DEVELOPING ICT MODULE FOR EFL STUDENT TEACHERS TO TEACH ENGLISH WITH DIGITAL PLATFORMS

EFL STUDENT TEACHERS TO TEACH ENGLISH WITH DIGITAL PLATFORMS

THESIS

By:

Evi Nurisra Aprilia Sari 21170140000019

GRADUATE PROGRAM OF ENGLISH EDUCATION

FACULTY OF TARBIYA AND TEACHER’S TRAINING

UIN SYARIF HIDAYATULLAH JAKARTA

2021 M/1442 H

WITH DIGITAL PLATFORMS

THESIS

Completed as a partial requirement for a completion of Master’s Degree at English Department, Faculty of Tarbiya and Teacher’s Training

UIN Syarif Hidayatullah Jakarta

By:

Evi Nurisra Aprilia Sari 21170140000019

GRADUATE PROGRAM OF ENGLISH EDUCATION

FACULTY OF TARBIYA AND TEACHER’S TRAINING

UIN SYARIF HIDAYATULLAH JAKARTA

2021 M/1442 H

i

STATEMENT OF ORIGINALITY

I hereby declare that the thesis entitled DEVELOPING ICT MODULE FOR EFL STUDENT TEACHERS TO TEACH ENGLISH WITH DIGITAL PLATFORMS represents my original work and that I have used no other sources except as noted by citations.

All data, tables, figures and text citations which have been reproduced from any other sources have been explicitly acknowledged as such. I have read and understood the Ministry of National Education (MoNE) of Indonesia’ Decree No.17 Year 2010 regarding plagiarism in higher education, therefore I am responsible for any claims in the future regarding the originality of my thesis.

Jakarta, July 29^th 2021

Evi Nurisra Aprilia Sari 21170140000019

ii

APPROVAL BY THESIS SUPERVISORS

The supervisors of

Student Name : Evi Nurisra Aprilia Sari Student Number : 21170140000019

Study Program : English Education (S2)

Thesis Title : DEVELOPING ICT MODULE FOR EFL STUDENT TEACHERS TO TEACH ENGLISH WITH

DIGITAL PLATFORMS

hereby state that the above mentioned student has completed her thesis writing (Chapter 1-5) and has undergone Work in Progress II Examination. Therefore, the students is approved to have a Thesis Defense.

Jakarta, July 2021 Advisor

Siti Nurul Azkiyah, M.Sc., Ph.D.

NIP. 19760511200501 2 003

iii

DEVELOPING ICT MODULE

FOR EFL STUDENT TEACHERS TO TEACH ENGLISH WITH DIGITAL PLATFORMS

THESIS

Completed as Partial requirement for a Completion of Master’s Degree in Education

at Graduate Program of English Education Faculty of Educational Sciences

Syarif Hidayatullah Jakarta State Islamic University By

Evi Nurisra Aprilia Sari NIM. 21170140000019 Approved by the Advisor:

Siti Nurul Azkiyah, M.Sc., Ph.D.

NIP. 19760511200501 2 003

GRADUATE PROGRAM OF ENGLISH EDUCATION FACULTY OF EDUCATIONAL SCIENCES

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA

2021 M./ 1442 H.

iv

APPROVAL BY THESIS EXAMINERS

This is to declare that the thesis entitled DEVELOPING ICT MODULE FOR EFL STUDENT TEACHERS TO TEACH ENGLISH WITH DIGITAL PLATFORMS has been examined by the commitee of Graduate Program of English Education, Faculty of Educational Sciences, Syarif Hidayatullah State Islamic University Jakarta on August, 12^th 2021. The thesis has been revised as suggested by the examiners, and, therefore, fulfilled one of the requirements for the academic title “M.Pd.”

(Magister Pendidikan).

Jakarta, August, 2021 Date Signature Head of English Graduate Program

Prof Dr. Ratna Sari Dewi, M.Pd.

P. 19720501 199903 2 013 ………….. ………

Examiner I

Prof. Dr. Ratna Sari Dewi, M.Pd.

NIP. 19720501 199903 2 013 ………….. ………

Examiner II

Dr. Muhammad Farkhan, M.Pd.

NIP. 196509192000031002 ………….. ………

Examiner III

Dr. Nida Husna H.R., M.Pd., M.A. TESOL

NIP. 197207052003122002 ………….. ………

Acknowledged by

Dean of Faculty of Educational Sciences

Dr. Sururin, M.Ag NIP: 19710319 199803 2 001

v

ABSTRACT

The Covid-19 Outbreak has impacted all aspects of human life and force most human activities to be moved into digital platforms. Inevitably, this disrupting situation also affected the EFL student teachers particularly in the utilization of digital technology and incorporating it with their pedagogical knowledge, to do their teaching practicum online to be ready in real teaching practice. To fill this void, the present study was trying to develop an ICT Module by conducting a needs analysis under the mixed method study to investigating the kind of digital competences and the ICT module that are needed by the EFL student teachers to be ready to teach English with digital technology. Drawing on the TESOL technology Standards for teachers and Technology Acceptance Model (TAM) theory, the study shows that most of the participants have possessed adequate basic digital skills to teach with digital technology.

These findings also have met the goals that regulated by the local government. The participants show significant acceptance on the utilization of technology and willing to integrate it on their future teaching. The lacks found on the need analysis such as the indications of their unfamiliarity toward the utilization of digital tools particularly used to enhance language learning would be the main consideration to design and develop an ICT module so that they can enhance their digital competence and literacy autonomously to teach English with digital technology.

Keywords: Need Analysis, ICT, TELL, Technology Enhanced Language Learning, Technology Integration, ADDIE

vi

ABSTRAK

Wabah Covid-19 telah berdampak pada semua aspek kehidupan manusia dan memaksa sebagian besar aktivitas manusia dipindahkan ke platform digital. Tak pelak, situasi yang mengganggu ini juga berimbas pada calon guru Bahasa Inggris khususnya dalam pemanfaatan teknologi digital dan menggabungkannya dengan pengetahuan pedagogik mereka, untuk melakukan praktikum mengajar secara online agar siap dalam praktik mengajar yang sesungguhnya. Untuk itu, penelitian ini mencoba mengembangkan modul TIK dengan melakukan analisis kebutuhan (Need analysis) melalui penelitian campuran (Mixed Method Study) untuk menyelidiki jenis kompetensi digital dan modul TIK yang dibutuhkan oleh calon guru Bahasa Inggris agar siap mengajar dengan menggunakan teknologi digital.

Berdasarkan TESOL Technology Standard for teachers dan teori Technology Acceptance Model (TAM), penelitian ini menunjukkan bahwa sebagian besar peserta telah memiliki keterampilan digital dasar yang memadai untuk mengajar dengan teknologi. Temuan ini juga telah memenuhi tujuan yang diatur oleh pemerintah. Para peserta menunjukkan tingkat penerimaan yang signifikan terhadap pemanfaatan teknologi dan bersedia mengintegrasikannya pada pengajaran mereka di masa depan.

Kekurangan yang ditemukan pada analisis kebutuhan seperti indikasi ketidaktahuan mereka terhadap pemanfaatan perangkat digital terutama yang digunakan untuk meningkatkan pembelajaran bahasa akan menjadi pertimbangan utama untuk merancang dan mengembangkan modul TIK sehingga mereka dapat meningkatkan kompetensi digital dan literasi secara mandiri untuk mengajar Bahasa Inggris dengan teknologi digital.

Kata kunci: Analisis kebutuhan, TIK, TELL, Integrasi Teknologi, ADDIE

vii

ةذبن ةرصتخم

دقل

يشفت

رثأ Covid-19

مظعم ربجأو ناسنلإا ةايح بناوج عيمج ىلع ةطشنلأا ةيرشبلا

ىلع لاقتنلاا ىلإ

تاصنم ةيمقر

امتح .

، رثأ اذه عضولا

كبرملا اًضيأ

ىلع يملعم بلاط ةغللا ةيزيلجنلإا ةغلك

ةيبنجأ ةصاخ يف

ختسا ماد ايجولونكتلا ةيمقرلا

اهجمدو عم

مهتفرعم رتلا

ةيوب

، مايقلل

مهسيردتب يبيردتلا

ربع تنرتنلإا ل

اونوكي نيزهاج يف

ةسرامم سيردتلا

ةيقيقحلا ءلمل .

اذه غارفلا

، تناك ةساردلا ةيلاحلا

لواحت ريوطت ةدحو

ةيطمن ايجولونكتل

تامولعملا تلااصتلااو

نم للاخ ءارجإ ليلحت

جايتحلال تا

يف راطإ ةسارد ةقيرطلا ةطلتخملا

قيقحتلل يف

ن عو تاءافكلا

ةيمقرلا ةدحوو

ايجولونكت تامولعملا

تلااصتلااو يتلا

اهجاتحي وسردم

بلاط ةغللا

ةيزيلجنلإا ةغلك

ةيبنجأ اونوكيل

نيدعتسم سيردتل

ةغللا

ةيزيلجنلإا عم

ايجولونكتلا ةيمقرلا

دامتعلااب . ىلع

ريياعم ايجولونكت

TESOL

ايجولونكتلا لوبق جذومن ةيرظنو نيملعملل

(TAM)

، رهظُت ةساردلا نأ

مظعم نيكراشملا نوكلتمي

تاراهملا ةيمقرلا

ةيساسلأا ةيفاكلا

سيردتلل مادختساب

ايجولونكتلا ةيمقرلا

تققح . هذه جئاتنلا اًضيأ فادهلأا

يتلا اهمظنت ةموكحلا

ةيلحملا رهظُي .

نوكراشملا ًلاوبق

ا ًريبك دختسلا ما

ايجولونكتلا نودعتسمو

اهجمدل يف مهميلعت سملا

يلبقت نإ . صقنلا دوجوملا

يف ليلحت ةجاحلا

، لثم تارشؤملا ىلع

مدع مهماملإ مادختساب

تاودلأا

ةيمقرلا ةمدختسملا

لكشب صاخ زيزعتل ملعت

ةغللا

، نوكيس رابتعلاا

يسيئرلا ميمصتل

ريوطتو ةدحو

ايجولونكتل تامولعملا

تلااصتلااو ح

ىت

اونكمتي نم

زيزعت مهتءافك ةيمقرلا

وحمو يملأا ة لكشب لقتسم نم لجأ

ميلعت ةغللا ةيزيلجنلإا ساب

مادخت ايجولونكتلا

ةيمقرلا .

تاملكلا ةلادلا

جاتحت: ىلإ ليلحت ايجولونكت, تامولعملا

تلااو تلااص ملعت, ةغللا ززعملا

ايجولونكتلاب لماكت,

ايجولونكتلا ليلحت,

ذيفنت ريوطت ميمصتلا مييقتلاو

viii

ACKNOWLEDGEMENT

In the name of Allah, the Most Gracious, the Most Merciful Praise be for Allah for His continous blessings which enable me to have an opportunity for a study and finally complete my Master’s Degree.

I would like to express my deepest gratitude for families, friends, and colleagues who always encourage me to never give up and keep on running until the finish line. For my older sister, Eva Nurmayasari, my mentor, my role model, thank you so much for teaching me patience, caring, multitasking and persistence. I believe that you will always be my inspiration and number 1 supporter to reach my dreams. My mom, Ibu Hj. N. Nuryati, I cannot ever thank you enough for every support and understanding during my multiple roles as a daughter, a teacher, and a student at the same time.

For my advisor, Ibu Siti Nurul Azkiyah, M.Sc., Ph.D., thank you so much for your kind words and motivation so I can make it, please accept my gratitude for your thorough and developing suggestions, quality hours of consultation and the best proofreading ever. I do appreciate your concern on my thesis. For the head of English graduate program, Ibu Prof. Dr. Ratna Sari Dewi, M.Pd. and all of the lecturers, thank you so much for all the valuable knowledges you have given us, for the motivations, and keep reminding us to “get out of the campus as soon as possible”. For my classmates the MPBI 2017 Squad, thanks for always keep reminding and inspiring each other to keep going on and stay focus, and to fix our problems and issues arise together during our injury time.

A sincere thank is also for the chairman of English Education Department at UIKA Bogor for allowing me to do the research, and the participants, thank you for helping me completing this research. This research will be nothing without your generous help. And last but not least, I would like to thank me for not allowing myself to giving up until the finish line.

May Allah bless us all.

Ciputat, August 2021 Evi Nurisra Aprilia Sari

ix

TABLE OF CONTENT

Cover Page... -

Title Page ... i

Statement of Originality ... ii

Approval by Thesis Supervisors... iii

Approval by Examiners... iv

Abstract ... v

Acknowledgement... viii

Table of Content... ix

List of Tables... List of Charts……….. xi xii List of Pictures... xiii

List of Appendices ………. xiv

CHAPTER I INTRODUCTION... 1

A. Background of the Research... 1

B. Research Question... 11

C. Research Objectives ... 11

D. Research Significance ... 11

CHAPTER II LITERATURE REVIEW ... 13

A. The Development of the Materials ... 13

1. Defining Material Development………….……….. 13

2. Phases in Material development………... 15

2.1 Analyzing Phase………. 16

2.2 Designing Phase………. 20

2.3 Developing Phase………... 25

2.4 Implementing Phase……… 26

2.5 Evaluating Phase………. 27

B. The Concept of Digital Technology Competence and Literacy……… 28

C. Strategies to Integrate Technology into Language Learning ... 32

1. Language Skills Strategies... 32

1.1 Technology and EFL Speaking Skills... 33

1.2 Technology and EFL Listening Skills... 35

1.3 Technology and EFL Reading Skills... 36

1.4 Technology and EFL Writing Skills... 37

2. Language Subsystem Strategies... 39

2.1 Technology and EFL Vocabulary Acquisition... 39

2.2 Technology and EFL Grammar Acquisition... 41 D. The Influencing Factors in Incorporating Digital

x

Technology into Language Teaching... 42

1. Teachers' Belief that Technology can Enhance Language Learning... 42

2. Teachers' Technology Acceptance... 46

3. The of Technology Integration Implementation... 48

CHAPTER III RESEARCH METHOD…………... 61

A. Research Design ………... 61

B. Subject of the Study... 61

C. D The Setting of The Study... Data Collection Procedure……….... 62 62 E. Research Instrument... 63

F. Procedure of Data Analysis... 65

1. Coding... 65

2. Transcribing... 65

3. Categorizing... 65

4. Analyzing... 66

G. Data Triangulation... 66

CHAPTER IV FINDINGS AND DISCUSSION ... 67

A. Research Findings……… 1. EFL Student Teachers’ Competences and Literacy to Teach English with Digital Technology ……… 1.a. Student Teachers’ Basic Technological Skills…..…….. 1.b. Student Teachers’ Capability to Access and Use Digital Tools to Teach with Digital Technology…... 1.c. Student Teachers’ Capability to Access and Use Digital Tools to Enhance Language Learning and Teaching with Digital Technology………... 1.d. Student Teachers Eligibility Due to Digital Competence Standard……… 1.e. Student Teachers’ Technological Acceptance……... 2. Student Teachers’ ICT Module Preferences………… 67 67 67 70 71 72 75 77 B. Discussion... 80

CHAPTER V CONCLUSION AND SUGGESTION ... 88

A. Conclusion... 88

B. Suggestion ... 90

C. Implication……… 91

References ... 93

Appendices ... 108

xi

LIST OF TABLES

Table 4.1 Competences That are Needed by The EFL Student Teachers to Teach with Digital Technology……… 70 Table 4.2 Student Teachers Familiarity with Digital

Applications, Platforms and Websites to Enhance

Language Learning………... 72

Table 4.3 EFL Student Teachers’ Technological Standard

Point 1………... 73

Table 4.4 EFL Student Teachers’ Technological Standard

Point 2………... 73

Table 4.5 EFL Student Teachers’ Technological Standard

Point 3………... 74

Table 4.6 EFL Student Teachers’ Technological Standard

Point 4………... 75

Table 4.7 EFL Student Teachers’ Technological

Acceptance………... 75

Table 4.8 Student Teachers’ ICT Module Design Preferences 77

xii

LIST OF CHARTS

Chart 4.1 Student Teachers’ Digital Literacy Supporting

Courses ……… 68

Chart 4.2 EFL Student Teachers ICT Basic Skills... 69 Chart 4.3 Student Teachers ICT Module Content Features

Preferences………... 79

xiii

LIST OF PICTURES

Picture 2.1 Common Instructional Design Procedures of

ADDIE Models proposed by Branch (2009)… 16 Picture 2.2 Acceptance/Adoption Models summarized by

Taherdoost (2018)………. 46

Picture 2.3 The TAM framework……… 48 Picture 2.4 Technological pedagogical content knowledge

framework (Mishra and Koehler 2006)……… 48 Picture 2.5 Digi.komp model digital literacy skills for

teachers………. 55

xiv

LIST OF APPENDICES

Appendix 1 Indicators for EFL Student Teachers’

Questionnaire………. 108

Appendix 2 EFL Student Teachers’ Needs Analysis

Questionnaire………. 111

Appendix 3 Instrument Validity Letter by Expert Judgement... 115 Appendix 4 Instrument Reliability Test Result………. 118 Appendix 5 Research Permission Letters……….. 123 Appendix 6 EFL Student Teachers ICT Module Content

Design……… 124

Appendix 7 EFL Student Teachers’ ICT Module……….. 125

1 CHAPTER 1 INTRODUCTION

A. Background of the Study

The spread of the COVID-19 pandemic all over the world has impacted all aspects of human life. In education particularly, the pandemic causes the school suspensions that results the needs of the online learning to substitute the conventional face-to-face classroom learning to achieve the learning goals (Moorhouse, 2020; Schneider and Council, 2020). In Indonesia, the Ministry of Education and Culture (MoEC) ordered all of the education units to do their activities from home to maintain the health of the students, teachers, and all people who are involved in educational matters (Mendikbud, 2020a), and instructed the schools on the affected areas to run the online learning started from March, 17^th 2020, due to the increasing spread of the COVID-19 plague (Mendikbud, 2020b).

The Covid-19 Pandemic insists most of human activities including education that are previously done through physical approach to migrate into digital platform (Adedoyi & Soykan, 2020). It forces the running of the online learning in sudden and completely unprepared situation (Atmojo and Nugroho, 2020).

Yet, while all school activities are done from home, teachers throughout the world feel anxious, distressed, reluctant to teach on the computer and are poorly facilitated (Bruun &

Zachariassen, 2020), the innovation is required in order to

preserve the development of education (Verawardina, et.al., 2020). The COVID-19 pandemic requires the redefinition of the approaches on the implementation of the instructions by setting several preparedness competencies to achieve the objectives of the curriculum and considering the opportunities and the challenges that might be encountered during the process (Capahay, 2020).

Due to its high capacity to facilitate ubiquitous learning, the use of technology in education is regarded as advantageous and has become inseparable component in managing academic hurdles during COVID-19 outbreaks, that is vital to reduce disease propagation (Onyema, et. al, 2020). Hillman, Bergviken, Rensfeldt and Ivarsson (2020) hypothesized that educational institutions might have become more platform-based, particularly those systems that have such a high degree of decentralization. It indicates that the educational matters will be rely more on online platforms to facilitate the coordination and communication for the decentralized educational system. Online education, distance learning, and online teaching are not novel strategies to pedagogy or instructional design, but they all have developed on enhanced salience (Williamson, Eynon, & Potter, 2020).

Years before the outbreak of the COVID-19 pandemic, the rapid advancement of digital technology has been acknowledged. Not only facilitating convenience and practicality for modern people’s lifestyles, but it has also significantly impactful toward the education matters (Benali, Kaddouri, and Azzimani, 2018; Sullivan and Bhattacharya, 2017). Woodson

(2018) suggested that it allows teachers to design and make the lesson plan, provide multimodal instructions deliverance to foster students learning styles, do engaging practices and reviews, and support exciting assessment and instant feedback. Luckin, Holmes, Griffiths, and Forcier (2016) also mentioned that it promotes individualized learning and activities to suit each students’ pace and learning styles. While Li, Worch, Zhou, and Aguiton (2015) argued that if it’s used effectively, digital technology could also potentially improve the learning outcomes.

Moreover, the integration of technology with its gamification and fun aspects into classroom instruction is deemed could improve students’ motivation and engagement toward the subject given (Licorish, Owen, Daniel, & George, 2018).

In language learning particularly, the appropriate utilization of digital technology provides effective ways to engage students’ learning (Bal, Grewal, Mills, and Ottley, 2015).

It facilitates students to have real-world language exposure (Richard, 2015; Li, Snow, and White, 2015), and provide solutions and numerous possibilities to overcome the obstacles language teachers face on their instructions (Walker, 2015). This indicates that the unstoppable improvement of digital technology forces the language instructors or teachers to adjust the way they deliver the course with students’ learning styles (Mansor and Rahim, 2017) to optimize its potentials in enhancing language learning.

A study conducted by Mashhadi and Jamalifarb (2014), found that vocabulary can be learned and acquired through visual

support so that providing students with attractive visual cues can improve their focus on certain item on the language input given to support the textual cues. Visual cues have significantly bridge and give meaningful definition towards delivered information since visual cues/textual input-enhancement are a kind of Focus on Form approach facilitates L2 acquisition.

Many studies have proven that the social networking sites and applications are potential in encouraging students to practice the language learning into a meaningful use by providing the authentic situation (Chun, Kern and Smith, 2016). On their study, Durriyah and Zuhdi (2018) found some evidences that Facebook, WhatsApp, Skype, and Blog are potential in helping students acquire English core skills since the applications are considered engaging and providing meaningful and less-intense circumstances that allow them to develop the skills. Moreover, if it is delivered and conducted on well-organized planning, scaffolded steps, clear objectives, purposeful procedure and consistency, Wiki could potentially shape students’ writing skills through collaborative writing and direct corrective feedback among students and teacher (Alpala and Penna 2014). To sum up, the advancement of digital technology that provides various modes of input has transformed the way the language teaching and learning delivered and by a well-planned instruction it will maximize students’ learning achievement (Miller, 2018).

The rapid advancement of digital technology has influenced the way people think and process the data on their minds, and as the result, the way people retrieve information and

develop their knowledge has also significantly changed (OECD, 2016). It has gradually provoked the emergence of a new generation known as Digital natives. It is a generation that's been born alongside the rapid advancement of digital technology, that its utilization has become an indispensable part of their lives.

(Prensky, 2001).

Hockley (2016), on the other hand, argued that, while digital natives can effortlessly master digital devices, they still need to be guided to effectively use them for academic purposes.

Therefore, she suggested that the instructions should provide the type of activity that encompasses their learning style and way of thinking. As a result, teachers are required to be digitally savvy in order to satisfy several standards in promoting and exposing students to authentic language exposure through digital technology, as well as to have appropriate competences in effectively integrating technology into their teaching. (Mansor, Halim, & Rahim, 2017). Both pre-service and in-service teachers are forced to stay keep up with the latest technology devices and applications and expected to be able to utilize it (Akar, 2019).

The situation has challenged teachers and education stakeholders to formulate some innovation in integrating technology on the instructions due to the change of current students’ way of processing the information (Lee, 2017).

In the Indonesian context, the integration of ICT into school subjects was started in the implementation of the competence-based curriculum, when ICT subject has to be learned by all students from every level. The Indonesia Ministry

of Education and Culture (MoEC) established a policy to stimulate Indonesian teachers to successfully use and incorporate technology to support their instruction. This addressed in order to make instructions more engaging and appealing, significantly increasing students' motivation, because various authentic language uses and accents that can enhance language learning are available and can be accessed free of charge (Mali, 2016).

However, when the 2013 Curriculum was assigned, the ICT as one of the school subjects was deactivated to encourage both teachers and students to maximize the utilization of ICT to become an integral part of school curricula and promote autonomous learning and also develop communication skills (Lubis, 2018). Unfortunately, the removal of ICT subjects on the 2013 Curriculum resulting many teachers feel lack of confidence in integrating technology into their teaching that affect the level of students’ digital technology literacy (Uerz, Volman, & Kral, 2018).

Student teachers’ preparation programs at the university level play a significant role in providing well-armed graduates to support and introduce their student teachers to the meaningful utilization of technology as it become more ubiquitous recently (Carpenter, et.al., 2019). Introducing digital technology literacy and competence at the university level adequately is not only essential in developing student teachers’ attitude and perspective toward the use of digital technology into their instruction but also enhance their level of confidence in incorporating it inside their class (Jeong, 2015). Accordingly, teacher education institutions

are striving to set their student teachers to effectively incorporate technology into their future instructions (Barmore, 2015) because they are expected to prepare their graduates to be eligible to teach in the digital age (Kaufman, 2015).

Teacher educators have responsibility in providing the student teachers with adequate technological competence incorporated with pedagogical knowledge due to the rapid development of digital technology (Angus, 2017). They are expected to be the role model to facilitate the pre-service teachers with adequate knowledge and encourage them to put it into an effective and meaningful practice on their future teaching (Cuhadar, 2018; Kessler, 2017), evaluate the pre-service teachers' performance, enhance the underlying pedagogical and educational beliefs, and point out the connection of the aspects of technology, pedagogy, and content and the underlying relationships (Uerz, Volman, & Kral, 2018),

Notwithstanding, Theo (2015) predicted that the teachers’

education program still less concern about preparing the pre- service teachers with initial technology integration training. The teachers’ education institutions were considered dedicate insufficient time to focus on developing student teachers’

technological proficiency course design beyond the primary lesson planning skills (McKenney, Et.al., 2015). They face some hurdles in managing the preparation program for their teacher candidates to integrate technology and intensively provide them with the related courses that have already included the prerequisites needed (Zipke, 2018).

As the result, at the beginning of their carrier, many fresh graduated teachers face some difficulties in integrating technology into their instructions due to the excessive amount of course content, insufficient time to create and apply the technology-integrated lesson, the unavailability of the software needed that provided by the educational institution (Brenner and Brill, 2016), and merely being facilitated with the conventional course and workshop (Buss, Foulger, Wetzel, and Lindsey, 2018). Most technology integration preparation programs only focus on the software rather than the methods or models on how to integrate it into instructions that makes pre-service and in- service teachers feel unprepared even though they have completed the course (Snow, Dismuke, Wenner, and Hicks, 2019).

The digital literacy program insufficiency and the Covid- 19 pandemic outbreak have challenged the EFL student teachers to initiate their own digital competences by developing their self- regulated learning to acquire their own digital literacy and competence. Yen, Chen, Wang, Chen, Hsu, and Liu (2018) also suggested that ICT competence can be successfully achieved when student teachers are willing to allocating their time and focus to increasing their level of self-regulated learning instead of only relying on the classical learning method of ICT course provided by their education institution. Mandusic and Blaskovic (2015) defined the self-regulated learning as “the ability of students to be independently and proactively involved in the

process of motivating themselves and behaviors that increase the achievement of goals.”

The integration of technology into education can’t be effectively achieved by merely providing the technology devices without facilitating the material and access to it as a compulsory requirement (Alresheed, Raiker, & Carmichael, 2017). Therefore, student teachers need some practical guidance like modules to overcome the challenges autonomously. A module is a self- learning unit consists of instructional materials, which delivered in printed form or electronic form (e-module) designed to facilitate and encourage students’ autonomous learning (Mulyadi, Atmazaki, Syahrul, & Agustina, 2019). Based on the definition, the content of a module is expected to be systematically compiled, user friendly so that the students can learn and practice it independently even without teachers’ guidance, and enable students to optimally master the material, thus the learning objectives can be achieved efficiently and effectively, due to the limited time of their formal instruction on their university program. Therefore, it can be assumed that module can be used as an alternative solution to overcome pre-service teachers’ ICT course time allotment inadequacy and facilitate self-regulated learning.

Unfortunately, practically used ICT modules with clear objectives and systematic procedures for English teaching and learning remain unavailable to support the pre-service teachers’

self-regulated ICT learning in Indonesia. Moreover, very few articles available that can be used as references to conduct a study

in revealing pre-service teachers needs to develop appropriate and practically use ICT modules or textbooks to improve their ICT competence. Some argue both researchers and policymakers who should be responsible for reassuring the student teachers’

professional digital competence on teachers’ education programs spent inadequate attention on it (Gudmundsdottir & Hatlevik, 2017). Consequently, the digital competence for pedagogical objectives is still inadequately incorporated into teacher education programs (Amhag, Hellström, & Stigmar, 2019).

Based on the urgency of digital literacy and digital competence, the present study is trying develop a practical use ICT module for EFL student teachers. Referring the analysis, design, and development stages from ADDIE models, the present study was trying to conduct a need analysis to design and develop an ICT module that satisfy the EFL student teachers needs. It is also expected to ease them in incorporating digital platforms to enhance their future instructions and also to support their teaching during and post pandemic era. The classification of the type of digital application are still scattered, accordingly, to ease the in-service and pre-service teachers in choosing the appropriate digital application for language teaching, the result of this study will be utilized to map the kind of digital application that prospectively support each phase of teachers’ teaching preparation, classroom teaching, and assessment.

B. Research Questions

Therefore, the present study is attempted to answer the following questions:

1. What kind of competences that are needed by the EFL student teachers to teach with digital technology?

2. What kind of ICT module that is needed by EFL student teachers to be ready to teach English with digital technology?

C. Research Objectives The aim of this study is:

1. To identify the kind of competences that are needed by EFL student teachers to teach with digital technology.

2. To develop a kind of ICT module that is needed by EFL student teachers to teach English with digital technology.

D. Research Significance

When the aims of this study are gained, then the results of this study will provide some important significance as follow:

Practically:

• The information gained on this study can be used as an initial example of how to conduct a needs analysis to arrange and compile a systematic and practical digital technology utilization module to enhance language learning inside and outside the classroom.

• The digital technology integrated language learning module as the product of this study can be practically used as a guidance

for pre service teachers and in-service teachers as well to improve their technological competence and literacy.

Theoretically:

• The information gained on the present study can be used as a preliminary theory or reference to conduct a more advanced needs analysis to determine and design the more suitable, specific, and practical material or module which combines the use of digital technology apps in supporting the English language teaching-learning material.

13 CHAPTER II LITERATURE REVIEW

This chapter presents the literature review and the theoretical framework that relevant to the present study. It comprises the explanations about the development of materials, the concept of digital competences that should be acquired by the EFL Student Teachers, the strategies that can be done to incorporate technology into language teaching, and the influencing factors in incorporating digital technology into language teaching.

A. The Development of Material

To develop the material for the module, we need to discuss the definition of material, material development, and its development phases as follow.

1. Defining Material Development

Tomlinson (2001) mentioned anything that can be used to facilitate learning can be classified as materials. Therefore, materials are any kind of resources used by teachers in delivering teaching. It is a range of learning materials that are structured consistently and concisely to allow students to master skills in an integrated way (Depdiknas, 2008). Teaching materials consist of various types of materials used as vehicle in the teaching and learning practices Sinaga (2014). It contains any kind of information to guide and encourage students to achieve the learning objectives (Dick and Carey, 2009). It includes content

knowledge, as well as guidance for instructor and student instruction, achievement of skills, information support, exercises, worksheets and assessments (Lestari, 2013).

Well planned written instructional materials can be used to promote effective teaching and learning (Ardiansyah, Corebima, and Rohman, 2016). The materials are expected to evoke students’ attention, challenge their curiosity, providing them with well-planned instructions, promote and direct both thestudents and the teacher, by providing the construction and development, offer various topics of texts to enrich their experience, provide a resource that present and strengthen students’ knowledge, instruct required abilities and strategies in learning, stimulate awareness about other culture and feel engaged with what they have been learnt, advise students to be an independent learner, adaptable to be personalized by other teachers and provide sound teaching principles for teachers (Mishan & Timmis, 2015).

Materials constitute the first step in the practice of concepts (McGrath, 2002). In schools or in any learning scenario, materials should be used to bridge the gap between teaching and learning. Teachers should be capable of developing their own materials to meet the proficiency, background knowledge, needs and desires of their students (Janelle, 2019). It is necessary to write the material so that the instructors can use it as resources and references, instead of only as a script (Tomlinson, 2009).

Material Development refers to any type of activity and/or exercise that is completely produced throughout the unprocessed

texts, for or without pedagogical purposes, addressed for learners to overcome a part of their course material that requires further improvement. (Salas, 2004). Since learning material can be defined as anything that can be used to facilitate learning, therefore material development can be inferred as compiling any kind of learning sources to facilitate and support an instruction.

Tomlinson (2001) explained that materials development is both a field of study and a practical undertaking that ideally provide reciprocities interaction between theoretical studies and the development and of classroom materials implementation. As a field of study, he said that it comprises the rules and procedures for material creation, application and assessment, while as a practical undertaking, the development, assessment and modification of material done by teachers and material creators for their own classrooms and the selling or dissemination.

Materials development can be used to promote and improve teachers' personal and professional growth (Tomlinson, 2013).

The material development applies to all processes employed by those that create and/or use language learning resources, including the assessment of materials, their modification, design, development, use and analysis that all of it should be considered and interact (Tomlinson, 2012).

2. Phases in Material Development

Many kinds of models of instructional designs may be applied to create teaching and learning resources, which are most of them engaged in phases identical to the one that can be carried

out: Analysis, Design, Development, Implementation, and Evaluation that are essential to define effective instruction and these phases are summarized in ADDIE as a separate model (Khalil and Elkhider, 2016). ADDIE model was proposed by Branch (2009). ADDIE offers clear steps to deliver an effective, functional and legitimate product (Hidayati and Widjajanti, 2015).

Picture 2.1

Common Instructional Design Procedures of ADDIE Models proposed by Branch (2009)

a. Analyzing Phase

In ADDIE model, the students’ background and educational resources are evaluated during the analysis phase to determine the instructional goals, the attributes of the target student (e.g., currentcomprehension, experience, preferences and attitudes) and the learning environment/context of the pupil (Khalil and Elkhider, 2016). Analyzing phase is crucial in revealing the requirements and solving the problem of teaching

material so that, needs analysis (NA) is essential in designing courses or developing materials (Flowerdew, 2013). Widodo (2017) suggested that needs analysis is an indispensable part of the development of a curriculum that offers the basis of the planning of a course, syllabus designing, developing and reviewing the material, and developing the instructional plan and assessment. NA includes rich information on the content and goals of each assignment, the procedure, cognitive interventions, communicative guidelines, linguistic standards required to meet the task's objectives, and the evaluation criteria, in addition to defining the 'map' of common tasks required by users. (Malicka, Guerrero, & Norris, 2019).

At the most fundamental stage, a need is an observable gap between two situations, how something is happening now related to what it should be (Altschuld & Watkins, 2014). Needs Analysis is a method for determining and establishing valid instruction and educational goals (Mahmoud, 2014). Ibrahim (2020), referred Needs Analysis (NA) as a terminology that implies a profound transformation in the development of a target curriculum. He also added that it incorporates all activities used to obtain information on students' learning needs, desires, wishes, and so on, that usually requires searching and analyzing knowledge about the learners' preferences so they can be properly covered in the course. It can be characterized as the recognition of challenges and typical circumstances by the assessment of participants in the target situation with the use of interviews and questionnaires along with classroom observation (Ibrahim, 2020).

In general, the term needs analysis corresponds to the activities required in the gathering of data that will serve as the basis for the creation of a curriculum to meet the needs of a certain group of students (Alqunayeer & Zamir, 2016).

Branch (2009), also explained that the analyze phase frequently employs key processes such as evaluating the output inconsistency, pinpointing instructional directions, specifying the target audience, identifying the materials required to execute the overall ADDIE process and the possible implementation mechanisms, and drafting a product design strategy. The main function of the needs analysis is to include critical information to encourage teachers in making effective decisions on material development (Menggo, Suastra, Budiarsa, & Padmadewi, 2019).

Amalia and Husna (2020) implied that need analysis enables teachers to determine whether the existing learning meets learners needs or to recognize gaps between what students can achieve and what they would actually do. They also assumed it can enable teachers to overcome the issue of poor results and determine whether or not the instructional process is working well.

Moreover, Long (2015), mentioned several reasons in conducting needs analysis, namely:

a) to highlight the role of the material to the learners’

circumstances;

b) to clarify the material in terms of relevance to all stakeholders (teacher, learner, administration, parents);

c) to provide the variability in learning needs and styles; and

d) to establish a syllabus that would address the needs of learners as precisely as possible within the framework of the situation of learners.

To portray how to conduct the needs analysis, Liu and Zhang (2020) devised an overview to show interrelated connections among several approach commonly used on this kind of analysis involving:

a. Target Situation Analysis (TSA), attempts to map what learners are expected to be at the end of the instructions. It focuses on answering questions about the target situation and the attitudes of the participants to the situation (Elsaid Mohammed & Nur, 2018)

b. Presents Situation Analysis (PSA), tries to investigate the state of the learners’ existing situations including their skills, learning experiences, strengths and weaknesses at the beginning of the instructions (Haseli, 2008).

c. Deficiency Analysis (DA), directly connected to PSA covers learners lacks and the position of their current level on certain skills,

d. Learning Situation Analysis (LSA), dealing with students' factors such as the educational environment, the degree of learners’ skills, motivations and their expectations;

e. Learning Factor Analysis (LFA), dealing with students' factors such as the educational environment, the degree of learners’ skills, motivations and their expectations;

f. Strategy Analysis (SA), consists of Means Analysis (MA) and Teaching Context Analysis (TCA) and the strategy

analysis is covered by the LNA, that but is often listed separately as a strategy analysis (SA).

g. Learning Needs Analysis (LNA), distinguishes between the desired learning strategies of the learners and the interpretation of effective strategies by teachers.

h. Means Analysis (MA), analyze the teaching atmosphere or activities, primarily within an educational institution or company;

i. Teaching Context Analysis (TCA), analyze the teaching atmosphere or activities, primarily within an educational institution or company;

In conducting the ADDIE model, Gagne, Wager, Golas, Keller, and Russell (2015) suggested the procedures that should be fulfilled in analysis phase includes:

a. identifying the needs of effective solution to solve certain issues arise on particular instructions,

b. analyzing the instructions for defining the objectives of the cognitive, affective and psychomotor skills that needs to be completed in the course,

c. specify which skills are expected to be acquired by the students and which will affect the learning process,

d. sequencing the activities that can be accomplished based on the available time.

b. Design Phase

The design phase defines the learning goals to determine content and educational objectives, as well as specifies the

implementation mechanisms, the kind of learning experiences and the various media (Khalil and Elkhider, 2016). The aim of the design phase is to validate the intended results and assessment criteria while managing a work inventory, establishing performance targets, developing test strategies and evaluating return on investment are recognized as the most critical processes frequently applied to designing phase (Branch, 2009).

Gagne, Wager, Golas, Keller, and Russell, (2015) mentioned the procedures that need to be done during the design phase includes:

a) Interpret the objectives of the course into target achievement and main intended learning outcomes (unit objectives),

b) Specify the topics and units to be discussed and how long each unit is assigned,

c) The unit segmentation should be based on the course objectives,

d) Accomplish the instruction units and pinpoint the primary strategic goals for every unit, and

e) For each unit, specify teaching - learning activities, f) Make description for evaluating students' achievement.

In language learning material development, Tomlinson (2011) mentioned the principles that should be taken into account when designing a material, namely:

a. the contents of the material have to be impactful, ease students’ learning,

b. improve students’ confidence,

c. provide useful and the relevant content, facilitate students’

self-regulated learning,

d. considering the readiness of the students to acquire the materials,

e. provide authentic exposure and noticeable language features, provide students to experience the language production to develop the communicative competence, concerning the delayed effect of the instruction, students’ learning style, f. material users’ attitudinal differences,

g. facilitating silent period for target language internalization, h. maximizing learning potentials by providing the activities to

stimulate both left and right brain,

i. shouldn’t rely too much on controlled practices, and provide feedback.

Depdiknas, (2008) mentioned four principles in developing materials, namely:

a) Content properness, that the components include its accordance with the requirements of the core and basic competence (KI/KD), children's progress, the need for instructional materials, the true essence of learning materials, the value and concern for social and moral norms.

b) Linguistic expression, that involves readability, knowledge accuracy, consistency with the Indonesian language rules, and effective and efficient use of the language.

c) Presentation, that refers to the consistency of the parameters, the sequence, the intentions and the comprehensiveness of the details to be accomplished.

d) Graphics feasibility, that includes the use of fonts, forms, proportions, layouts, pictures, sketches and taper designs

As a guideline to organize an effective material content presentation and built an overall material structure, Richards (2001) suggests few criteria that should be considered on each unit of learning materials, namely:

a. students’ knowledge enrichment from the materials, b. the usefulness of the materials,

c. students’ sense of achievement,

d. attractiveness and the novelty of the learning activities, e. engaging learning experience,

f. allow students’ self-directed learning and personalization of the learning,

g. students’ self-assessment opportunity.

Moreover, Clark and Mayer’s (2011) also pointed out that:

a) the material should be grouped or divided into manageable and unified components,

b) Material can be sequenced as such that students have ample background knowledge before they progress to more evolved subjects,

c) Words and images should be used concurrently,

d) to make the relations clear, words that complement images should be aligned,

e) the text should be presented communicatively,

f) In e-learning material, the visuals can be clarified either by audio or text but not both,

g) avoid unnecessary information,

h) Conversational and virtual assistants can be used when necessary.

The impactful effect towards the users can be gained through the factor of novelty in terms of topic, illustration or activities, variety, attractive presentations regarding to the layout design, interesting content, and achievable challenge (Tomlinson, 2011). Howard and Major (2005) also proposed three criteria that are used to design appropriate instructional materials such as:

adequacy of instructor materials, suitability of materials to satisfy student requirements, and adequacy of the content to the needs of curricula. They also mentioned the attractiveness of the teaching material that involve the physical appearance, user-friendliness, durability, and the ability to be reproduced are crucial as one of the principles that need to be considered by the material designers when developing the materials.

Salas (2004), suggested that the end result of the materials must be clearly addressed to students. It’s not only about the presentation, but also the instructions, spelling, language usage (grammar, choice diction, and word order). The instructions should be brief, easy, concise and accurate so that students never feel confused or frustrated during the course activities. For the physical appearance, the use of images, text size, and space use are all involved.Another important part of the layout of materials are images that often used in numerous

lessons, so teachers need to select the ones that attractive, accurate and properly sized. In order for the students to see different parts or photographs, graphics, diagram and activities table conveniently, the material developer should consider how the material users can read it in terms of font size and space.

To provide students with time to process the information, visual spaces are important to prevent them feel frustrated, when the content is displayed all at once.

Muslich (2010), mentioned three visual specifications that are needed to be considered when developing materials, including:

1. The book layout and size, that requires to follow the ISO standards,

2. The book cover design, that included: the layout (presentation design, size and colors),

3. The typography and lettering design that expresses the book content, unity, comprehensiveness, knowledge, book content graphic design and illustration.

c. Development Phase

The phase of development entails the construction of instructional materials, a prototype and evaluation instruments (Khalil and Elkhider, 2016). Branch (2009), mentioned the aim of the development phase is to decide and validate the learning materials available during the instruction phase process including; a) the production, b) the selection of current media or the development of additional media for the curriculum, c) the

creation of instructions for teachers and students, d) the conduct of formative reviews and a pilot study.

Gagne, Wager, Golas, Keller, and Russell, (2015) mentioned that during the development phase, the procedures that needed to be included are:

b) Determine the forms of instructional resources and activities, c) Set up the draft of the materials and learning activities,

d) test the content of the materials and the planned learning activities to the targeted audience,

e) rectify, improve and generate the materials and learning activities, and

f) initiate workshop for the instructors or provide a supplementary material

d. Implementation Phase

The aim of the implementation phase is to organize and engage students in the learning environment (Branch, 2009).

As one of the steps on ADDIE Model, implementation is divided into two types, namely the one that is applied while the course is still generated and assessed, that called pilot testing or field testing, and the other one that is launched when the development phase has been fully completed (Gagne, Wager, Golas, Keller, 2005). The implementation phase includes completing the educational materials to promote the mastering of the learning objectives by students and teachers and providing them with required assistance (Khalil and Elkhider, 2016).

Gagne, et al. (2005) proposed 5 principles that applied in implementation stage, such as:

1. Constructing sufficient learning management system that indispensable on current condition,

2. Providing adequate learners’ guidance and assistance, 3. Plan for the transformation of the system,

4. Plan the environment for the deliverance, 5. Plan how to keep and take care of the system.

e. Evaluation Phase

The evaluation phase is to evaluate, both before and after implementation, the performance of instructional materials and procedures, by specifying evaluation criteria for all aspects of the ADDIE process, by selecting or designing any measurement instruments necessary to complete the whole ADDIE process and by carrying out evaluations (Branch, 2009). The evaluation phase covers formative and summative assessment. The formative assessment takes place during the processes of the entire course design process to develop the curriculum continually until final execution while the summative assessment takes place in order to determine the full efficacy of the instruction after the implementation of the final version (Khalil and Elkhider, 2016).

Beside respecting the material development phases, regarding to design and develop an ICT module for EFL student teachers, it is necessary for us to comprehend the concept of digital technology competence, the strategies to incorporate it

into language learning, and also considering the surrounding influencing factors as mentioned on the following sections.

B. The Concept of Digital Technology Competence and Literacy

In language education, technology plays a pivotal role recently since it provides rich authentic and meaningful language learning resources, efficient and effective means of instruction delivery, and facilitates language teaching and learning productivity (Ghanizadeh, Razavi, and Jahedizadeh, 2015). Maré and Mihai (2018) defined technology in teaching as the use of any tools or digital applications to support the instructions inside the classroom. In addition, they suggested it to engage and facilitate students in learning through, from, and with the use of it, as well as to assist teachers in completing the teaching administration, creating the content to be delivered, and using it on their teaching presentation. Zhou and Wei (2018) also suggested that in to be effective teachers in digital ages, they have to possess sufficient knowledge and skills in utilizing digital devices and applications inside the class. Therefore, the utilization and the integration of digital technology into the instructions require teachers to have sufficient digital technology competence covering the knowledge, skills, and literacy.

Nami & Vaezi (2018), defined technology knowledge as ones’ comprehension of how to utilize digital devices (computer, smartphone, etc.), search engines, web browsers, social networking sites, blogs, wikis, LMSs, audio, video, and text

sharing software. In the broader sense, Kabanova and Kogan (2017) refer ICT competence of a language teacher as follow:

a combination of four groups of skills: cognitive level skills (the ability to learn and to master new technology, understanding its place in the teaching process and instructional design), technical level skills (the ability to use computer programs, internet resources, CMS, LMS, etc.

for teaching purposes), motivation level skills (the ability to feel the need in professional development in online teaching, to enjoy using technology, etc.), and experience level skills (sustainability in using technology, ability to use new skills, time management, etc.)

(Kabanova and Kogan, 2017)

Also, Bahcivan, Gurer, Yavuzalp, & Akayoglu, (2019), describe ICT competence as the ability to purposefully combine the use of digital technology knowledge and skills and having a positive attitude towards it. Therefore, possessing ICT competence is not merely having the ability to use the ICT technically and having the knowledge and comprehension on its matters, but it also involves the functional aspects, interpersonal attributes, and ethical value of ICT. Educators from different disciplines and different countries also noted that ICT competence is not merely about technology alone, but also they are supposed to have a well understanding of pedagogical considerations and skills required to support them effectively and efficiently (White, Folley, Williams, and Allen, 2015).

On the other side, digital literacy in the 21^st century digital competence which has to be acquired regarding the use of ICT in which it shapes one’s insight and make them involved and become part of digital citizenship practices including reading, writing, produce, distribute, exchange, and maintaining communication through digital media (Hafner, Chik, & Jones, 2015). Digital literacy is not merely the ability to use digital tools, but also include the collaboration between the technical, procedural, cognitive, and socio-emotional skills which required to live as digital citizens (Cervera and Cantabrana, 2015).

Gonzalez-Lioret (2014) mentioned that digital literacy covers:

(1) the knowledge of basic operations of the hardware and the software (computer literacy), (2) the ability to gather, understand, manipulate, and critically select information from the web (informational literacy), which includes a technological component (e.g. being able to browse the Internet or navigate a web map) and critical literacy skills (e.g. being able to analyze and evaluate texts); (3) the capacity to manipulate different types of media (multimedia literacy) such as video, pictures, text, and so on; and finally (4) the ability to communicate effectively with others through the Internet (computer-mediated literacy).

(Gonzalez-Lioret, 2014)

List (2019) underlies the importance of critical literacy which is comprehended as the ability to recognize that all kinds of information found on the internet are made for certain purposes therefore further evaluation is needed to clarify them. In

addition, she also identifies three conceptions regarding digital literacy development as:

1. the idea of digital literacy as automatic processes which acquired automatically by those who live in the digital era as digital natives though the exposure of using various digital devices and applications.

2. a set of interrelated skills that have to be acquired to be succeeding in the digital era, including gathering digital information, reading and comprehending digital texts, finding and critically assessing the information, and work together to share the information.

3. it is involving the socio-cultural aspect since one’s participation in the digital environment connects them into an online community.

Digital literacy is also deemed as a compulsory competence nowadays which has to be acquired by teacher candidates and teacher educators since their competencies in utilizing digital technology into their instruction mentioned as one of the criteria to teach effectively in the digital era (Merç, 2015). Since the role of digital literacy is acknowledged in promoting the technology integration in education, Dinçer (2018) suggests the teacher education institutions equip the pre-service teachers with adequate technology literacy by incorporating their knowledge, skills, and attitude, and provide them with the technology-rich educational environment during the program and gradually specialize it based on their fields to ensure their future integration.

C. Strategies to Integrate Technology into Language Learning

In language education, the utilization of technology not only provides the opportunities of students being exposed by authentic language exposure and use, but also improves the cognitive and non-cognitive function of language development (Lai, Zhu, and Gong, 2015; Richards, 2015). Moreover, Ghorbani

& Golparvar (2019) indicated that there is a strong relationship between the utilization of technology with language learners’

reading and listening comprehension, vocabulary, writing, and formal assessment setting performance. They asserted that it can be caused by the technology offers more exposure to authentic target language input. Regarding language learning, Neokleous (2019) suggested that the use of technology should alternate the traditional teaching approach and could provide engaging and interactive instruction and also facilitate various learning styles.

Therefore, appropriate strategies are needed to fulfill those expectations.

Oxford (2016) divided the L2 learning strategies into two sets of categorizations, namely, Language skills strategies included reading, writing, listening, speaking and related aspect, and the language subsystem strategies which involved vocabulary and grammar. Oxford’s categorization of language learning can be explained as follow:

1. Language skills strategies

Regarding the use of technology in enhancing language skills, Blake (2016) has examined some opportunities or

advantages and also the challenges that both students and teachers face in the class concerning the four basic language skills; speaking, listening, reading, and writing.

1.1 Technology and EFL Speaking Skills

To be succeeded in acquiring EFL speaking skills, language learners should be given more opportunities to practice and stimulate their initiatives in interacting with their peers or practice individually through various activ