THE PERCEPTIONS ON USING INFORMATION AND COMMUNICATION TECHNOLOGY IN TEACHING ENGLISH LANGUAGE SKILLS IN ONLINE COURSES TO SCHOOL STUDENTS

HUSAM QADDUMI

doi:10.33365/jeltl.v6i1.345

HUSAM QADDUMI Al Istiqlal University

DOI: https://doi.org/10.33365/jeltl.v6i1.345

Abstrak

Including information and communication technology (ICT) instruments in classroom instruction has recently become an essential requirement for teachers. Examining the effect of ICT tools on English language skills is necessary (Goh & Sigala, 2020). Consequently, the study sought to check the effectiveness of ICT when English learned by students who study online classes. The researcher utilized a questionnaire survey to determine how well students thought ICTs were utilized to teach English skills. A total of 790 high school students completed the survey and the appended questions in the questionnaire. The results indicated no differences are significant in the perceptions of students about using ICT tools due to residence. The results of the Pearson correlation were highly significant. The results indicated that students face frequent problems such as poor internet connectivity, insufficient time, insufficient ICT tool knowledge, boredom, unfamiliarity with ICT applications, cultural barriers, distractions, electrical breakdown, incomplete content understanding and poor technological skills. The results of the students’ perceptions suggested several solutions to these problems, such as opening webcams, upgrading Internet speeds, providing the necessary training sessions, giving students enough time to access the network, using the latest versions, being more serious, and providing technical support.

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