, S. (2006). The complexity of Integrating Computer Technologies into Education in Turkey. Journal of Educational Technology & Society, 9(1), 176-187. https://www.jstor.org/stable/jeductechsoci.9.1.176.
  5. Akpan, C. P. (2014). ICT Competence and Lecturers’ Job Efficacy in Universities in Cross River State, Nigeria. International Journal of Humanities and Social Science, 4(10), 259-266. https://www.iosrjournals.org.
  6. Albirini, A. (2004). An exploration of the factors associated with the attitudes of high school EFL teachers in Syria toward information and communication technology.
  7. Albirini, A. (2006). Teachers’ attitudes toward information and communication technologies: The case of Syrian EFL teachers. Computers & Education, 47(4), 373-398. https://doi.org/10.1016/j.compedu.2004.10.013.
  8. Al-Shboul, M., Al-Saideh, M., & Al-Labadi, N. (2017). Learners' perspectives on using ICT in higher education institutions in Jordan. Instructional Technology, 14(3), 27-86. http://itdl.org/Journal/Mar_17/Mar17.pdf.
  9. Apriani, E., Supardan, D., & Umami, M. (2020). Independent Learning: English Teachers’ Problems in Designing a Good Lesson Plan in the New Normal Era at MAN Rejang Lebong. International Conference on the Teaching English and Literature, 1(1), 72.78. https://ejournal.karinosseff.org/index.php/icotel/article/view/63.
  10. Apriani, E., Syafryadin, S., Inderawati, R., Arianti, A., Wati, S., Hakim, I. N., & Noermanzah, N. (2021). Implementing E-learning training toward English virtual lecturers: The process, perspectives, challenges, and solutions. International Journal of Emerging Technologies in Learning (iJET), 16(04), 240. https://doi.org/10.3991/ijet.v16i04.14125.
  11. Apriani, E., Arsyad, S., Syafryadin, S., Supardan, D., Gusmuliana, P., & Santiana, S. (2022). ICT platforms for Indonesian EFL students viewed from gender during the COVID-19 pandemic. Studies in English Language and Education, 9(1), 187-202. https://doi.org/10.24815/siele.v9i1.21089.
  12. Aslan, A., & Zhu, C. (2016). Influencing factors and integration of ICT into teaching practices of pre-service and starting teachers. International Journal of Research in Education and Science, 2(2), 359. https://doi.org/10.21890/ijres.81048.
  13. Ayub, A., Kibria, Z., & Khan, F. (2015). Assessment of knowledge, attitude, and contraceptive use in married women of Peshawar. J Dow Univ Health Sci, 9(1), 89-93.
  14. Balanskat, A., Blamire, R., & Kefala, S. (2006). A Review of Studies of ICT Impact on Schools in Europe. Brussels: European Schoolnet.
  15. Bansa, Y. A., & Asrini. (2020). The use of ICT in teaching: Lecturers’ perceptions, obstacles, and expectations. Journal of Physics: Conference Series, 1464(1), 012037. https://doi.org/10.1088/1742-6596/1464/1/012037.
  16. Bingimlas, K. A. (2009). Barriers to the successful integration of ICT in teaching and learning environments: A review of the literature. EURASIA Journal of Mathematics, Science and Technology Education, 5(3). https://doi.org/10.12973/ejmste/75275.
  17. Coban, O., & Atasoy, R. (2019). An examination of the relationship between teachers’ self-efficacy perception on ICT and their attitude towards ICT usage in the classroom. Cypriot Journal of Educational Sciences, 14(1), 136-145. https://doi.org/10.18844/cjes.v14i1.3636.
  18. Cox, M., Preston, C., & Cox, K. (1999). What motivates teachers to use ICT? A paper presented at the British Educational Research Association Annual Conference. University of Sussex at Brighton.
  19. Creswell, J. W., & Clark, V. L. P. (2017). Designing and conducting Mixed methods research. California: Sage Publications.
  20. Creswell, J.W. (2015). Penelitian kualitatif dan desain riset: Memilih diantara lima pendekatan. Yogyakarta: Pustaka Belajar.
  21. Danim, S. (2022). Manajemen pembelajaran era pandemi Covid-19 (Studi di SMP Negeri 2 dan SMK 7 Kota Bengkulu). Journal of Innovation in Teaching and Instructional Media, 2(2), 128-135. https://ejournal.karinosseff.org/index.php/jitim/article/view/287.
  22. Das, K. (2019). The role and impact of ICT in improving the Quality of education: An overview. International Journal of Innovative Studies in Sociology and Humanities, 4(6), 97-103. https://doi.org/10.2139/ssrn.3585228.
  23. Diningrat, S. W. M., Nindya, M. A., & Salwa. (2020). Emergency online teaching: Early childhood education lecturers’ perception of barriers and pedagogical competency. Cakrawala Pendidikan, 39(3), 705–719. https://doi.org/10.21831/cp.v39i3.32304.
  24. Dionys, D. (2012). Introduction of ICT and multimedia into Cambodia's Teacher Training Centres. Australasian Journal of Educational Technology, 28(6). https://doi.org/10.14742/ajet.812.
  25. Dudeney, G., & Hockly, N. (2007). How to teach English with technology. Essex, UK: Longman Pearson Press.
  26. Elkaseh, A. M., Wong, K. W., & Fung, C. C. (2015). The Acceptance of e-learning as a Tool for Teaching and Learning in Libyan Higher Education. International Journal of Information Technology, 3(4), 1-11. http://www.ijitjournal.org/.
  27. Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59(2), 423-435. https://doi.org/10.1016/j.compedu.2012.02.001.
  28. Febrialismanto, & Nur, H. (2019). Kemampuan guru menggunakan TIK untuk pengembangan di kindergarten. Journal of Islamic Early Childhood Education, 2(2), 101–111. https://doi.org/10.24014/kjiece.v2i2.8296.
  29. Finley, L., and Hartman, D. (2004). Institutional Change and Resistance: Teacher preparatory faculty and technology integration. Journal of Technology and Teacher Education, 12(3), 319-337.
  30. Galanouli, D., Murphy, C., & Gardner, J. (2004). Teachers' perceptions of the effectiveness of competence training. Computers & Education, 43(1-2), 63-79. https://doi.org/10.1016/j.compedu.2003.12.005.
  31. Groves, M. M., & Zemel, P. C. (2000). Instructional technology adoption in higher education: An action research case study. International Journal of Instructional Media, 27(1), 57.
  32. Hafifah, G. N., & Sulistyo, G. H. (2020). Teachers’ ICT literacy and ICT integration in ELT Indonesia Higher Education Setting. Turkish Online Journal of Distance Education, 21(3), 186-198. https://doi.org/10.17718/tojde.762050.
  33. Hamzah, S. (2022). Description of the condition of teachers' resilience in implementing online learning in the Covid-19 pandemic era in Bengkulu City. International Journal of Progressive Sciences and Technologies, 30(2), 166-180. http://dx.doi.org/10.52155/ijpsat.v30.2.3971.
  34. Hamzah, S., & Hidayati, N. (2021). Student Perception of the Use of Remote Control Application in Guidance on Completion of Lecture Assignments Learning Evaluation. International Journal of Progressive Sciences and Technologies, 25(1), 383-388. http://dx.doi.org/10.52155/ijpsat.v30.2.3971.
  35. Hudayati, N., Andayani, Y., & Junaidi, E. (2021). Pengaruh persepsi guru tentang TIK terhadap pemanfaatan teknologi informasi dan komunikasi dalam pembelajaran IPA SMA/MA Se-Kecamatan Gerung. Chemistry Education Practice, 4(1), 84. https://doi.org/10.29303/cep.v4i1.2233.
  36. Katemba, C. V. (2020). Teachers' perceptions in implementing technologies in language teaching and learning in Indonesia. Acuity: Journal of English Language Pedagogy, Literature and Culture, 5(2), 123-136. https://doi.org/10.35974/acuity.v5i2.2299.
  37. Kalogiannakis, M. (2010). Training with ICT for ICT from the trainee’s perspective. A local ICT teacher training experience. Educ Inf Technol 15, 3–17 (2010). https://doi.org/10.1007/s10639-008-9079-3.
  38. Khan, S. A., Bhatti, R., & Khan, A. A. (2011). Use of ICT by students: A survey of faculty of education at IUB. Library Philosophy and Practice, 1(1), 677. http://digitalcommons.unl.edu/libphilprac/677.
  39. Kluever, C., Lam, T. & Hoffman, R. (1994). The computer attitude scale: assessing changes in teachers' attitudes toward computers. Journal of Educational Computing Research, 11(3), 251-256. https://doi.org/10.2190/484t-cpgx-euhg-qw8p.
  40. Konwar, U. K. (2015). Problems and prospects of ICT implementation and digitization among the major college libraries of Barak Valley, southern Assam: a case study. IOSR Journal of Humanities and Social Science Ver. II, 20 (2), 16-21. https://www.iosrjournals.org/iosr-jhss.html.
  41. Kopcha, T. J. (2012). Teachers’ perceptions of the barriers to technology integration and practices with technology under situated professional development. Computers and Education, 59(4), 1109–1121. https://doi.org/10.1016/j.compedu.2012.05.014.
  42. Kristiawan, M., & Muhaimin, M. (2019). Teachers’ obstacles in utilizing information and communication technology. International Journal of Educational Review, 1(2), 56-61. https://doi.org/10.33369/ijer.v1i2.8846.
  43. Kubiatko, M., Usak, M., Yilmaz, K., & Tasar, M. F. (2010). A cross-national study Su Czech and Turkish university students towards ICT used in the science subject.. Journal of Baltic Science Education, 9(2).
  44. Lestiyanawati, R. (2020). The strategies and problems faced by Indonesian teachers in conducting e-learning during the COVID-19 outbreak. CLLiENT (Culture, Literature, Linguistics, and English Teaching), 2(1), 71-82.
  45. Liu, H., Lin, C. H., & Zhang, D. (2017). Pedagogical beliefs and attitudes toward Information and Communication Technology: A survey of teachers of English as a foreign language in China. Computer Assisted Language Learning, 30(8), 745-765. https://doi.org/10.1080/09588221.2017.1347572.
  46. Lubis, A. H., Idrus, S. Z. S., & Sarji, A. (2018). ICT usage among lecturers and its impact on the learning process. Jurnal Komunikasi: Malaysian Journal of Communication, 34(1), 284-299. https://doi.org/10.17576/jkmjc-2018-3401-17.
  47. Makhlouf, K., & Bensafi, Z. (2021). An exploration of factors influencing teachers’ attitudes toward the use of Information and Communication Technology (ICT) in classroom practice: a case study of secondary school EFL teachers in the Western District of Chlef, Algeria. Advances in Language and Literary Studies, 12(2), 37-49. https://doi.org/10.7575/aiac.alls.v.12n.2.p.37.
  48. Go, H., & Eichelberger, A. (2019). College students’ attitudes toward ICT use for English learning. International Journal of Education and Development Using Information and Communication Technology (IJEDICT), 15(1), 231–244. https://www.learntechlib.org/p/209743/article_209743.pdf.
  49. Nikolopoulou, K., & Gialamas, V. (2016). Barriers to ICT use in high schools: Greek teachers’ perceptions. Journal of Computers in Education, 3(1), 59-75. https://doi.org/10.1007/s40692-015-0052-z.
  50. Obuekwe, G. I., & Eze, R. A. I. (2017). Promoting best practices in teaching and learning in Nigerian Universities through effective e-learning: Prospects and Challenges. International Association for Development of the Information Society.
  51. Ogunode, N.J., Okwelogu, I.S. & Olatunde-Aiyedun, T.G. (2021). Challenges and problems of deployment of ICT facilities by Public Higher Institutions during Covid-19 in Nigeria. International Journal of Discoveries and Innovations in Applied Sciences, 1(4), 30–37. http://openaccessjour.
  52. Olafare, F. O., Adeyanju, L. O., & Fakorede, S. O. A. (2018). Colleges of Education lecturers' attitude towards the use of Information and Communication Technology in Nigeria. MOJES: Malaysian Online Journal of Educational Sciences, 5(4), 1-12. https://ejournal.um.edu.my/index.php/MOJES/article/download/12515/8084
  53. Osborne, J., & Hennessy, S. (2003). Literature review in science education and the role of ict: promise, problems and future directions. London: Futurelab.
  54. Oyediran, W. O., Omoare, A. M., Owoyemi, M. A., Adejobi, A. O., & Fasasi, R. B. (2020). Prospects and limitations of e-learning application in Private Tertiary Institutions amidst the COVID-19 Lockdown in Nigeria. Heliyon, 6(11), 5457. https://doi.org/10.1016/j.heliyon.2020.e05457.
  55. Oyedele Ojeniyi, A., & Edale Adetimirin, A. (2016). ICT literacy skills and electronic information resources use by lecturers in Two Private Universities In Oyo State, Nigeria. ICT Literacy Skills and Electronic Information Resources Use by Lecturers in Two Private Universities in Oyo State, Nigeria. Abimbola. Library Philosophy and Practice, 25(7), 1–19. http://digitalcommons.unl.edu/libphilprachttp://digitalcommons.unl.edu/libphilprac/1443.
  56. Prasetyo, T., & Zulela, M. S. (2021). Proses Pembelajaran Daring Guru Menggunakan Aplikasi Whatsapp Selama Pandemik Covid-19. Jurnal Elementaria Edukasia, 4(1), 138-150.
  57. Rahayu, M. K. (2019). Barriers to the use of e-learning platforms in Indonesian higher education: factors related to people and organizations. International Conference on Organizational Innovation (ICOI 2019), (pp. 475-479).
  58. Rana, K., & Rana, K. (2020). ICT Integration in Teaching and Learning Activities in Higher Education: A Case Study of Nepal's Teacher Education. Malaysian Online Journal of Educational Technology, 8(1), 36-47. https://doi.org/10.17220/mojet.2020.01.003.
  59. Ratnawati, E., & Utama, A. P. (2021). Kesulitan mahasiswa dalam pembelajaran daring pada masa pandemi covid-19. The journal of social and economic education, 10(1), 96-113. https://syekhnurjati.ac.id/jurnal/index.php/edueksos/article/download/8085/3699.
  60. Rodliyah, R. S. (2018). Vocational school EFL teachers’ practices of integrating ICT into English lessons: teachers’ voices. Indonesian Journal of Applied Linguistics, 8(2), 418-428. https://doi.org/10.17509/ijal.v8i2.13308.
  61. Romero-Tena, R., Barragán-Sánchez, R., Llorente-Cejudo, C., & Palacios-Rodríguez, A. (2020). The challenge of initial training for early childhood teachers. A cross-sectional study of their digital competences. Sustainability, 12(11), 4782. https://doi.org/10.3390/su12114782.
  62. Salleh, S. M., & Laxman, K. (2014). Investigating the factors influencing teachers’ use of ICT in teaching in Bruneian secondary schools. Education and Information Technologies, 19, 747-762.
  63. Samuel, N., Onasanya, S., & Olumorin, C. (2018). Perceived usefulness, ease of use, and adequacy of use of mobile technologies by Nigerian University Lecturers. International Journal of Education and Development using ICT, 14(3). https://www.learntechlib.org/p/188292/article_188292.pdf.
  64. Seliaman, M. E., & Al-Turki, M. S. (2012). Mobile Learning Adoption in Saudi Arabia. World Academy of Science, Engineering and Technology, 69(9), 391-293.
  65. Semerci, A., & Aydin, M. K. (2018). Examining high school teachers' attitudes towards ict use in education. International Journal of Progressive Education, 14(2), 93-105. https://files.eric.ed.gov/fulltext/EJ1177301.pdf.
  66. Seo, J. (2013). Smart education initiative: looking ahead to the school of tomorrow. TIC Educacao, 243. https://cgi.br/media/docs/publicacoes/2/tic-educacao-2013.pdf#page=245.
  67. Shah, P. M., & Empungan, J. L. (2015). ESL teachers’ attitudes towards using ICT in literature lessons. International Journal of English Language Education, 3(1), 201-218. https://doi.org/10.5296/ijele.v3i1.7158.
  68. Sofyana, L., & Rozaq, A. (2019). Pembelajaran daring kombinasi berbasis whatsapp pada kelas karyawan prodi teknik informatika universitas pgri madiun. Jurnal Nasional Pendidikan Teknik Informatika: JANAPATI, 8(1), 81-86. https://doi.org/10.23887/janapati.v8i1.17204.
  69. Snoeyink R, Ertmer P. (2001). Thrust into Technology: How Veteran Teachers Respond. Journal of Educational Technology Systems, 30 (1), 85.
  70. Taghizadeh, M., & Hasani Yourdshahi, Z. (2020). Integrating technology into young learners' classes: language teachers' perceptions. Computer Assisted Language Learning, 33(8), 982-1006. https://doi.org/10.1080/09588221.2019.1618876.
  71. Upitasari, R. (2020). Hambatan penggunaan TIK dalam pembelajaran. Lentera, 4(2), 50–59. Diambil dari https://lentera.kemenag.go.id/index.php/lentera/article/view/4.
  72. Widodo, M., Ariyani, F., & Setiyadi, A. (2018). Attitude and motivation in learning a local language. Theory and Practice in Language Studies, 8(1), 105-112. http://repository.lppm.unila.ac.id/7590/1/artikel.pdf.
  73. Woyo, E., Rukanda, G. D., & Nyamapanda, Z. (2020). ICT policy implementation in higher education institutions in Namibia: A survey of students’ perceptions. Education and Information Technologies, 1-18. https://doi.org/10.1007/s10639-020-10118-2.
  74. Yaumi, M. (2017). Pengembangan bahan ajar english for specific purpose berbasis TIK. Lentera Pendidikan: Jurnal Ilmu Tarbiyah dan Keguruan, 15(2), 144-160. https://doi.org/10.24252/lp.2012v15n2a2.