ICT INTEGRATION IN ENGLISH LANGUAGE TEACHING: A MULTIPLE CASE STUDY OF PRE-SERVICE TEACHERS IN ISLAMIC BOARDING AND NON-BOARDING SCHOOLS

Salwa Safika Al Karimah, Dwi Fita Heriyawati, Ika Hidayanti

Abstract


Information and Communication Technology (ICT) has become an important component of English Language Teaching (ELT), requiring pre-service teachers to integrate technology into classroom practices. This study aimed to explore how pre-service English teachers integrated ICT during lesson preparation, the teaching process, and evaluation, as well as to compare ICT integration between Islamic boarding schools and non-boarding schools. This study employed a qualitative multiple case study design involving four pre-service English teachers in East Java. Data were collected through semi-structured interviews and supporting documents like PowerPoint presentations, lesson plans, video of teaching and were analyzed using Braun and Clarke’s (2006) thematic analysis. The findings showed that participants integrated ICT throughout all stages of teaching by using digital tools such as Canva, PowerPoint, ChatGPT, Kahoot, Quizizz, Mentimeter, and Microsoft Excel. ICT supported lesson planning, increased student engagement, and facilitated assessment. However, ICT integration differed across school contexts due to variations in technology policies, internet access, and infrastructure. Pre-service teachers addressed these challenges by adapting their teaching strategies to available resources. The study concludes that effective ICT integration depends on teachers’ ability to combine technological, pedagogical, and contextual considerations in different educational settings.

 


Full Text:

PDF

References


Alfisuma, M. Z., Pujiati, T., & Rifa’i, B. (2025). Bridging tradition and modernity: English language instruction in Indonesian pesantren for global and da’wah purposes. Scope: Journal of English Language Teaching, 9(2), 626-636. https://doi.org/10.30998/scope.v9i2.26156

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative s3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

Ciptaningrum, D. S., Hidayanto, N., Setyo, P., & Sari, N. K. (2021). Evaluation of learning process: Knowledge of ICT integration among pre-service English language teachers. Research and Evaluation in Education, 7(1), 46–56. https://doi.org/10.21831/reid.v7i1.30521

Koehler, M. J., Mishra, P., Akcaoglu, M., & Rosenberg, J. M. (2013). The technological pedagogical content knowledge framework for teachers and teacher educators. In ICT integrated teacher education: A resource book (pp. 2–7). Commonwealth Educational Media Centre for Asia.

Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. SAGE Publications.

Ottaviani, O., Khairunnisa, K., Hafnidar, H., Rahman, M. A., & Handrianto, C. (2023). Investigating pre-service teachers’ ability to implement digital literacy skills in real English instructional settings. International Journal of Education Technology and Science, 3(4), 1286–1302. https://ijets.org/index.php/IJETS/article/view/197

Santos, J. M., & Castro, R. D. (2021). Technological Pedagogical content knowledge (TPACK) in action: Application of learning in the classroom by pre-service teachers (PST). Social Sciences & Humanities Open, 3(1), 100110. https://doi.org/10.1016/j.ssaho.2021.100110

UNESCO. (2018). UNESCO ICT competency framework for teachers (3rd ed.).

UNESCO.

Widihastutik, A., Dewi, G. P., & Wahyuni, S. (2025). Pre-service teachers’ experiences and challenges in developing digital learning media. Journal of Education and Learning, 19(2s), 81–98. https://doi.org/10.15294/lc.v19i2s.26384

Yahya, A. I. B., Mutakin, T. Z., Sajiman, S. U., & Wahid, S. (2025). Implementation of the Merdeka Curriculum and integration of ICT competences in English lessons. Foremost Journal, 6(2), 125–138. https://doi.org/10.33592/foremost.v6i2.7678

Yet, T. S., & Noordin, N. (2017). The use of ICT among pre-service English language teachers. International Journal of English Language Education, 5(1), 100–112. https://doi.org/10.5296/ijele.v5i1.10779

Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). SAGE Publications.

Zhao, W. (2024). A study of the impact of the new digital divide on the ICT competences of rural and urban secondary school teachers in China. Heliyon, 10(7), e29186. https://doi.org/10.1016/j.heliyon.2024.e29186


Refbacks

  • There are currently no refbacks.