The Attitude of EFL Learners Toward the Use of Information and Communication Technology in the English Learning Process (A Case Study of Senior High School Context)

Öz

The objectives of this research are to analyze EFL learners’ attitudes toward the use of Information and Communication Technology (ICT) in the English learning process and to describe the EFL learners’ attitudes toward ICT in science class, social class, and language class. This research was conducted using a descriptive qualitative method. The data of this research were taken from 95 students of SMA Negeri 2 Palu. In collecting the data for this research, the researcher used a questionnaire and semi-structured interview. To answer four research questions, the findings found that: (1) there is no doubt that the students are positive with regard to ICT use; (2) The science learners show a positive attitude since they like the visual appeal ICTs offer in the classroom; (3) The social learners show the positive attitude because they know they should acquire wide range of skills during the use of ICT;(4) The language learners have the positive attitude since they understand that ICT will be used forever. The results of the data analysis from the interview and questionnaire show that the attitude of EFL learners toward the ICT is positive since they want to learn how to operate the ICT if they have the opportunity, the utilization of ICT has enabled learners to access information from the internet more effectively.

Anahtar Kelimeler

• Attitude
• information and communication technology (ICT)
• English learning process

The Attitude of EFL Learners Toward the Use of ICT (A Case Study of Senior High School Context)

Öz

Bu araştırmanın amacı, İngilizce öğrenen yabancı dil öğrencilerinin İngilizce öğrenme sürecinde Bilgi ve İletişim Teknolojilerinin (BİT) kullanımına yönelik tutumlarını analiz etmek ve İngilizce öğrenen yabancı dil öğrencilerinin fen sınıfı, sosyal sınıf ve dil sınıfında BİT'e yönelik tutumlarını betimlemektir. Bu araştırma betimsel nitel bir yöntem kullanılarak gerçekleştirilmiştir. Bu araştırmanın verileri SMA Negeri 2 Palu'daki 95 öğrenciden alınmıştır. Araştırmacı, bu araştırma için veri toplarken anket ve yarı yapılandırılmış mülakat kullanmıştır. Dört araştırma sorusunu yanıtlamak için bulgular şu şekildedir: (1) Öğrencilerin BİT kullanımı konusunda olumlu olduklarına şüphe yoktur; (2) Fen öğrenenler BİT'in sınıfta sunduğu görsel çekicilikten hoşlandıkları için olumlu bir tutum sergilemektedir; (3) Sosyal öğrenenler BİT kullanımı sırasında çok çeşitli beceriler edinmeleri gerektiğini bildikleri için olumlu bir tutum sergilemektedir; (4) Dil öğrenenler BİT'in sonsuza kadar kullanılacağını anladıkları için olumlu bir tutum sergilemektedir. Görüşme ve anketten elde edilen veri analizinin sonuçları, EFL öğrencilerinin BİT'e yönelik tutumlarının olumlu olduğunu, çünkü fırsat bulduklarında BİT'i nasıl kullanacaklarını öğrenmek istediklerini, BİT kullanımının öğrencilerin internetten bilgiye daha etkili bir şekilde erişmelerini sağladığını göstermektedir.

Anahtar Kelimeler

• Tutum
• bilgi ve iletişim teknolojisi (BİT)
• İngilizce öğrenme süreci

Kaynakça

1. Afolayan, O. T., & Oyekunle, R. A. (2014). Availability, accessibility, and frequency of use of ICT tools by health professionals in Ilorin Metropolis. Covenant Journal of Informatics and Communication Technology (CJICT), 2(1), 1–27.
2. Akpabio, M. E., & Ogiriki, I. B. (2017). Teacher's use of information and communication technology (ICT) in teaching English language in senior secondary schools in Akwa Ibom State. Equatorial Journal of Education and Curriculum Studies, 2(2), 28–33.
3. Almajali, D., Al-Okaily, M., Barakat, S., Al-Zegaier, H., & Dahalin, Z. M. (2022). Students’ perceptions of the sustainability of distance learning systems in the post-COVID-19: A qualitative perspective. Sustainability (Switzerland), 14(12), 1–18. https://doi.org/10.3390/su14127353
4. Ammanni, S., & Aparanjani, U. (2016). The role of ICT in English language teaching and learning. International Journal of Scientific and Engineering Research, 7(7), 1–7.
5. Balaramulu, P. D., & Uma, K. (2015). Secondary school students' attitudes towards using the internet as a learning tool in Warangal District of Telangana State. 1(3), 258–263.
6. Boateng, R., & Boateng, C. (2016). Videos in learning in higher education: assessing perceptions and attitudes of students at the University of Ghana. Smart Learning Environments, 3(1). https://doi.org/10.1186/s40561-016-0031-5
7. Bsharah, M., Gasaymeh, A.-M., & Abdelrahman, M. B. (2014). The relationship between the use of social networking sites (SNS) and perceived level of social intelligence among Jordanian University students: The case of Facebook. International Journal of Psychological Studies, 6(3). https://doi.org/10.5539/ijps.v6n3p1
8. Courtney, M., Karakus, M., Ersozlu, Z., & Nurumov, K. (2022). The influence of ICT use and related attitudes on students' math and science performance: Multilevel analyses of the last decade's Pisa surveys. Large-Scale Assessments in Education, 10(1), 1–26. https://doi.org/10.1186/s40536-022-00128-6

9. de Sousa, A. C., Sevilla-Pavón, A., & Seiz-Ortiz, R. (2012). Autonomy and ICT in environmental education. Procedia - Social and Behavioral Sciences, 46, 1343–1347. https://doi.org/10.1016/j.sbspro.2012.05.299
10. Dery, S., Vroom, F. da C., Godi, A., Afagbedzi, S., & Dwomoh, D. (2016). Knowledge and use of information and communication technology by health sciences students of the University of Ghana. Ghana Medical Journal, 50(3), 180–188. https://doi.org/10.4314/gmj.v50i3.10
11. Eickelmann, B., Gerick, J., & Koop, C. (2017). ICT use in mathematics lessons and the mathematics achievement of secondary school students by international comparison: Which role do school-level factors play? Education and Information Technologies, 22(4), 1527–1551. https://doi.org/10.1007/s10639-016-9498-5
12. Fančovičová, J., & Prokop, P. (2008). Students’ attitudes toward computer use in Slovakia. Eurasia Journal of Mathematics, Science and Technology Education, 4(3), 255–262. https://doi.org/10.12973/ejmste/75347
13. Hilty, Lorenz M. & Huber, P. (2018). Motivating students on ICT-related study programs to engage with the subject of sustainable development. 19, 642–656.
14. Jeong, K.-O. (2022). Facilitating Sustainable Self-Directed Learning Experience with the use of mobile-assisted language learning. Sustainability, 14(5), 2894. https://doi.org/10.3390/su14052894
15. Kofi Ayebi-Arthur. (2010). Relationship between students’ attitudes toward ICT and their achievement in ICT at the University of Cape Coast. International Journal of Basic Education, 1.
16. Lynch, L., Fawcett, A. J., & Nicolson, R. I. (2000). Computer-assisted reading intervention in a secondary school: An evaluation study. British Journal of Educational Technology, 31(4), 333–348. https://doi.org/10.1111/1467-8535.00166
17. Meerza, A., & Beauchamp, G. (2017). Factors influencing attitudes towards information and communication technology (ICT) amongst undergraduates: An empirical study conducted in Kuwait Higher Education Institutions (KHEIs). The Turkish Online Journal of Educational Technology, 16(2), 35–42.
18. Natia, Al-Hassan Seidu & Adam, J. (2015). Promoting teaching and learning in Ghanaian Basic Schools through ICT James Adam Natia Zonzongili Development Associates, Tamale, Ghana Seidu Al-Hassan University for Development Studies, Tamale, Ghana. International Journal of Education and Development Using Information and Communication Technology, 11(2), 113–125.
19. Otaibi, K. N. Al. (2012). Attitudes towards the use of the internet. Psychology Research, 2(3), 151–159.
20. Parvin, R. H. (2015). The effectiveness of using technology in English language classrooms in government primary schools in Bangladesh. Forum for International Research in Education, 2(1), 1–15.
21. Raj, A., & Tomy, P. (2023). Mobile technology as a dependable alternative to language labs and to improve listening skills. International Journal of English Language and Literature Studies, 12(1), 17–32. https://doi.org/10.55493/5019.v12i1.4702
22. Rehman, K. U., Hunjra, A. I., Safwan, N., & Ahmad, A. (2010). International Journal of Business and Management www.ccsenet.org/ijbm 46 Students’ Attitude towards the Uses of Internet. 46–55.
23. Sarfo, F. K., Amartei, A. M., Adentwi, K. I., & Brefo, C. (2011). Technology and gender equity: Rural and urban students’ attitudes towards information and communication technology. Journal of Media and Communication Studies, 3(6), 221–230.
24. Semerci, A., & Aydın, M. K. (2018). Examining High school teachers’ attitudes towards ICT use in education. International Journal of Progressive Education, 14(2), 93–105. https://doi.org/10.29329/ijpe.2018.139.7
25. Shengquan Yu; Mohamed Ally. (2020). From video-conferencing to holoportation and haptics: How emerging technologies can enhance presence in online education? https://doi.org/10.1007/978-981-15-0618-5_16
26. Suriaman, A., Manurung, K., Mukrim, Apridayani, A., & Agussatriana. (2023). Effective or impractical? Discussing students’ perceptions toward learning management systems in English language learning. International Journal of Language Education, 7(2), 330–342. https://doi.org/10.26858/ijole.v7i2.43495
27. Sweeney, T., & Geer, R. (2010). Student capabilities and attitudes towards ICT in the early years. Australian Educational Computing, 25(1), 18–24.
28. Valantinait, I. (2020). The change in students’ attitude towards favourable and unfavourable factors of online learning environments. 1–14.
29. Zhu, M., & Doo, M. Y. (2022). The relationship among motivation, self-monitoring, self-management, and learning strategies of MOOC learners. Journal of Computing in Higher Education, 34(2), 321–342. https://doi.org/10.1007/s12528-021-09301-2