Investigating Secondary School Pre-service Teachers’ Perspectives on Utilizing ICT in Teaching English Language Skills

Gean Deyura; Rizaldy Hanifa

doi:10.24036/jelt.v14i3.135627

Investigating Secondary School Pre-service Teachers’ Perspectives on Utilizing ICT in Teaching English Language Skills

Gean Deyura⁽¹⁾, Rizaldy Hanifa⁽²⁾,
(1) Universitas Negeri Padang

Indonesia
(2) Universitas Negeri Padang

Indonesia

Corresponding Author
Copyright (c) 2025 Gean Deyura, Rizaldy Hanifa

DOI : https://doi.org/10.24036/jelt.v14i3.135627

Full Text:

Language : en

Abstract

The integration of Information and Communication Technology (ICT) in English Language Teaching (ELT) has significantly influenced how English is taught and learned, particularly in the context of teaching the four main skills: listening, speaking, reading, and writing. In modernization initiatives, pre-service teachers are increasingly expected to incorporate ICT into their practicum teaching. This study aims to explore the perspectives of secondary school pre-service English teachers regarding the use of ICT in teaching English language skills. This research used a qualitative descriptive method and the data were collected through semi-structured interviews involving pre-service teachers from Universitas Negeri Padang who completed their teaching practicum in secondary schools. The research focused on the utilization of ICT tools that they implemented. Especially about the management, application, and impression of ICT in teaching English language skills based on their experience. The findings indicated that while most participants acknowledge the pedagogical value of ICT in increasing student engagement and improving lesson delivery, they also face challenges and issues while using ICT in teaching process. Furthermore, pre-service teachers exhibit a positive attitude toward ICT but require more institutional support to optimize its integration. These insights can help teacher training institutions enhance their programs and better prepare future educators for technology-driven classrooms.

Keywords

Pre-service teachers, ICT utilization, perspectives, English language skills

References

Almekhlafi, A. G., & Almeqdadi, F. A. (2010). The impact of using ICT on students' achievement in English language learning. International Journal of Instructional Technology and Distance Learning, 7(3), 1-10.

Anderson, T. (2011). The theory and practice of online learning. Athabasca University Press.

Aslan, A., Kocak, A., & Yilmaz, R. (2017). Pre-service teachers’ perceptions of ICT integration in education: A case study in Turkey. Journal of Education and Practice, 8(12), 1-10.

Ayade, A. (2020). The role of ICT in enhancing English language teaching and learning. International Journal of Language and Linguistics, 7(3), 1-8.

Baker, J. (2023). Understanding teacher perspectives in the classroom: A qualitative approach. Educational Research Review, 18, 45-60.

Beatty, K. (2010). Teaching and researching computer-assisted language learning.

Longman/Pearson Education.

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa

Butler, Y. G., & Jiang, W. (2025). Pre-service teachers’ confidence in using ICT: A comparative study. Journal of Language Teaching and Research, 16(1), 1-12.

Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340. https://doi.org/10.2307/249008

Entwistle, N. J., McCune, V., & Hounsell, D. (2018). Investigating the teaching- learning nexus: A conceptual framework. Higher Education, 75(4), 1-20.

Ghavifekr, S., & Rosdy, W. A. (2015). Teaching and learning with technology: Effectiveness of ICT integration in schools. International Journal of Research in Education and Science, 1(2), 1-10.

Hockly, N. (2018). Digital technologies in language teaching: A practical guide. ELT Journal, 72(2), 1-10.

Lawrence, J. F., et al. (2018). Pre-service teachers’ perceptions of ICT integration: A review of the literature. Journal of Education and Learning, 7(3), 1-10.

Lin, T. B., & Lan, Y. J. (2015). The effects of digital storytelling on students’ language skills. Educational Technology & Society, 18(2), 1-10.

Lorenz, A. (2022). The impact of digital natives on education: A study of pre-service teachers. Journal of Educational Technology, 15(1), 1-15.

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017- 1054.

Raminoarivony, A. (2025). Exploring pre-service teachers’ experiences with ICT in language teaching. International Journal of Language Education, 9(1), 1-12.

Riasati, M. J. (2013). The role of ICT in language learning: A review of the literature. International Journal of Language and Linguistics, 1(1), 1-10.

Saranya, K., et al. (2022). The impact of ICT on English language teaching: A study of pre-service teachers. Journal of Language and Linguistic Studies, 18(2), 1-15.

Selwyn, N. (2022). Education and technology: Key issues and debates. Bloomsbury Publishing.

Smith, R., & Jones, T. (2021). Teacher perspectives on classroom dynamics: A qualitative study. Educational Research, 63(1), 1-15.

Stockless, S., et al. (2022). The digital divide in education: Pre-service teachers’ perspectives. Journal of Educational Technology, 15(2), 1-10.

UNESCO. (2023). ICT in education: A global perspective. UNESCO Publishing.

Warschauer, M., & Healey, D. (2018). Computers and language learning: An overview. Language Learning & Technology, 2(1), 3-20.

Warschauer, M., & Meskill, C. (2000). Technology and second language teaching.

Handbook of Research in Second Language Teaching and Learning, 1, 303-318.

Widodo, H. P. (2023). The role of ICT in enhancing English language teaching: A case study of pre-service teachers. International Journal of Language and Linguistics, 9(1), 1-12.