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TECHNOLOGY INTEGRATION IN AN INDONESIAN EFL WRITING CLASSROOM
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In: TEFLIN Journal, Vol 32, Iss 2, Pp 243-266 (2021) (2021)
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Abstract:
The global, national, and local top-down technology-related policies and initiatives indicate the essential place of technology in education. However, little is known about classroom-based and self-reflective understandings of how the integration of technology can facilitate or distract students’ writing processes in the context of higher education in Indonesia, specifically from the eyes of English as a Foreign Language (EFL) writing lecturers in the country. In response, this qualitative study aims to delve closely into the lecturers’reflection of integrating technology to support their students in completing English language learning tasks in an EFL writing classroom. Data were gathered from three female writing lecturers. They completed four self-reflective checklists and were interviewed to clarify the checklists and their technological practices related to five stages of process writing, namely planning, drafting, editing, revising, and submitting. The analysis of the data indicated that the most successful experiences in using technology were in the planning stage. Meanwhile, technology applications in the drafting, editing, and revising phases were mainly used to submit work and provide feedback. Various technology applications used in the writing class, some issues in using the technology in the writing stages, and directions for further research are discussed.
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Keyword:
efl writing; Language and Literature; language teaching; P; P1-1091; Philology. Linguistics; reflection; technology integration
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URL: https://doi.org/10.15639/http:/teflinjournal.v32i2/243-266
https://doaj.org/article/25c489f57c4e4ef3b3eeda70dc5453ed
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| 2 |
AN INQUIRY APPROACH TO FACILITATE REFLECTION IN ACTION RESEARCH FOR ESL PRE-SERVICE TEACHERS
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In: TEFLIN Journal, Vol 30, Iss 1, Pp 1-21 (2019) (2019)
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Turkish EFL Instructors’ Engagement in Professional Development
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In: Eurasian Journal of Applied Linguistics, Vol 4, Iss 1, Pp 27-47 (2018) (2018)
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Research and reflective practice in the EFL classroom: Voices from Armenia
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In: Eurasian Journal of Applied Linguistics, Vol 2, Iss 1, Pp 31-56 (2016) (2016)
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Teacher Self-Evaluation Models As Authentic Portfolio To Monitor Language Teachers' Performance
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In: TEFLIN Journal, Vol 15, Iss 1, Pp 91-116 (2015) (2015)
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| 6 |
Tell-tale signs: Reflection towards the acquisition of academic discourses as second languages
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In: Stellenbosch Papers in Linguistics, Vol 43, Iss 0, Pp 45-62 (2014) (2014)
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REFLECTIVE TEACHING AS ALTERNATIVE ASSESSMENT IN TEACHER EDUCATION: A CASE STUDY OF PRE-SERVICE TEACHERS
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In: TEFLIN Journal, Vol 25, Iss 1, Pp 16-32 (2014) (2014)
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| 8 |
REFLECTIVE TEACHING AS ALTERNATIVE ASSESSMENT IN TEACHER EDUCATION: A CASE STUDY OF PRE-SERVICE TEACHERS
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In: TEFLIN Journal, Vol 25, Iss 1, Pp 16-32 (2014) (2014)
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| 9 |
30 Years of TEFL/TESL: A Personal Reflection
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In: TEFLIN Journal, Vol 14, Iss 1, Pp 14-57 (2003) (2003)
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