iTELL (Indonesia Technology Enhanced Language Learning)

The Use of Technology in Enhancing Language Learning in EFL

Context: Senior High Schools Students’ Voice in Ambon
Louisa Sarah Kamanasa & Hendrik Jacob Maruanaya
Pattimura University
likalmero@gmail.com

Abstract
This study sought to discover the use of technology in enhancing English Foreign language
learning among senior high school students in Ambon. The study employed a qualitative
design. A survey was used for data collection in which 75 high school students from three
different schools in Ambon reported having engaged in EFL learning through using
Facebook, digital game and video recording. The data were collected from the questionnaire
and focus group interview with 24 students from each school. The finding of the study
reveals that the students possessed a positive response towards the use of technology in EFL
learning because it offers benefits to improve students’ language learning experience with
respecting to practicing the language in a real-life context. They reported to have acquired
new English words and phrases and fluency in reading.

Keywords: Computer Assisted Language Learning, Students’ Voice, EFL learners.

Introduction
The era of the 21st century is often regarded as the era of technology. The use of technology
has penetrated every single aspect of life including academic life. The integration of
technology in education has shed light on the EFL teacher to maximize learning by using
technology resources. Technology in education can be used for different purposes. It can be
used as a tutor, as a teaching tool and as a learning tool (Budhwar, 2017). In advance of
information technology, students can get access to a plethora of material through the internet
to support their learning processes (Johnson & Heffernan 2006; Stewart, 2007). Connecting
to the EFL learning context in which time constraint and limited opportunity of using the
target language outside the formal classroom setting can be resolved. The integration of
technology help in extending learning outside the school building. It redefines the
boundaries of the classroom as learning is no longer confined to the classroom.

Previous studies indicate that empowering technology in English learning takes different
forms and purposes. For example, Lih-Juan & Chan Lin (2008) had their fifth graders
students to use a computer technology tool to support their students collecting, organizing
and presenting information to their peers. Grant & Branch (2005) have used technology
such as Webquest to facilitate students’ learning and to coach them to collect information
from the internet. Foss et al., (2010) during their short intensive English course had their
Japanese students use technology to create language projects such as Wikipedia Project,
newspaper project, small group video project, and whole-group video project. It also
represents an opportunity to integrate the innovative and technological advances offered by
online learning with the interaction and participation offered in the best of traditional
learning.

In today’s modern world, most of the schools include the senior high schools in Ambon
have computer laboratories connecting with the internet. Almost every student knows how
to use a computer, tablet and mobile phone. The information technology can be used
positively to promote English foreign language learning and to create learning to become
more fun and entertaining for both teachers and students. Therefore, this research sought to

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investigate the benefit of integration of technology such as using social media, digital video
games, digital video recording and music from the students’ perspective relate to their EFL
learning experience.

Literature Review

The paradigm change and technology in language teaching and learning

The approach to communicative language instruction evolves from time to time. In talking
about teaching for meaningful learning, Barron & Darling-Hammond (2008) discuss the
change given the nature of today’s work that requires specialized knowledge and skills such
as the ability to communicate and collaborate, the ability to generate research ideas and
collect, synthesize and analyze information. In the discussion, they remind that such a
requirement should be accommodated in education to prepare students for a full and
productive life. Consequently, they assume that transmitting information to students to
memorize and store for future use is not enough, rather, they advocate that it should be
complemented with learning how to learn so that students can manage the demand of
changing information, technologies, jobs, and social condition. Such a move has received
considerable attention over the past several years (Hackathorn et al 2011) and become a
focus in many recent studies because students' active engagement facilitates learning and
promoting a deeper level of thinking (Liu, 2003).

Incorporating technology into the teaching and learning process boosts students’ active
engagement with learning. It creates new learning environment to improve class attendance
and preparation as well as students’ active participation during class. Budhwar (2017)
highlighted the reasons for integrating techonology in teaching and learning activity which
among others are, 1) to help students prepare for their future careers, 2) to reach the
diversity in learning style, 3) to gives students the chance to interact with their classmates
more by encouraging collaboration, and 4) to helps the teachers to prepare students for the
real world environment. It is clear that the intention of integrating technolohy in teaching
and learning could lead to better learning, retention and student’s satisfaction with the lesson
presentation.

The benefits of learning in a technology-rich interactive environment are well known (Grant
& Branch,2005). Technology like internet makes it easy for the students to access learning
materials irrespective of where they are even at home. In relation to teaching and learning
English, Farhat and Dzakiria (2017) describe that many pronunciation programs in computer
have voice recording and playback to compare the learners’ recordings with native and
experts’ models. Nikoopour and Kazemi (2014), on the other hand, pointed out that
digitized flashcards better improved vocabulary learning than non-digitized or paper
flashcards. This benefit of learning using technology may inform us that teaching our
students language in its traditional media is no longer enough.

Method
The research design of this study employs survey. The overall purpose of the survey is to
obtain a snapshot of students’ learning experience conditions, attitudes, and/or events of an
entire population at a single point in time by collecting data from a sample drawn from that
population (Nunan and Bailey, 2009:25). Participation in this study was limited to high
school students grade XI who received treatment in EFL learning through using social
media, video, and digital games. The completed response was obtained from 75 students,
25% of the sampled population. The responding students came from three different schools
in Ambon city. The survey used a questionnaire that consisted of 20 questions to elicit
information on the instructional design of using technology and its advantage in developing

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students' language skills. In this social media, video and digital games on grammar,
vocabulary and pronunciation practice. The response choice for items ranged from 1
(strongly disagree) to 5 (strongly agree). The group interview was also done to signify the
information from the questionnaire. Besides responding to the questionnaire, the participants
were also involved in the group interview. The interview focused on the instruction and
their participation in EFL activities. The open-ended question started by asking the students
questions such as ‘what the teacher does’ and ‘how the teacher engages you in learning
activities’.

Result
Instructional Design
The result indicates three common models/practices of EFL learning activities using
technology as teaching and learning tools. These models are integrating social media-
Facebook, Video recording and digital games on integrated skills including grammar,
vocabulary, and pronunciation.

Facebook: Discussion and Description

Facebook was mainly used as a medium to practice English. From the focus group interview
with students, several different methods and activities were identified among others are
discussion or expression of opinions on objects or events. For a discussion purpose, the
teacher starts by posting a simple controversial question as a trigger to start a discussion.
Examples of simple controversial questions are “ students should not allow bringing mobile
phones in school”, “ Male students should seat separate from female students”, “ late
students have to pay fine”. For the expression of opinion, teachers mostly post a picture of
an event or tourism object and asked students to express their opinion on the event or object
they have seen in the picture. The activities in social media were done regularly during the
last week of the ongoing month. The topic and activity were different.

Video Recording: Fluent Reading and Pronunciation

Video recording was used to practice pronunciation through reading news items and
singing. Video recording activity was started by having the students to listen to the news
delivered by native speakers and songs. After listening to the news and song, the teacher
gave the transcript and asked students to read and record their voice or sing and record their
voice. The activities seem to focus on fluency and producing appropriate pronunciation.

Digital Game: Vocabulary and Language Expressions

Based on the focus group interview with students, there were several digital games used in
teaching and learning English. However, there is only one model that the teachers of the
three school share. This model was Kahoot. Kahoot is a game to practice language skills
while having fun. From the group interview with students, the Kahoot games were mainly
used for enriching vocabulary and language expression. It was done mostly at the end of the
class, although some interviews mentioned it in the middle of the lesson.
The data below provide information on how such integration play the role in students’
learning experience in term of their engagement and language practice that resulting in
enhancing their language skill development. Table 1.1 shows students’ perspective on their
engagement with technology such as social media (Facebook), digital games and video
recording in language learning.

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Table. 1.1 Students’ Perspective on their engagement in learning English

No Element of Engagement Frequency Cumul Total

Never Seldom Sometimes Always ative %
1 Work collaboratively 0 4 31 40 N=75
0% 6,1 % 39,4% 54,5 100
2 Share knowledge 1 5 30 39
1,5% 7.6% 42,4% 48,5% 100
3 Take Initiation 1 12 30 32
1,5% 18,2% 39,4% 40,9 % 100
4 Practice the language 4 21 30 20
independently 6,1% 31,8% 45,5% 16,7% 100
5 Invest the time in to 2 21 37 15
participate in English 3% 31,8% 42,4% 22,7% 100
activity
6 Participate in classroom 0 17 35 23
discussion 0% 25,8% 53% 21,2% 100

The data show that the integration of technology stimulates the majority of the students
n≥=94% (n=71) to work collaboratively as well as share the knowledge with classmates
n≥=91% (n=68). Students n≥=80% (n=62) also like to take initiatives when participating in
any given task that employs using technology in task accomplishment. Furthermore, they
study independently to practice the language n≥=65% (n=52) and invest their time to
participate in classroom activities and discussion n≥=74% (n=58).

Students’ perspective on their experience with learning under digital video recording.
In dealing with language skills, grammar, vocabulary, and pronunciation that EFL teachers
mostly the concern of, it is necessary to study every single element of education technology
the teacher employs. Table 1.2 provides information on the benefit of language learning
using digital video based on the students’ perspective on their learning experience under
such a technology tool.

Table. 1.2 Students’ Perspective on their experience learning under digital video recording

Frequency
Cumulative
Aspects Strongly Agree Neutral Disagree Strongly Total
%
Agree disagree
Produce an appropriate 31 37 2 5 100 N=75
pronunciation (41.33%) (49.33%) (2.66%) (6.66%)
Collect sample 29 38 8 100
language expression (38.66%) (50.66%) (10.66%)
Understand word 26 44 5 100
meaning in context (34.66%) (58.66%) (6.66%)
Fluency in reading 22 48 5 100
(29.33%) (64%) (6.66%)

As seen from the chart above, a large proportion of students express their positive response
regarding English learning using digital video recording. Most students agree that digital
video recording helps them producing appropriate pronunciation n ≥=90% (n=68), collect a
sample of language expression n ≥=88% (n=67), understand word meaning in context n
≥=93% (n=70), as well as helping then to read fluently n ≥=93% (n=70).

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Students’ perspective on their experience with learning English under Digital Game.
The technology used continues to be a highly efficient way of vocabulary learning. The
students agreed that it helps to improve students' vocabulary acquisition.

Table. 1.3 Students’ Perspective on their experience learning under digital game

Frequency
Cumulative
Aspects Strongly Agree Neutral Disagree Strongly Total
%
Agree disagree
Produce language for 22 50 3 100 N=75
direction and sign (29.33%) (66.66%) (4%)
Understand words from 34 37 4 100
language expression (45.33%) (49.33%) (5.33%)
Produce appropriate 33 37 5 100
word for request (43.99%) (49.33%) (6.66%)
something
Use the words from 48 25 2 100
instruction (64%) (33.33%) (2.66%)

The data show that the majority of the students n ≥=96% (n=72) strongly agree on the use of
computers for vocabulary learning using digital games. They admitted that web-based and
non-web based applications help to improve students' vocabulary used. Students were able
to produce an appropriate direction sign n ≥=96% (n=72), understand words from language
expression n ≥=94% (n=71), produce appropriate word to request something n ≥=92%
(n=69), as well as use the words from instruction n ≥=97% (n=73). The experience of
applying the content-knowledge directly into daily used to create the students to charge
more their knowledge. Consequently, this study still showed positive responses from the
students regarding vocabulary learning using a computer.

Students’ perspective on their experience with learning English under Social Media.
Language skills such as writing are hard to deal with. Students normally attempt to avoid to
learn English when it comes to writing activities. However, stimulating the students to write
in English considered to be highly effective when it comes to learning using technology.
Students showed a positive response because they were able to experience the development
of their learning process of grammar learning in the area of understanding and creating
simple language expressions.

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Table. 1.4 Students’ Perspective on their experience learning under social media
Frequency Cumulative
Aspects Strongly Agree Neutral Disagree Strongly %
Total
Agree disagree
Create a simple 17 44 14 100 N=75
sentence (22.66%) (58.66%) (18.66%)
Create argumentative 42 28 5 100
expression e.g “I (55.99%) (37.33%) (6.66%)
believe..., I think...”
Using sign words to 33 37 5 100
express opinion (43.99%) (49.33%) (6.66%)
Express opinion and or 29 41 5 100
clarification (38.66%) (54.66%) (6.66%)
Write a simple 16 50 2 7 100
paragraph of argument (21.33%) (66.66%) (2.66%) (9.33%)

It can be seen from the chart above that the students showed positive responses. By stating
mostly strongly agree and agree, the students perceived that learning language using social
media can assist them in grammar learning. Students were able to produce and create simple
sentence n ≥=81% (n=61), create argumentative expression n ≥=93% (n=70), use sign
words to express opinion n ≥=93% (n=70), express opinion and or clarification n ≥=93%
(n=70), and write a simple paragraph of argument n ≥=87% (n=66). Such media then
become a place to practice without hesitation. Hence, the growth of students' understanding
of applying grammar used in daily expression and conversation can be improved.

Discussion
The findings in this study indicate that the use of technology in EFL learning offer benefit to
improving students’ language learning experience with practicing the language in a real-life
context. It also indicates that the instructional design of employing a single piece of
technology as an instructional language teaching and learning tool has a great impact on
students’ engagement with language learning. The result of the study indicates that
empowering social media like Facebook and create a discussion using controversial
statements help students to participate in the discussion. The result also shows that the
students are well- participated in describing any event or object based on the picture posting
on Facebook by the teachers. Caciuc (2013 ) pointed out that education technology gives
rise to interactive sessions between students and teachers. Kasuma (2017) report similar
findings in her study on using Facebook for English language learning that empowering
such learning tool help students acquired new English word and sentence structure.

Besides, the findings from using digital games and video recording help students improving
their engagement with EFL learning that resulted in enhancing their language skills. Such
empowering provides language inputs that help them to produce appropriate language in
communication. Students in this study claim that digital games help them to enrich their
vocabulary. Thus, they also claim that using digital video recording helps them to clearly
portray correct pronunciation.

Sardone et al (2010) found that whenever learners encounter new information within the
digital game-based, they link the information and situation together. Also, by exposure the
students with game-based teaching, the teacher could help the students to create and grow
flexible individuals who can reason and adapt in a real situation (Zirawaga et al, 2017)

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Conclusion
The integration of technology in education has shed light on the EFL teacher to maximize
learning by using technology resources. Technology in education can be used for different
purposes. It can be used as a tutor, as a teaching tool, and as a learning tool. This study has
focused on integrating technology as teaching and learning tools, in this case, Facebook,
digital games, and video recording. The result shows that the use of technology in EFL
learning offer benefit to improving students’ language learning experience with practicing
the language in a real-life context. Firstly, Facebook benefits the students to freely express
an opinion and participate in a discussion, secondly, voice recordings can let the students
produce appropriate pronoun, lastly, digital games support the students to enrich their
vocabulary and language expression. Consequently, the students show a positive response
towards the use of technology used in language learning.

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