CHAPTER V CONCLUSION AND SUGGESTION
B. Suggestion
Based on the findings of the present study, there are some suggestions that are needed to propose, namely:
1. Student teachers’ educators need to keep up with the innovation of technology that aimed to enhance language learning and willing to encourage their students to be competent in incorporating technology to support their future teachings due to the rapid growth of digital technology, the rise of digital-native generation, and the critical condition of education particularly in language learning caused by the outbreak of Covid-19 pandemic.
2. Student teachers need to be proactive and initiative in enhancing their own digital competence and literacy by joining
a community that focus on exploring and sharing the latest information about the use and integration of digital technology into education matters, particularly on the enhancement of language learning.
3. The educational institutions or universities should facilitate the teachers’ educators under their affiliation with proper digital knowledge and skills to be ready to prepare their student teachers with adequate digital competence since most of their lack of preparation is caused by the inadequacy of their professional development program they get, particularly on the enhancement of their digital literacy and competence.
4. There should be more study or research that focus on the efficacy and the effectiveness of digital tools, particularly on the enhancement of language learning and teaching since by now only several kinds of digital platforms and applications that have been investigated. Moreover, there are also limited latest references available that focus on needs analysis in developing module particularly in digital technology that combined with language learning, and the exemplification of digital technology application models and approaches such as TAM, TPACK, and TELL that may ease teacher educators, student teachers, and EFL teachers to comprehend and apply to integrate it on their instructions.
C. LIMITATION
Due to practical constraints, this thesis cannot provide a comprehensive review of the implementation and evaluation
phases of the full module development phases that the process was adapted from ADDIE Model (Analysis, Design, Development, Implementation, Evaluation) due to the outbreak of the Covid-19 pandemic and the limited time in accomplishing both the thesis and the module. Moreover, the data of the student teachers’ criteria based on the TESOL technology standard was only gathered from the questionnaire based on the participants’
point of view, instead it can be more comprehensive if this stage was completed with researchers’ direct observation and interview with both student teachers and students’ educators that could not be done due to the pandemic of Covid-19.
Therefore, future study on this topic should take into account doing direct observation and interview to get deeper and involve more participants from more various university to gather richer information particularly about the student teachers’
eligibility referring to TESOL Technology Standard, local government standard, and those which proposed by other experts.
In addition, due to ADDIE model to develop the module, further study should be accomplished with the pilot project implementation of the prototype module in order to evaluate its efficacy and effectiveness to be proper for publication that is expected to be used by more readers.
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