Integrating technology into English language teaching at Indonesian high schools: Teachers’ reflections

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dc.authorid0000-0003-2645-2710
dc.contributor.authorAnwar, Choiril
dc.contributor.authorHartono, Hartono
dc.contributor.authorYavuz, Fatih
dc.contributor.authorid131069
dc.date.accessioned2025-06-25T09:47:41Z
dc.date.available2025-06-25T09:47:41Z
dc.date.issued2025-05
dc.departmentFakülteler, Sanat ve Sosyal Bilimler Fakültesi, İngiliz Dili ve Edebiyatı Bölümü
dc.descriptionScopus Q1
dc.description.abstractEnglish Language Teaching (ELT) is something that has changed dramatically in recent times due to technology. Even though it could potentially reshape ELT, appropriate implementation remains a challenge for most teachers who are often uncertain as to how to use technology to improve learning. This article looks into the experiences and reflections of Indonesian high school English teachers integrating technology into their ELT pedagogical practices, from making lesson plans, having classroom activities, to setting up the assessment. Quantitative and qualitative data were collected and analyzed through a mixed-methods approach. It involved an online survey distributed to 20 diverse Indonesian high school English teachers as well as semi-structured interviews conducted with 10 teachers. The results indicated that there is an increasing use of technology for ELT purposes, particularly to facilitate language reception, language production, and interaction. The results also found some challenges and limitations, including technical issues, training and support, and access equity. These insights can help guide the future development of Indonesian high school ELT practices, inform investment in technology infrastructure, and support targeted professional development initiatives focused on technology integration. The findings are discussed in the context of existing research on ELT and technology integration, with particular emphasis on their significance for high school English teachers in Indonesia. The results provide implications for ELT policymakers, practitioners, and researchers in Indonesia and evidence the importance of context-sensitive solutions to provide meaningful integration of technology in the variability of Indonesian high school settings.
dc.identifier.citationAnwar, C., Hartono, H., & Yavuz, F. (2025). Integrating technology into English language teaching at Indonesian high schools: Teachers’ reflections. Studies in English Language and Education, 12(2), 809-826. https://doi.org/10.24815/siele.v12i2.41868
dc.identifier.doi10.24815/siele.v12i2.41868
dc.identifier.eissn2461-0275
dc.identifier.endpage826
dc.identifier.issn2355-2794
dc.identifier.issue2
dc.identifier.scopusqualityQ1
dc.identifier.startpage809
dc.identifier.urihttps://dspace.mudanya.edu.tr/handle/20.500.14362/330
dc.identifier.volume12
dc.institutionauthorYavuz, Fatih
dc.language.isoen
dc.publisherUniversitas Syiah Kuala
dc.relation.journalStudies in English Language and Education
dc.relation.publicationcategoryMakale- Uluslararası- Hakemli Dergi- Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/*
dc.subjectEnglish language teaching
dc.subjectIndonesian high schools
dc.subjectmixed-methods study
dc.subjectteacher reflections
dc.subjecttechnology integration
dc.titleIntegrating technology into English language teaching at Indonesian high schools: Teachers’ reflections
dc.typeMakale
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