Technology use in secondary level of English language teaching: A Literature Review
Article Sidebar
Published:
Apr 12, 2021
Keywords:
English Language Teaching (ELT), Secondary Level, Technology Use
Main Article Content
(1) Roghibatul Luthfiyyah
Universitas Swadaya Gunung Jati Cirebon
Indonesia
(2) * Gusti Nur Hafifah
Universitas Muhammadiyah Surabaya
Indonesia
(3) Francisca Maria Ivone
Department of English, Fakultas Sastra, Universitas Negeri Malang
Indonesia
(4) Sintha Tresnadewi
Department of English, Fakultas Sastra, Universitas Negeri Malang
Indonesia
(*) Corresponding Author
Abstract
Technology has been widely used in the education field, especially for teaching language. Many teachers and students believe in the advantages of technology to enhance language learning. There have been many studies investigating the use of technology in secondary language classrooms. Some studies approve that technology can be applied to increase students' language competence. This paper comprehensively analysed the use of technology for English language teaching in the secondary level based on empirical studies. It reviews 57 articles from reputable journals and publishers. The existing literature shows that studying and reviewing the use of technology in ELT leads to a deeper understanding of its potential benefits. Many technology tools have been utilized to support the teaching of English skills. Kinds of learning activities that require technological tools and applications, such as presentation, discussion, assessment are also discussed. Additionally, problems and solutions encountered in the implementation of technology in secondary ELT levels are scrutinized in this study.
HIGHLIGTS:
- Scholars need to set the content and pedagogy first before the technology to obtain meaningful and contextual experiments and discussion in academic circumstances.
- The finding unveils a fact that technology use in the ELT context contributes more to students' learning strategies, such as learning motivation, engagement, collaborative work, rather than the improvement of students' learning outcomes.
- This finding can be a rationale to rectify the common logical fallacy encountered among studies that claimed that technology can improve particular language skill.
Downloads
Download data is not yet available.
Article Details
How to Cite
Luthfiyyah, R., Hafifah, G. N., Ivone, F. M., & Tresnadewi, S. (2021). Technology use in secondary level of English language teaching: A Literature Review. JEES (Journal of English Educators Society), 6(1), 79-89. https://doi.org/10.21070/jees.v6i1.1020
Issue
Section
Reviews
Copyright (c) 2021 Roghibatul Luthfiyyah, Gusti Nur Hafifah, Francisca Maria Ivone, Sintha Tresnadewi
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
Acquah, E. O., & Katz, H. T. (2020). Digital game-based L2 learning outcomes for primary through high-school students: A systematic literature review. Computers and Education, 143(March 2019), 103667. https://doi.org/10.1016/j.compedu.2019.103667
Ahmed, K., & Nasser, O. (2015). Incorporating iPad technology: Creating more effective language classrooms. TESOL Journal, 6(4), 751–765. https://doi.org/10.1002/tesj.192
Ahn, T. youn, & Lee, S. M. (2016). User experience of a mobile speaking application with automatic speech recognition for EFL learning. British Journal of Educational Technology, 47(4), 778–786. https://doi.org/10.1111/bjet.12354
Andrei, E. (2017). Technology in Teaching English Language Learners: The Case of Three Middle School Teachers. TESOL Journal, 8(2), 409–431. https://doi.org/10.1002/tesj.280
Anikina, Z., Sobinova, L., & Petrova, G. (2015). Integrating Telecollaboration into EFL Classroom: Theoretical and Practical Implications. Procedia - Social and Behavioral Sciences, 206(November), 156–161. https://doi.org/10.1016/j.sbspro.2015.10.045
Ansyari, M. F. (2015). Designing and evaluating a professional development programme for basic technology integration in English as a foreign language (EFL) classrooms. Australasian Journal of Educational Technology, 31(6), 699–712. https://doi.org/10.14742/ajet.1675
Aşık, A., Köse, S., Yangın Ekşi, G., Seferoğlu, G., Pereira, R., & Ekiert, M. (2019). ICT integration in English language teacher education: insights from Turkey, Portugal and Poland. Computer Assisted Language Learning, 0(0), 1–24. https://doi.org/10.1080/09588221.2019.1588744
Averkieva, L., Chayka, Y., & Glushkov, S. (2015). Web Quest as a Tool for Increasing Students’ Motivation and Critical Thinking Development. Procedia - Social and Behavioral Sciences, 206(November), 137–140. https://doi.org/10.1016/j.sbspro.2015.10.042
Balchin, K., & Wild, C. (2020). Exploring the role of context and collaboration in normalising technology use in English language teaching in secondary schools in Malaysia. Computer Assisted Language Learning, 0(0), 1–21. https://doi.org/10.1080/09588221.2020.1803360
Barrot, J. S. (2018). Facebook as a learning environment for language teaching and learning: A critical analysis of the literature from 2010 to 2017. Journal of Computer Assisted Learning, 34(6), 863–875. https://doi.org/10.1111/jcal.12295
Bhattacharjee, B., & Deb, K. (2016). Role of ICT in 21 st Century’s Teacher Education. International Journal of Education and Information Studies, 6(1), 2277–3169.
Blau, I., & Shamir-Inbal, T. (2017). Digital Competences and Long-Term ICT Integration in School Culture: The Perspective of Elementary School Leaders. Education and Information Technologies, 22(3), 769–787. https://doi.org/10.1007/s10639-015-9456-7
Boonyopakorn, J. (2016). Technology Enhanced Language Learning on English Communication for EFL Learners. Proceedings of The 10th International Multi-Conference on Society, Cybernetics and Informatics (IMSCI 2016), 200–205.
Börekci, R., & Aydin, S. (2020). Foreign language teachers’ interactions with their students on Facebook. Computer Assisted Language Learning, 33(3), 217–239. https://doi.org/10.1080/09588221.2018.1557691
Chang, B., & Lu, F. C. (2018). Social Media Facilitated English Prewriting Activity Design and Evaluation. Asia-Pacific Education Researcher, 27(1), 33–42. https://doi.org/10.1007/s40299-017-0363-0
Chen, C. M., Tan, C. C., & Lo, B. J. (2016). Facilitating English-language learners’ oral reading fluency with digital pen technology. Interactive Learning Environments, 24(1), 96–118. https://doi.org/10.1080/10494820.2013.817442
Chen, M. P., Wang, L. C., Zou, D., Lin, S. Y., & Xie, H. (2019). Effects of caption and gender on junior high students’ EFL learning from iMap-enhanced contextualized learning. Computers and Education, 140(December 2018), 103602. https://doi.org/10.1016/j.compedu.2019.103602
Chien, S. Y., Hwang, G. J., & Jong, M. S. Y. (2020). Effects of peer assessment within the context of spherical video-based virtual reality on EFL students’ English-Speaking performance and learning perceptions. Computers and Education, 146, 103751. https://doi.org/10.1016/j.compedu.2019.103751
Chou, P. N., Chang, C. C., & Lin, C. H. (2017). BYOD or not: A comparison of two assessment strategies for student learning. Computers in Human Behavior, 74, 63–71. https://doi.org/10.1016/j.chb.2017.04.024
Chu, S. K. W., Capio, C. M., van Aalst, J. C. W., & Cheng, E. W. L. (2017). Evaluating the use of a social media tool for collaborative group writing of secondary school students in Hong Kong. Computers and Education, 110, 170–180. https://doi.org/10.1016/j.compedu.2017.03.006
Curcic, S., & Johnstone, R. S. (2016). The Effects of an Intervention in Writing with Digital Interactive Books. Computers in the Schools, 33(2), 71–88. https://doi.org/10.1080/07380569.2016.1181478
Dooly, M., & Sadler, R. (2020). If you don’t improve, what’s the point? Investigating the impact of a flipped online exchange in teacher education. ReCALL, 32(1), 4–24. https://doi.org/10.1017/S0958344019000107
Engeness, I. (2018). What teachers do: facilitating the writing process with feedback from EssayCritic and collaborating peers. Technology, Pedagogy and Education, 27(3), 297–311. https://doi.org/10.1080/1475939X.2017.1421259
Ersanli, C. Y. (2016). Improving Technological Pedagogical Content Knowledge (TPACK) of Pre-Service English Language Teachers. International Education Studies, 9(5), 18. https://doi.org/10.5539/ies.v9n5p18
Fix, N., Kolesnikov, S., & Petrova, G. (2015). Using Electronic Courses in Teaching Master’s Degree Students. Procedia - Social and Behavioral Sciences, 206(November), 262–266. https://doi.org/10.1016/j.sbspro.2015.10.021
Ghavifekr, S., & Rosdy, W. (2015). Teaching and Learning with Technology:Effectiveness of ICT Integration in Schools. International Journal of Research in Education and Science, 1(2), 175–191. https://doi.org/10.1111/j.1365-2729.2011.00453.x
Goodwin, A. L., Low, E. L., Ng, P. T., Yeung, A. S., & Cai, L. (2015). Enhancing Playful Teachers’ Perception of the Importance of ICT Use in the Classroom: The Role of Risk Taking as a Mediator. Australian Journal of Teacher Education, 40(4), 133–150. https://doi.org/10.14221/ajte.2015v40n4.8
Graham, C. R., Borup, J., Pulham, E., & Larsen, R. (2019). K–12 Blended Teaching Readiness: Model and Instrument Development. Journal of Research on Technology in Education, 51(3), 239–258. https://doi.org/10.1080/15391523.2019.1586601
Gunduz, N., & Ozcan, D. (2017). Implementation of the Moodle System Into EFL Classes. Profile: Issues in Teachers´ Professional Development, 19(_sup1), 51–64. https://doi.org/10.15446/profile.v19n_sup1.68571
Gürkan, S. (2019). Effect of Annotation Preferences of the EFL Students’ on Their Level of Vocabulary Recall and Retention. In Journal of Educational Computing Research (Vol. 57, Issue 6). https://doi.org/10.1177/0735633118796843
Ha, M. J. (2016). Linking adverbials in first-year Korean university EFL learners’ writing: a corpus-informed analysis1. Computer Assisted Language Learning, 29(6), 1090–1101. https://doi.org/10.1080/09588221.2015.1068814
Hafifah, G. N., & Sulistyo, G. H. (2020). Teachers’ ICT literacy and ICT integration in ELT in the Indonesian higher education setting. Turkish Online Journal of Distance Education, 21(3), 186–198. https://doi.org/10.17718/TOJDE.762050
Hamzaoğlu, H., & Koçoğlu, Z. (2016). The application of podcasting as an instructional tool to improve Turkish EFL learners’ speaking anxiety. Educational Media International, 53(4), 313–326. https://doi.org/10.1080/09523987.2016.1254889
Hockly, N. (2014). Online intercultural exchanges. ELT Journal, 69(January), 81–85. https://doi.org/10.1093/elt/ccu061
Hockly, N. (2015). Online intercultural exchanges. ELT Journal, 69(1), 81–85. https://doi.org/10.1093/elt/ccu061
Hockly, N. (2016). Special educational needs and technology in language learning. ELT Journal, 70(3), 332–338. https://doi.org/10.1093/elt/ccw033
Hong, J. C., Hwang, M. Y., Liu, Y. H., & Tai, K. H. (2020). Effects of gamifying questions on English grammar learning mediated by epistemic curiosity and language anxiety. Computer Assisted Language Learning, 0(0), 1–25. https://doi.org/10.1080/09588221.2020.1803361
Hong, Z.-W., Huang, Y.-M., Hsu, M., & Shen, W. (2016). Authoring Robot-Assisted Instructional Materials for Improving Learning Performance and Motivation in EFL Classrooms. Educational Technology and Society, 19(1), 337–349.
Hsieh, Y., & Huang, S. (2020). Using an E-book in the secondary English classroom: Effects on EFL reading and listening. Education and Information Technologies, 25(2), 1285–1301. https://doi.org/10.1007/s10639-019-10036-y
Hwang, W. Y., Shih, T. K., Ma, Z. H., Shadiev, R., & Chen, S. Y. (2016). Evaluating listening and speaking skills in a mobile game-based learning environment with situational contexts. Computer Assisted Language Learning, 29(4), 639–657. https://doi.org/10.1080/09588221.2015.1016438
Kangas, S. E. N., Hammond, T. C., & Bodzin, A. M. (2019). Using geospatial technology to teach language and content to English learners. TESOL Journal, 10(2), 1–12. https://doi.org/10.1002/tesj.422
Lam, Y. W., Hew, K. F., & Chiu, K. F. (2017). Improving Hong Kong Secondary school students’ argumentative writing: Effects of a blended learning approach and gamification. Language Learning & Technology, 22(1), 97–118. https://hub.hku.hk/handle/10722/243899
Lamb, M., & Arisandy, F. E. (2020). The impact of online use of English on motivation to learn. Computer Assisted Language Learning, 33(1–2), 85–108. https://doi.org/10.1080/09588221.2018.1545670
Lan, Y. J. (2015). Contextual efl learning in a 3D virtual environment. Language, Learning and Technology, 19(2), 16–31.
Lee, S., Kuo, L. J., Xu, Z., & Hu, X. (2020). The effects of technology-integrated classroom instruction on K-12 English language learners’ literacy development: a meta-analysis. Computer Assisted Language Learning, 0(0), 1–32. https://doi.org/10.1080/09588221.2020.1774612
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, 8221(July), 1–21. https://doi.org/10.1080/09588221.2017.1347572
Love, M. L., Spies, T. G., & Morgan, J. J. (2017). Using E-Books to Acquire Foundational Academic Vocabulary. Intervention in School and Clinic, 53(2), 88–93. https://doi.org/10.1177/1053451217693368
Mirzaei, A., Rahimi Domakani, M., & Rahimi, S. (2015). Computerized lexis-based instruction in EFL classrooms: Using multi-purpose LexisBOARD to teach L2 vocabulary. ReCALL, 28(1), 22–43. https://doi.org/10.1017/S0958344015000129
Mompean, J. A., & Fouz-González, J. (2016). Twitter-based EFL pronunciation instruction. Language Learning and Technology, 20(1), 166–190.
Morgan, D. N., & Chenowith, N. H. (2017). “This I Believe” About the Teaching of Writing: Secondary Teachers’ Digital Essays About Their Pedagogical Understandings. Reading Horizons (Online), 56(3), 52–66. https://search.proquest.com/docview/1947428619?accountid=174776
Muslem, A., Yusuf, Y. Q., & Juliana, R. (2018). Perceptions and Barriers to ICT Use Among English Teachers in Indonesia. Teaching English with Technology, 18(1), 3–23.
Neumann, K. L., & Kopcha, T. J. (2019). Using Google Docs for Peer-then-Teacher Review on Middle School Students’ Writing. Computers and Composition, 54, 102524. https://doi.org/10.1016/j.compcom.2019.102524
Park, Y., Xu, Y., Collins, P., Farkas, G., & Warschauer, M. (2018). Scaffolding learning of language structures with visual-syntactic text formatting. British Journal of Educational Technology, 0(0). https://doi.org/10.1111/bjet.12689
Radhakrishnan, J. (2017). Strategies for Technology Enhanced Language Learning (TELL) in Language Classes. International Journal of Interdiciplinary Research in Arts and Humanities (IJIRAH), 2(1), 162–165.
Regan, K., Evmenova, A. S., Good, K., Legget, A., Ahn, S. Y., Gafurov, B., & Mastropieri, M. (2018). Persuasive Writing With Mobile-Based Graphic Organizers in Inclusive Classrooms Across the Curriculum. Journal of Special Education Technology, 33(1), 3–14. https://doi.org/10.1177/0162643417727292
Selcuk, H., Jones, J., & Vonkova, H. (2019). The emergence and influence of group leaders in web-based collaborative writing: self-reported accounts of EFL learners. Computer Assisted Language Learning, 0(0), 1–21. https://doi.org/10.1080/09588221.2019.1650781
Shang, H. F. (2015). An investigation of scaffolded reading on EFL hypertext comprehension. Australasian Journal of Educational Technology, 31(3), 293–312. https://doi.org/10.14742/ajet.1735
Silviyanti, T. M., & Yusuf, Y. Q. (2015). EFL Teachers’ Perceptions on Using ICT in Their Teaching: To Use or to Reject? Teaching English with Technology, 15(4), 29–43.
Sokolova, E., Rostovtseva, V., & Wasilewski, M. (2015). The Advantages of the Network-Based Electronic Teaching Package by the Implementation of English for Specific Purposes Course. Procedia - Social and Behavioral Sciences, 206(November), 193–198. https://doi.org/10.1016/j.sbspro.2015.10.054
Sundqvist, P. (2019). Commercial-off-the-shelf games in the digital wild and L2 learner vocabulary. Language Learning and Technology, 23(1), 87–113. https://doi.org/10.125/44674
Sung, Y. T., Chang, K. E., & Liu, T. C. (2016). The effects of integrating mobile devices with teaching and learning on students’ learning performance: A meta-analysis and research synthesis. Computers and Education, 94(March 2016), 252–275. https://doi.org/10.1016/j.compedu.2015.11.008
Tseng, J. J., Lien, Y. J., & Chen, H. J. (2016). Using a teacher support group to develop teacher knowledge of Mandarin teaching via web conferencing technology. Computer Assisted Language Learning, 29(1), 127–147. https://doi.org/10.1080/09588221.2014.903978
Turchi, L. B. (2020). Shakespeare e-books: an account of promising practice. Research in Drama Education, 25(1), 143–146. https://doi.org/10.1080/13569783.2019.1687290
Valtonen, T., Sointu, E. T., Kukkonen, J., Häkkinen, P., Järvelä, S., Ahonen, A., Näykki, P., Pöysä-Tarhonen, J., & Mäkitalo-Siegl, K. (2017). Insights into Finnish First-Year Pre-Service Teachers’ Twenty-First Century Skills. Education and Information Technologies, 22(5), 2055–2069. https://doi.org/10.1007/s10639-016-9529-2
Wilson, J., & Roscoe, R. D. (2020). Automated Writing Evaluation and Feedback: Multiple Metrics of Efficacy. Journal of Educational Computing Research, 58(1), 87–125. https://doi.org/10.1177/0735633119830764
Woodrich, Megan and Fan, Y. (2017). GOOGLE DOCS AS A TOOL FOR COLLABORATIVE WRITING IN THE MIDDLE SCHOOL CLASSROOM. Journal of Information Technology Education: Research, 16(december), 391-410. https://www.informingscience.org/Publications/3870
Yastibas, A. E., & Yastibas, G. C. (2015). The Use of E-portfolio-based Assessment to Develop Students’ Self-regulated Learning in English Language Teaching. Procedia - Social and Behavioral Sciences, 176, 3–13. https://doi.org/10.1016/j.sbspro.2015.01.437
Yükseltürk, E., Altiok, S., & Baser, Z. (2018). Using game-based learning with kinect technology in Foreign Language education course. Educational Technology and Society, 21(3), 159–173.
Zarzycka-Piskorz, E. (2016). Kahoot It or Not? Can Games Be Motivating in Learning Grammar? Teaching English with Technology, 16(3), 17–36.
Zhang, R., & Zou, D. (2020). Types, purposes, and effectiveness of state-of-the-art technologies for second and foreign language learning. Computer Assisted Language Learning, 1–47. https://doi.org/10.1080/09588221.2020.1744666
Ahmed, K., & Nasser, O. (2015). Incorporating iPad technology: Creating more effective language classrooms. TESOL Journal, 6(4), 751–765. https://doi.org/10.1002/tesj.192
Ahn, T. youn, & Lee, S. M. (2016). User experience of a mobile speaking application with automatic speech recognition for EFL learning. British Journal of Educational Technology, 47(4), 778–786. https://doi.org/10.1111/bjet.12354
Andrei, E. (2017). Technology in Teaching English Language Learners: The Case of Three Middle School Teachers. TESOL Journal, 8(2), 409–431. https://doi.org/10.1002/tesj.280
Anikina, Z., Sobinova, L., & Petrova, G. (2015). Integrating Telecollaboration into EFL Classroom: Theoretical and Practical Implications. Procedia - Social and Behavioral Sciences, 206(November), 156–161. https://doi.org/10.1016/j.sbspro.2015.10.045
Ansyari, M. F. (2015). Designing and evaluating a professional development programme for basic technology integration in English as a foreign language (EFL) classrooms. Australasian Journal of Educational Technology, 31(6), 699–712. https://doi.org/10.14742/ajet.1675
Aşık, A., Köse, S., Yangın Ekşi, G., Seferoğlu, G., Pereira, R., & Ekiert, M. (2019). ICT integration in English language teacher education: insights from Turkey, Portugal and Poland. Computer Assisted Language Learning, 0(0), 1–24. https://doi.org/10.1080/09588221.2019.1588744
Averkieva, L., Chayka, Y., & Glushkov, S. (2015). Web Quest as a Tool for Increasing Students’ Motivation and Critical Thinking Development. Procedia - Social and Behavioral Sciences, 206(November), 137–140. https://doi.org/10.1016/j.sbspro.2015.10.042
Balchin, K., & Wild, C. (2020). Exploring the role of context and collaboration in normalising technology use in English language teaching in secondary schools in Malaysia. Computer Assisted Language Learning, 0(0), 1–21. https://doi.org/10.1080/09588221.2020.1803360
Barrot, J. S. (2018). Facebook as a learning environment for language teaching and learning: A critical analysis of the literature from 2010 to 2017. Journal of Computer Assisted Learning, 34(6), 863–875. https://doi.org/10.1111/jcal.12295
Bhattacharjee, B., & Deb, K. (2016). Role of ICT in 21 st Century’s Teacher Education. International Journal of Education and Information Studies, 6(1), 2277–3169.
Blau, I., & Shamir-Inbal, T. (2017). Digital Competences and Long-Term ICT Integration in School Culture: The Perspective of Elementary School Leaders. Education and Information Technologies, 22(3), 769–787. https://doi.org/10.1007/s10639-015-9456-7
Boonyopakorn, J. (2016). Technology Enhanced Language Learning on English Communication for EFL Learners. Proceedings of The 10th International Multi-Conference on Society, Cybernetics and Informatics (IMSCI 2016), 200–205.
Börekci, R., & Aydin, S. (2020). Foreign language teachers’ interactions with their students on Facebook. Computer Assisted Language Learning, 33(3), 217–239. https://doi.org/10.1080/09588221.2018.1557691
Chang, B., & Lu, F. C. (2018). Social Media Facilitated English Prewriting Activity Design and Evaluation. Asia-Pacific Education Researcher, 27(1), 33–42. https://doi.org/10.1007/s40299-017-0363-0
Chen, C. M., Tan, C. C., & Lo, B. J. (2016). Facilitating English-language learners’ oral reading fluency with digital pen technology. Interactive Learning Environments, 24(1), 96–118. https://doi.org/10.1080/10494820.2013.817442
Chen, M. P., Wang, L. C., Zou, D., Lin, S. Y., & Xie, H. (2019). Effects of caption and gender on junior high students’ EFL learning from iMap-enhanced contextualized learning. Computers and Education, 140(December 2018), 103602. https://doi.org/10.1016/j.compedu.2019.103602
Chien, S. Y., Hwang, G. J., & Jong, M. S. Y. (2020). Effects of peer assessment within the context of spherical video-based virtual reality on EFL students’ English-Speaking performance and learning perceptions. Computers and Education, 146, 103751. https://doi.org/10.1016/j.compedu.2019.103751
Chou, P. N., Chang, C. C., & Lin, C. H. (2017). BYOD or not: A comparison of two assessment strategies for student learning. Computers in Human Behavior, 74, 63–71. https://doi.org/10.1016/j.chb.2017.04.024
Chu, S. K. W., Capio, C. M., van Aalst, J. C. W., & Cheng, E. W. L. (2017). Evaluating the use of a social media tool for collaborative group writing of secondary school students in Hong Kong. Computers and Education, 110, 170–180. https://doi.org/10.1016/j.compedu.2017.03.006
Curcic, S., & Johnstone, R. S. (2016). The Effects of an Intervention in Writing with Digital Interactive Books. Computers in the Schools, 33(2), 71–88. https://doi.org/10.1080/07380569.2016.1181478
Dooly, M., & Sadler, R. (2020). If you don’t improve, what’s the point? Investigating the impact of a flipped online exchange in teacher education. ReCALL, 32(1), 4–24. https://doi.org/10.1017/S0958344019000107
Engeness, I. (2018). What teachers do: facilitating the writing process with feedback from EssayCritic and collaborating peers. Technology, Pedagogy and Education, 27(3), 297–311. https://doi.org/10.1080/1475939X.2017.1421259
Ersanli, C. Y. (2016). Improving Technological Pedagogical Content Knowledge (TPACK) of Pre-Service English Language Teachers. International Education Studies, 9(5), 18. https://doi.org/10.5539/ies.v9n5p18
Fix, N., Kolesnikov, S., & Petrova, G. (2015). Using Electronic Courses in Teaching Master’s Degree Students. Procedia - Social and Behavioral Sciences, 206(November), 262–266. https://doi.org/10.1016/j.sbspro.2015.10.021
Ghavifekr, S., & Rosdy, W. (2015). Teaching and Learning with Technology:Effectiveness of ICT Integration in Schools. International Journal of Research in Education and Science, 1(2), 175–191. https://doi.org/10.1111/j.1365-2729.2011.00453.x
Goodwin, A. L., Low, E. L., Ng, P. T., Yeung, A. S., & Cai, L. (2015). Enhancing Playful Teachers’ Perception of the Importance of ICT Use in the Classroom: The Role of Risk Taking as a Mediator. Australian Journal of Teacher Education, 40(4), 133–150. https://doi.org/10.14221/ajte.2015v40n4.8
Graham, C. R., Borup, J., Pulham, E., & Larsen, R. (2019). K–12 Blended Teaching Readiness: Model and Instrument Development. Journal of Research on Technology in Education, 51(3), 239–258. https://doi.org/10.1080/15391523.2019.1586601
Gunduz, N., & Ozcan, D. (2017). Implementation of the Moodle System Into EFL Classes. Profile: Issues in Teachers´ Professional Development, 19(_sup1), 51–64. https://doi.org/10.15446/profile.v19n_sup1.68571
Gürkan, S. (2019). Effect of Annotation Preferences of the EFL Students’ on Their Level of Vocabulary Recall and Retention. In Journal of Educational Computing Research (Vol. 57, Issue 6). https://doi.org/10.1177/0735633118796843
Ha, M. J. (2016). Linking adverbials in first-year Korean university EFL learners’ writing: a corpus-informed analysis1. Computer Assisted Language Learning, 29(6), 1090–1101. https://doi.org/10.1080/09588221.2015.1068814
Hafifah, G. N., & Sulistyo, G. H. (2020). Teachers’ ICT literacy and ICT integration in ELT in the Indonesian higher education setting. Turkish Online Journal of Distance Education, 21(3), 186–198. https://doi.org/10.17718/TOJDE.762050
Hamzaoğlu, H., & Koçoğlu, Z. (2016). The application of podcasting as an instructional tool to improve Turkish EFL learners’ speaking anxiety. Educational Media International, 53(4), 313–326. https://doi.org/10.1080/09523987.2016.1254889
Hockly, N. (2014). Online intercultural exchanges. ELT Journal, 69(January), 81–85. https://doi.org/10.1093/elt/ccu061
Hockly, N. (2015). Online intercultural exchanges. ELT Journal, 69(1), 81–85. https://doi.org/10.1093/elt/ccu061
Hockly, N. (2016). Special educational needs and technology in language learning. ELT Journal, 70(3), 332–338. https://doi.org/10.1093/elt/ccw033
Hong, J. C., Hwang, M. Y., Liu, Y. H., & Tai, K. H. (2020). Effects of gamifying questions on English grammar learning mediated by epistemic curiosity and language anxiety. Computer Assisted Language Learning, 0(0), 1–25. https://doi.org/10.1080/09588221.2020.1803361
Hong, Z.-W., Huang, Y.-M., Hsu, M., & Shen, W. (2016). Authoring Robot-Assisted Instructional Materials for Improving Learning Performance and Motivation in EFL Classrooms. Educational Technology and Society, 19(1), 337–349.
Hsieh, Y., & Huang, S. (2020). Using an E-book in the secondary English classroom: Effects on EFL reading and listening. Education and Information Technologies, 25(2), 1285–1301. https://doi.org/10.1007/s10639-019-10036-y
Hwang, W. Y., Shih, T. K., Ma, Z. H., Shadiev, R., & Chen, S. Y. (2016). Evaluating listening and speaking skills in a mobile game-based learning environment with situational contexts. Computer Assisted Language Learning, 29(4), 639–657. https://doi.org/10.1080/09588221.2015.1016438
Kangas, S. E. N., Hammond, T. C., & Bodzin, A. M. (2019). Using geospatial technology to teach language and content to English learners. TESOL Journal, 10(2), 1–12. https://doi.org/10.1002/tesj.422
Lam, Y. W., Hew, K. F., & Chiu, K. F. (2017). Improving Hong Kong Secondary school students’ argumentative writing: Effects of a blended learning approach and gamification. Language Learning & Technology, 22(1), 97–118. https://hub.hku.hk/handle/10722/243899
Lamb, M., & Arisandy, F. E. (2020). The impact of online use of English on motivation to learn. Computer Assisted Language Learning, 33(1–2), 85–108. https://doi.org/10.1080/09588221.2018.1545670
Lan, Y. J. (2015). Contextual efl learning in a 3D virtual environment. Language, Learning and Technology, 19(2), 16–31.
Lee, S., Kuo, L. J., Xu, Z., & Hu, X. (2020). The effects of technology-integrated classroom instruction on K-12 English language learners’ literacy development: a meta-analysis. Computer Assisted Language Learning, 0(0), 1–32. https://doi.org/10.1080/09588221.2020.1774612
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, 8221(July), 1–21. https://doi.org/10.1080/09588221.2017.1347572
Love, M. L., Spies, T. G., & Morgan, J. J. (2017). Using E-Books to Acquire Foundational Academic Vocabulary. Intervention in School and Clinic, 53(2), 88–93. https://doi.org/10.1177/1053451217693368
Mirzaei, A., Rahimi Domakani, M., & Rahimi, S. (2015). Computerized lexis-based instruction in EFL classrooms: Using multi-purpose LexisBOARD to teach L2 vocabulary. ReCALL, 28(1), 22–43. https://doi.org/10.1017/S0958344015000129
Mompean, J. A., & Fouz-González, J. (2016). Twitter-based EFL pronunciation instruction. Language Learning and Technology, 20(1), 166–190.
Morgan, D. N., & Chenowith, N. H. (2017). “This I Believe” About the Teaching of Writing: Secondary Teachers’ Digital Essays About Their Pedagogical Understandings. Reading Horizons (Online), 56(3), 52–66. https://search.proquest.com/docview/1947428619?accountid=174776
Muslem, A., Yusuf, Y. Q., & Juliana, R. (2018). Perceptions and Barriers to ICT Use Among English Teachers in Indonesia. Teaching English with Technology, 18(1), 3–23.
Neumann, K. L., & Kopcha, T. J. (2019). Using Google Docs for Peer-then-Teacher Review on Middle School Students’ Writing. Computers and Composition, 54, 102524. https://doi.org/10.1016/j.compcom.2019.102524
Park, Y., Xu, Y., Collins, P., Farkas, G., & Warschauer, M. (2018). Scaffolding learning of language structures with visual-syntactic text formatting. British Journal of Educational Technology, 0(0). https://doi.org/10.1111/bjet.12689
Radhakrishnan, J. (2017). Strategies for Technology Enhanced Language Learning (TELL) in Language Classes. International Journal of Interdiciplinary Research in Arts and Humanities (IJIRAH), 2(1), 162–165.
Regan, K., Evmenova, A. S., Good, K., Legget, A., Ahn, S. Y., Gafurov, B., & Mastropieri, M. (2018). Persuasive Writing With Mobile-Based Graphic Organizers in Inclusive Classrooms Across the Curriculum. Journal of Special Education Technology, 33(1), 3–14. https://doi.org/10.1177/0162643417727292
Selcuk, H., Jones, J., & Vonkova, H. (2019). The emergence and influence of group leaders in web-based collaborative writing: self-reported accounts of EFL learners. Computer Assisted Language Learning, 0(0), 1–21. https://doi.org/10.1080/09588221.2019.1650781
Shang, H. F. (2015). An investigation of scaffolded reading on EFL hypertext comprehension. Australasian Journal of Educational Technology, 31(3), 293–312. https://doi.org/10.14742/ajet.1735
Silviyanti, T. M., & Yusuf, Y. Q. (2015). EFL Teachers’ Perceptions on Using ICT in Their Teaching: To Use or to Reject? Teaching English with Technology, 15(4), 29–43.
Sokolova, E., Rostovtseva, V., & Wasilewski, M. (2015). The Advantages of the Network-Based Electronic Teaching Package by the Implementation of English for Specific Purposes Course. Procedia - Social and Behavioral Sciences, 206(November), 193–198. https://doi.org/10.1016/j.sbspro.2015.10.054
Sundqvist, P. (2019). Commercial-off-the-shelf games in the digital wild and L2 learner vocabulary. Language Learning and Technology, 23(1), 87–113. https://doi.org/10.125/44674
Sung, Y. T., Chang, K. E., & Liu, T. C. (2016). The effects of integrating mobile devices with teaching and learning on students’ learning performance: A meta-analysis and research synthesis. Computers and Education, 94(March 2016), 252–275. https://doi.org/10.1016/j.compedu.2015.11.008
Tseng, J. J., Lien, Y. J., & Chen, H. J. (2016). Using a teacher support group to develop teacher knowledge of Mandarin teaching via web conferencing technology. Computer Assisted Language Learning, 29(1), 127–147. https://doi.org/10.1080/09588221.2014.903978
Turchi, L. B. (2020). Shakespeare e-books: an account of promising practice. Research in Drama Education, 25(1), 143–146. https://doi.org/10.1080/13569783.2019.1687290
Valtonen, T., Sointu, E. T., Kukkonen, J., Häkkinen, P., Järvelä, S., Ahonen, A., Näykki, P., Pöysä-Tarhonen, J., & Mäkitalo-Siegl, K. (2017). Insights into Finnish First-Year Pre-Service Teachers’ Twenty-First Century Skills. Education and Information Technologies, 22(5), 2055–2069. https://doi.org/10.1007/s10639-016-9529-2
Wilson, J., & Roscoe, R. D. (2020). Automated Writing Evaluation and Feedback: Multiple Metrics of Efficacy. Journal of Educational Computing Research, 58(1), 87–125. https://doi.org/10.1177/0735633119830764
Woodrich, Megan and Fan, Y. (2017). GOOGLE DOCS AS A TOOL FOR COLLABORATIVE WRITING IN THE MIDDLE SCHOOL CLASSROOM. Journal of Information Technology Education: Research, 16(december), 391-410. https://www.informingscience.org/Publications/3870
Yastibas, A. E., & Yastibas, G. C. (2015). The Use of E-portfolio-based Assessment to Develop Students’ Self-regulated Learning in English Language Teaching. Procedia - Social and Behavioral Sciences, 176, 3–13. https://doi.org/10.1016/j.sbspro.2015.01.437
Yükseltürk, E., Altiok, S., & Baser, Z. (2018). Using game-based learning with kinect technology in Foreign Language education course. Educational Technology and Society, 21(3), 159–173.
Zarzycka-Piskorz, E. (2016). Kahoot It or Not? Can Games Be Motivating in Learning Grammar? Teaching English with Technology, 16(3), 17–36.
Zhang, R., & Zou, D. (2020). Types, purposes, and effectiveness of state-of-the-art technologies for second and foreign language learning. Computer Assisted Language Learning, 1–47. https://doi.org/10.1080/09588221.2020.1744666