TEACHERS’ ICT LITERACY AND ICT INTEGRATION IN ELT IN THE INDONESIAN HIGHER EDUCATION SETTING

Year 2020, Volume: 21 Issue: 3, 186 - 198, 01.07.2020

Gusti Nur Hafıfah Gunadi Harry Sulıstyo

https://doi.org/10.17718/tojde.762050

Cited By: 6

Abstract

The use of Information Communication Technology (ICT) in English Language Teaching (ELT) in higher
education settings in Indonesia is still under research. This is a correlational study that investigates teachers’
knowledge, experiences, ICT literacy levels, and to what extent they integrate ICTs in ELT. Numbers of 280
English lecturers of different universities in Indonesia completed the online questionnaires that are distributed
through emails and social media messengers during December 2018. The result shows that more than
60 % of the respondents’ ICT literacy levels are above average and they frequently use ICT in their daily
teaching, although they still face problems in internet facility and lack of ICT training. The study also reveals
that there is a significant correlation among teachers’ ICT literacy levels with their training experiences,
internet frequency usage, and ICTs integration in language teaching. The more frequent teachers implement
the ICTs, the more literate they will become. Training experiences surely generate teachers’ ICT literacy.
The majority of English lecturers in Indonesia are ICT literate and ready to integrate their ICT skills in
their teaching-learning activities. More frequent training and stronger policy support of ICT facilities from
the institution and government would be advantageous to encourage greater ICT integration in education,
especially in ELT.

Keywords

ICT Literacy, ICT Integration, ELT,, Higher Education

References

• Pun, M. (2013). The Use of Multimedia Technology in English Language Teaching: a Global Perspective. International Journal of Interdisciplinary Studies, 1(1), 29–38. https://doi.org/10.3126/ctbijis. v1i1.10466