Teachers’ Perceptions of Digital Technology Use in English Language Learning During The Covid-19 Pandemic and in The Post-Pandemic Period
DOI:
https://doi.org/10.30872/e3l.v8i2.5298Keywords:
Digital Technology, Perception, English Language Learning, COVID-19Abstract
COVID-19 brings a deep impact on the field of education, especially by pushing the wide use of digital technology in learning. When face-to-face learning returned, it became important to see whether teachers’ experiences with technology during the pandemic affected their views and decisions about using technology after the pandemic. Many studies have looked at teachers’ views during and after the pandemic, but only a few have explored how English teachers view these experiences and how it influenced their decisions to keep or change their use of technology especially in schools located outside urban centers or in areas with limited resources. This research focused on exploring the views of English teachers on using digital technology during and after the COVID-19 pandemic at a semi-rural public Junior High School in East Kalimantan. This study used a descriptive qualitative method with in-depth interviews for data collection. The results showed that before the pandemic, most teachers only used technology as a supporting tool. After the pandemic ended and learning returned to the classroom, teachers tend to continue the use of technology because they found it helpful and had become accustomed to it, although the use of technology after pandemic less frequent compared to during the pandemic.
Downloads
References
A. Prayogo, J. (2022). English Language Teaching in Indonesia in the 21st Century: What Needs Reinforcing and Enhancing for the Teachers. KnE Social Sciences. https://doi.org/10.18502/kss.v7i7.10645
Abbasova, M., & Mammadova, N. (2019). The Role of Digital Technology in English Language Teaching in Azerbaijan. International Journal of English Linguistics, 9(2), 364. https://doi.org/10.5539/ijel.v9n2p364
Atmojo, A. E. P., & Nugroho, A. (2020). EFL Classes Must Go Online! Teaching Activities and Challenges during COVID-19 Pandemic in Indonesia. Register Journal, 13(1), 49–76. https://doi.org/10.18326/rgt.v13i1.49-76
Ferri, F., Grifoni, P., & Guzzo, T. (2020). Online learning and emergency remote teaching: Opportunities and challenges in emergency situations. Societies, 10(4). https://doi.org/10.3390/soc10040086
Jatileni, C., & Jatileni, M. (2018). Teachers' perception on the use of ICT in teaching and learning: A case of Namibian primary education (Master’s thesis, Itä-Suomen yliopisto). University of Eastern Finland.
Li, L. (2017). New technologies and language learning. Macmillan Education.
Luh Putu Eka Darma Patni, N., Ayu Wisnu Wardani, D., Bagus Sugriwa Denpasar, G., & Tinggi Agama Hindu Negeri Jawa Dwipa Klaten, S. (2024). Transitioning to Post-Pandemic Learning Modes: A Study On Teachers’ Perspectives Regarding Technology Utilization. International Journal of Multidisciplinary Sciences, 2(3). https://jayapanguspress.penerbit.org/index.php/IJMS
Moorhouse, B. L., Wong, K. M., & Li, L. (2023). Teaching with Technology in the Post-Pandemic Digital Age: Technological Normalisation and AI-Induced Disruptions. In RELC Journal (Vol. 54, Issue 2, pp. 311–320). SAGE Publications Ltd. https://doi.org/10.1177/00336882231176929
Nadia, H., Kailani, A., & Rafidiyah, D. (2021). IJECA International Journal of Education & Curriculum Application English Teachers’ Perception and Use of Technology During The COVID-19 Pandemic. 4(3). https://doi.org/10.31764/ijeca.v4i3.4906
Nurhidayat, E., Mujiyanto, J., Yuliasri, I., & Hartono, R. (2020). Integrasi Teknologi dalam Pembelajaran Bahasa Inggris pada Post Pandemic : Studi Kasus di SMA Kab . Majalengka. Prosiding Seminar Nasional Pascasarjana, 5, 305–309.
Peng, R., Razak, R. A., & Halili, S. H. (2024). Exploring the role of attitudes, self-efficacy, and digital competence in influencing teachers’ integration of ICT: A partial least squares structural equation modeling study. Heliyon, 10(13). https://doi.org/10.1016/j.heliyon.2024.e34234
Pozo, J. I., Cabellos, B., & del Puy Pérez Echeverría, M. (2024). Has the educational use of digital technologies changed after the pandemic? A longitudinal study. PLoS ONE, 19(12). https://doi.org/10.1371/journal.pone.0311695
Qiong, O. U. (2017). A Brief Introduction to Perception. Studies in Literature and Language, 15(4), 18–28. https://doi.org/10.3968/10055
Redecker, C., & Punie, Y. (n.d.). Digital Competence of Educators DigCompEdu.
Rehman, N., Zhang, W., & Iqbal, M. (2021). The use of technology for online classes during the global pandemic: Challenges encountered by the schoolteachers in Pakistan. Liberal Arts and Social Sciences International Journal (LASSIJ), 5(2), 193–208. https://doi.org/10.47264/idea.lassij/5.2.13
Smirnova, E. A., Stolyarova, A. N., Surnina, K. S., Denenberg, Y. M., & Dikova, T. V. (2021). Impact of the COVID-19 pandemic on the development of digital technologies in academic education. Journal of Advanced Pharmacy Education and Research, 11(1), 207–213. https://doi.org/10.51847/NOMIOS9NAQ
Sukirman, S. (2023). Exploring the Impacts of the Covid-19 Pandemic on English Language Teachers. Vision: Journal for Language and Foreign Language Learning, 12(1), 1–16. https://doi.org/10.21580/vjv12i216998
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Annisa Afrilianti, Hasbi Sjamsir, Iwan Setiawan, Didik Sucahyo, Bibit Suhatmady
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareALike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
