Technology use in secondary level of English language teaching: A Literature Review


  • (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

DOI: https://doi.org/10.21070/jees.v6i1.1020

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.

 

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Author Biographies

Roghibatul Luthfiyyah, Universitas Swadaya Gunung Jati Cirebon

She is a faculty member of Universitas Swadaya Gunung Jati Cirebon, West Java-Indonesia. She is currently pursuing her doctorate degree in Universitas Negeri Malang. Her main research topic interests are in the area of assessment in language teaching, technology-enhanced language learning, and teacher professional development.

Gusti Nur Hafifah, Universitas Muhammadiyah Surabaya

English lecturer of English Department, Faculty of Education and Teacher Training, Muhammadiyah University of Surabaya. She is currently finishing her PhD in English Education in Universitas Negeri Malang and doing research on Teacher Cognition on ICT in ELT. She is also interested in doing further research on Teacher Professional Development, Curriculum and Material Development and TESOL strategies and methodologies.

Francisca Maria Ivone, Department of English, Fakultas Sastra, Universitas Negeri Malang

Francisca Maria Ivone currently teaches at the Department of English, Universitas Negeri Malang in Indonesia. She holds a Master of Arts and Doctor of Philosophy in Applied Linguistics from The University of Queensland, Brisbane, Australia. Her research and publications are in the area of ELT, TELL, CALL, Extensive Listening and Viewing (EL/V), Extensive Reading (ER), learning autonomy, and collaborative learning. She is passionate about the use of technology in language teaching and learning. She also gives training to pre-service and in-service teachers on the use of technology in language teaching and learning, ER, and EL/V.

Sintha Tresnadewi, Department of English, Fakultas Sastra, Universitas Negeri Malang

Sintha Tresnadewi is one of the faculty members of the Department of English Universitas Negeri Malang, Indonesia, with more than 30 years of teaching experience. Her research interest includes English language assessment, autonomous learning, the teaching of English as a foreign language, and current issues in education.

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Published
2021-04-12
 
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
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Vol 6 No 1 (2021): April
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Reviews

Copyright (c) 2021 Roghibatul Luthfiyyah, Gusti Nur Hafifah, Francisca Maria Ivone, Sintha Tresnadewi

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