Technology in EFL teaching

and learning
ICT’s effect on reading and writing skills and
attitudes towards ICT - a systematic literature
review

Author: Katarzyna Stec

Supervisor: Ibolya Maricic
Examiner: Marie Källkvist
Term: Autumn 2021
Subject: English
Level: G3
Course code: 2ENÄ4E

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Abstract

The aim of this study was to investigate the effects of ICT on EFL students’
reading and writing skills, as well as both teachers’ and students’ attitudes
towards ICT. 14 articles from varying countries were systematically selected
for the purpose of this literature review. The data collected was investigated
through content analysis. The results showed that ICT has generally positive
effects on students’ reading and writing skills and the motivation to do those
tasks. The teachers perceived ICT to be mainly beneficial, but often
distracting and difficult to use or control. The students were appreciative of
technology and found it helpful in their learning English process. It was
concluded that ICT’s positive effects outweigh the negative effects of using
ICT in an EFL setting and implementing technology can improve students'
reading and writing skills as well as increase their motivation.

Keywords: EFL, ICT, students’ perceptions, teachers’ perceptions,

upper-secondary.

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Acknowledgements
Thank you to my supervisor Ibolya Maricic and Assistant Professor Charlotte
Hommerberg for their continued support and understanding throughout this
project.

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Contents

1. Introduction 1
1.1 Aim & research question 2

2. Background 3
2.1 ICT in education context 3
2.2 ICT in a Swedish school context 4
2.3 CALL 5
2.4 Extramural English 5

3. Material and method 6

3.1 Material 6
3.1.1 Data collection 7
3.1.2 Material selection 8
3.2 Method 8
3.2.1 Data analysis method 8
3.3 Research ethics 9

4. Results 10
4.1 Effects of ICT on students’ reading skills 10
4.1.1 Reading comprehension 11
4.1.2 Motivation to read 12
4.2 Effects of ICT on students’ writing skills 13
4.2.1 Motivation to write 14
4.2.2 Writing accuracy 15
4.3 Teachers’ perceptions of ICT in the classroom 15

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4.3.1 ICT is beneficial 16
4.3.2 English at students’ fingertips 17
4.3.3 ICT can have negative effects 17
4.2.4 Perceived barriers 18
4.4 Students’ perceptions of ICT in the classroom 18
4.4.1 Attitudes 19
4.3.2 Engagement 19
4.4.3 Digital Natives 20

5. Discussion 21
5.1 Results discussion 21
5.1.1 Effects 21
5.1.2 Teachers’ attitudes 23
5.1.3 Students’ attitudes 24
5.2 Methods discussion 25
5.2.1 Material selection 26
5.2.2 Limitations 26
6. Conclusion 26
6.1 Implications for the EFL teaching in Sweden 27
6.2 Further research 27

References 29

Appendices
Appendix 1 34
Appendix 2 36

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Appendix 3 38

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1. Introduction

In the technological era we find ourselves in today, Information and Communication

Technology (henceforth ICT) becomes increasingly prominent. It is safe to assume that the
majority, if not all of the students have access to a technological device at all times. Highly
advanced smartphones, tablets, and laptops are integrated into the daily routines of an average
westerner. It becomes increasingly difficult to live a life without these tools, as most
establishments and companies assume that everyone can access such devices, therefore their
services are often reliant on them. Their prevalence does not stop there, as schools are headed
in the same direction. The Cambridge International Global Education Census found that
globally, during lessons, 48% of the students use a computer, 42% use a smartphone, 20%
make use of a tablet, and one in three reports that smart boards are used (UCLES, 2018). It
shows how deeply embedded technology is in the daily lives of students today. In Sweden,
these numbers are even higher. Many schools provide students with a device that they can
work on, reflecting the shift from traditional teaching tools such as pen and paper to digital
tools. Most of the schools employ a teaching platform such as Google Classroom or It’s
learning, making the technology unavoidable. As of 2015, Swedish upper secondary students
have access to one device each, while the ratio in the primary school reaches one device per
one and three-tenths of students (National Agency for Education, 2019). Additionally, as of
July 1st, 2018, digital skills are an essential part of the Swedish national curriculum in
compulsory and upper secondary schools (Eurydice, 2018). It reflects the society students live
in, the rapid progress in technological development, and the direction towards which many
businesses and companies are going.

With this decision, the government aims at strengthening the digital knowledge of students
and is giving them an opportunity to have an advantageous position in the future job market.
Accessibility of technology for the students facilitates its use in the classroom, including
language teaching. The role of the teachers in the classroom is changing in face of this fact.

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The amount of information and tools for learning that students can independently use is
greater than ever before, therefore the teacher is no longer a source of information but a
facilitator of learning that has the wisdom regarding what the students should learn and how
to do it (Fitzpatrick, 2014, p.18). The Swedish National Agency for Education suggests that
students in the upper secondary English courses should have, amongst other things, an
opportunity to work with the English language through different aids and media (The Swedish
National Agency for Education, 2011, p.1). It requires the teacher to organise the course in a
way that develops students’ digital competence and encourages multimodal learning, which is
easily achieved with use of technology.

Previous research suggests that in comparison to more traditional instruction, the presence of
technology in the classroom in itself does not constitute superior language teaching and
learning (Loewen et al., 2014, p.362). The issue at hand is how and when technology should
be used in order to improve language instruction and language acquisition. This topic has a
long and rich research history and keeps on evolving alongside the improvements in devices
available. Information and Communication Technology (henceforth ICT) in teaching is
especially relevant in today's climate of a global pandemic, which has forced many teachers to
shift from face-to-face teaching to online, distance teaching. The research on using
technology in English as a Foreign Language (henceforth EFL) is diverse and rich, which
could potentially overwhelm those trying to make use of the findings and apply them in their
practises.

This study offers a systematic literature review attempting to address common, practical
questions English teachers might have about ICT and its effectiveness, according to the
reviewed studies. These questions concern the actual benefits of using ICT in the classroom,
its advantages or disadvantages over more traditional teaching methods as well as ways of
implementing it successfully in their teaching. It also gives an insight into students’
perspectives and attitudes towards the use of some technologies in the classrooms by English
teachers. Apart from this, it also offers an insight to policymakers and principals alike on how
to create ICT implementation plans and how to support the teachers in using ICT in their
classrooms.

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1.1 Aim and Research questions

The study aims to compile and analyse relevant, peer-reviewed research investigating the use
of ICT in teaching EFL, to enhance our understanding of the effectiveness of ICT-related
activities in the EFL classroom. Additionally, the scope of this literature review also includes
perceptions of both teachers and students globally, regarding ICT. Thus, the research
questions of this study are:

1. Based on the findings of the selected data set of research articles, what are the effects
of incorporating ICT-related activities into English lessons on the reading and writing skills of
intermediate-English students?

2. What are EFL teachers' attitudes towards ICT in the reviewed research literature?

3. What are EFL students' attitudes towards ICT in the reviewed research literature?

This review also discusses the possible implications of previous research for EFL teaching in
Sweden, specifically in the upper secondary school.

2. Background

This section will present the concepts that will be discussed in this literature review.
Additionally, it will present the current curriculum for the use of ICT in a Swedish school
context, and the Common European Framework of Reference for Language’s (henceforth
CEFR) position on the use of ICT in FL classrooms in Europe.

2.1 ICT in education context

The general definition of the term is very broad and not fully applicable in the education
context; therefore a more specific definition is offered that remains within the scope of this
study. It is “the mode of education that uses information and communications technology to
support, enhance, and optimize the delivery of information” (Linways, 2017). More
specifically, ICT refers to internet-based technologies, such as websites, digital libraries,

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online course materials, social media, and email; computer-based technologies such as tablets,
smartphones, laptops, desktops and software such as websites, social platforms, apps and
programs. According to the United Nations Educational, Scientific, and Cultural
Organisation, it can complement, elevate and transform teaching and learning (UNESCO,
2021). ICT has also been shown to increase students’ motivation to learn and perform (Passey
et al. 2004, p. 3).

ICT has been utilised in ELF in various ways. Harmer (2015) offers many ways in which
technological advances can be of use in the classroom. One of the devices that is very popular
is a smartphone due to its accessibility. They could be used to support the reading text by an
audio recording of it as well as other communicative activities through the utilisation of the
software it provides. They allow the students access to various online resources which are
intended to develop students' language skills. Penpals are being replaced by “mousepals” and
pen and paper are being replaced by a Word document. ICT can also be used for feedback. It
can be done by leaving comments on students’ work online, which makes the process of
editing less demotivating (through avoiding situations such as throwing away pages of written
text) and simpler for both the teacher and the student.

On the other hand, Harmer (2015) also mentioned the drawbacks of using ICT during class,
mainly due to lack of security of data, as some of the materials students produce can get
widespread without their consent. Another drawback mentioned was the possibility of losing
focus by the student.

2.2 ICT in a Swedish school context

ICT is very important in the education sector in Sweden. Many of the syllabi list skills and
knowledge related to technological advancements as something that must be learned during
the time a child attends school. Both CEFR (2001) and The Ministry of Education stressed the
importance of providing students with adequate equipment and taking advantage of today’s
technology. When it comes to English language teaching specifically, one of the focus areas is
to provide students with a chance to interact verbally and in writing through using different
“aids and media'' (The Swedish National Agency for Education, 2011). That also

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encompasses the internet. The students will also receive education on how to develop a
healthy and safe relationship with the technology and resources available. The Swedish
National Agency for Education (2016) stated that as the world is increasingly digitalised and
the information is increasingly sourced online, critical thinking is an essential skill to learn. It
becomes increasingly important to comprehend the risks with which consumption of false
information that is ubiquitous on the internet comes.

Similarly, CEFR (2001) has urged the member countries to take necessary measures to make
full use of information technology. It encouraged using ICT in EFL, as well as drew attention
to the potential benefits of developing “educational links and exchanges” that are possible in
order to exploit the full potential of the technology in language teaching and learning.

2.3 CALL

CALL is an acronym for Computer-Assisted Language Learning. According to Paul Gruba,

its main objective is an improvement of the learning capacities of the learners through the use
of “computerized means” (Gruba, 2004, p.643). It includes the use of educational websites,
videos, computer programs, online resources, and computer-based activities. It is an area with
a rich history and very broad applications, but very prominent and influential in the
educational technology sector (Gruba, 2004, p.624). The most recent, dominant approaches in
CALL are socio-cognitive, meaning that CALL presents Second Language Acquisition as
something developed through social interaction. It is influenced by sociocultural theories of
learning, making the status of the learner collaborative. The role of the computer is one of a
toolbox. Dominant approaches within CALL are content-based, meaning using technology for
specific purposes (Gruba, 2004, p. 627). For the purposes of this literature review, CALL
falls under the ICT umbrella, as the terms are interconnected and closely related within the
EFL context.

2.4 Extramural English

Extramural English is a term coined by Pia Sundqvist to denote L2 learner-initiated

involvement with English outside the classroom walls. This term is also used to describe the

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English with which learners come in contact with not during an English class (Sundqvist,
2009). ICT and Extramural English are nearly inseparable. The majority of the English
encountered out-of-classroom by the students exists online. Students communicate with
online users with the use of ICT as well as read and listen to English online through the
consumption of online media. This significantly develops the proficiency level of the student,
but often results in specialised and/or informal English (Sundqvist, 2013, p. 329). That in turn
creates a gap between the English that the students learn in the classroom and the one they are
familiar with online, which can cause demotivation amongst the students. Teachers found that
using ICT during the lessons bridges that gap as well as shifts the power dynamic because the
teacher is not the only expert in the classroom anymore. This has been shown to have a
positive impact on language learning (Sundqvist, 2013, p. 331).

3. Material and Method

The following section contains a description of the procedure for searching and selecting the
sources used, presents the chosen material and describes the method used to analyze the
studies included, including ethical considerations. This is for reproducibility and transparency
reasons that are highly important in this type of research (Eriksson Barajas et al., 2013).

3.1 Material

14 articles that are included in this literature review concern ICT’s impact on students’
language skills learning, specifically the reading and writing skills, as well as both teachers’
and students’ attitudes towards ICT. This previous research was conducted during the past
decade, between 2011 and 2021, although the majority of the selected texts were published
within the past five years. This measure was taken in order to ensure that the findings of this
literature review are relevant in the rapidly changing scene of Information and
Communication Technology as well as ICT’s role in the English as a foreign language
classroom.

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The previous research used was conducted in various countries around the world and within
varying school cultures. Three of the studies were conducted in Europe (Kopinska, 2020;
Lintou, 2015; Laire et al., 2013) eight in Asia (Ezza et al., 2019; Alobaid, 2021; Marzban,
2011a, Marzban 2011b; Pardede, 2020; Dogan & Akbarov, 2016; Yunnus et al., 2013), two in
South America (Espinoza et al. 2020; Franco-Camargo et al. 2018) and one in North America
(Canbay, 2011; Marzban, 2011b). The studies were chosen due to their relevance to the
research question and the selection criteria. Initially, the ambition was to limit the origin of the
studies to Europe only, but there was not enough sufficient literature published in recent
years. Lastly, all of the studies selected were conducted on the same level of education, being
upper-secondary school. They employed different methods of research: five implemented a
qualitative research method and made use of interviews, while the remaining seven used
mixed methods or experimental methods.

3.1.1 Data collection

The studies were selected through purposive sampling, meaning that the articles featured were
strategically selected (Eriksson Barajas et al., p. 137, 2013). In order to create a good strategy,
following the recommendations of Eriksson Barajas et al., a librarian at the university library
was consulted. They have the knowledge and experience with search engines which are of
high value for the optimization of the searches. The library’s expertise suggested the
Educational Resources Information Center (ERIC) database and the Google Scholar database
due to the pedagogical theme of this review. Searches were also conducted in the
ScienceDirect database. On those databases, most of the publications are available in English.

The initial steps in collecting the material consisted of identifying the most defining words
and phrases that encapsulate the essence of the area of interest. Those words included “EFL”,
“ESL”, “English teaching”, “ICT”, “Technology”, “Educational technology”, “CALL”. The
search words used to find relevant material were used in various combinations in order to
cover all areas of knowledge. The keywords were combined according to the theme to find
articles that are relevant and to limit the number of hits per search. All searches were limited
to a timeline between 2011-2021. This was important as the area of ICT is rapidly evolving

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alongside available technology. It is to ensure that the findings are relevant to the current way
of working with technology in the classrooms to teach English. Peer-reviewed limitations
were applied in ERIC database searches, and the Google Scholar searches that did not meet
that criterion were automatically rejected, as their inclusion would significantly decrease the
reliability of this literature review. Another criterion was the ethical approach of the
researchers due to the fact that the objects of those studies are human.

3.1.2 Material selection

There were approximately 100 abstracts that were read during the first phase of material
selection. Out of those 100, 20 articles were selected for the next phase of a more thorough
read. Six articles were rejected at this stage. What determined this was a set of criteria created
which included: ethical considerations, the relevance of the topic to the research questions,
representative samples’ presence, and lack of a detectable bias. Additionally, it was important
to only include peer-reviewed articles. These articles were then organized through
colour-coding in regard to their relevance to answering each research question. The selected
articles and their brief summaries are presented in the categorization schemes that can be
found in Appendix 2 and 3.

3.2 Method

The topic of technology in English teaching has been extensively studied, making it suitable
to create a systematic literature review (Denscombe, 2014; Eriksson Barajas et al., 2013). It
follows a procedure of searching for the most relevant literature to address the research
questions, reviewing the found articles and their findings with a set of valid criteria to arrive
at a conclusion about the currently available knowledge in the studied area through an
objective analysis (Denscombe, p. 132-133, 2014)

3.2.1 Data analysis method

This literature review employs content analysis inspired by Denscombe’s six-step procedure
(Denscombe, 2014). It is a method soliciting a categorization of information allowing to find

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patterns and main themes describing a specific phenomenon (Eriksson Barajas et al, 2013).
The selection of texts described in the sections above was studied and then broken down into
meaningful units, that is paragraphs or clusters of text representing key factors of the articles.
Those factors were: effect of ICT use on reading/writing, teachers’ perceptions, students’
perceptions, which reflected the research questions. Additionally, the previous research was
categorised in accordance with those factors (See Appendix 2). The units were coded in
accordance with the categories. The themes that emerged were: Reading comprehension,
Motivation to read, Writing accuracy, Benefits of ICT, Negative effects of ICT, Availability,
Perceived barriers, Positive attitude, Engagement, Digital Natives. The frequency with which
each theme appears in the form of a meaningful unit was also taken into account, dictating the
order of the results section, the first one mentioned being the most frequently appearing
theme. Categorization schemes were created to create a solid base for structured, objective
analysis and discussion. Making those categorization schemes visual should improve the
reading experience and make the results comprehensible (Eriksson Barajas et al. p. 146,
2013).

This method comes with advantages and disadvantages. On one hand, there is a possibility to
analyse texts very closely as well as draw them from various sources. It is systematic and easy
to replicate as well as expand. On the other hand, this method increases the chances of errors,
is prone to bias and subjectivity, as well as risks losing important information due to the
selection of categories.

3.3 Research ethics

When conducting a literature review, it is important to adhere to ethical guidelines and

consider various aspects of the process. Firstly, there were steps taken to ensure that all
studies included were conducted in an ethical manner and ethical considerations featured in
them were an important part of the selection process. None of the papers violated the four
main requirements of ethical research such as anonymity and consent (Swedish Research
Council, 2002).

The studies used for the purposes of this literature review were written by different

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researchers and are presented fairly and objectively. They have been selected following their
relevance to the research questions only. The author does not have any interest in presenting a
skewed image of the current state of knowledge on the subject. The research questions are
relatively open, therefore attempting to support the researcher’s own beliefs would be futile.
Additionally, many of the studies were conducted around the globe, making drawing parallels
between them somewhat problematic due to differing school cultures and practices. Moreover,
nearly 50% of the studies employ a small sample in their studies, making the results
non-generalizable and of lower reliability. Small-sample studies are more likely to suffer from
a type II error, decreasing the power of those studies. Additionally, many of the studies used a
convenience sample, and in one case (Marzban 2011a) a single-gender sample, making their
findings non-generalizable to the larger population.

4. Results

This section presents the compilation of results found by applying previously described
content analysis to the previous research utilized in this study. It consists of three subsections
reflecting the three research questions. Additionally, the methods and theoretical
underpinnings used by the studies are presented and compared to guide the results.

4.1 Effects of ICT on students’ reading skills

Five of the studies’ subjects are EFL students from various upper-secondary schools, and two
studies that included EFL learners of intermediate English proficiency (Franco-Camargo et
al., 2018; Ezza et al., 2019) which is comparable to the typical level of proficiency in
upper-secondary school students. There are 7 studies dealing with reading in the EFL context
present (Marzban, 2011a; Marzban, 2011b; Mohammadian et al. 2018; Yunnus et al., 2016;
Canbay, 2020, Liontou, 2013; Franco-Camargo et al., 2018). Two of these studies do not
explicitly state which learning theory was guiding the discussion of their results
(Mohammadian et al., 2018; Yunnus et al., 2016), making them less credible despite sound
methods with transparent descriptions of the methods. Three of the studies use Sociocultural
Theory (Franco-Camargo et al., 2018; Liontou, 2013; Canbay, 2020) while two use cognitive

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theory (Marzban 2011a; Marzban 2011b). The two studies using cognitive theory’s findings
focused on vocabulary aspects of learning in comparison to the six studies guided by
Sociocultural Theory, which discussed the communicative functions of ICT as well as its
effects on reading. One of the studies used a qualitative method using interviews (Yunnus,
2020) while two more studies implemented interviews in their mixed-methods approach, one
combining them with a survey (Canabay, 2020), and one with content analysis of journals
(Franco-Camargo et al., 2018). The remaining four studies conducted an experiment, two
using a pretest-posttest design (Mohammadian et al, 2018; Liontou, 2013), and two a
between-subjects experiment design (Marzban 2011a; Marzban 2011b).

4.1.1 Reading comprehension

Six of the studies contained elements discussing reading comprehension (Marzban 2011a;
Yunnus, 2013; Mohammadian et al., 2018; Franco-Camargo et al., 2018; Liontou, 2015;
Espinoza-Celi et al., 2020). Marzban (2011a) found that implementing computer-assisted
language learning has a significant, positive impact on reading comprehension scores when
compared to traditional methods. He found that students who receive reading instruction, as
well as the text itself via a computer, complete exercises online and make use of computers in
class in general, outperform the students of a relatively equal level of proficiency in English
that did not have any access to ICT. The findings of Marzban’s study (2011b) show similar
results. The research showed that the students who watched educational videos with subtitles
scored significantly higher on reading comprehension tests in comparison to those who had
read the same instructions and text on paper (Marzban 2011b). Similarly, Yunus et al. (2016)
found that the use of videoclips expands learners’ vocabulary and thus aids their reading
comprehension. Additionally, Yunus et al. (2016) found that ICT, and particularly the World
Wide Web provides significant advantages in working with students’ reading comprehension
due to the abundance of texts on similar subjects, making it easier for the students to
comprehend one text by supplementing it with other texts on the matter. Mohammadian et al.
(2018) found that the use of authentic educational video recordings with interactive subtitles
has a significant advantage in promoting reading comprehension amongst students in
comparison to the control group which did not watch those videos but received the same

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amount of time and instruction. The interactive subtitles gave the option to immediately
access the glossary of certain words, while the other students would need to search for the
definitions of unfamiliar words on their own. The post-test revealed that the difference in
scores on the comprehension test was significantly higher, showing that listening to an
audio-visual recording in combination with readily available gloss increases reading
comprehension. In addition to this, Franco-Camargo's study (2018) showed that the inclusion
of videos helped students expand their vocabulary, thus increasing their reading
comprehension. Similarly, Liontou (2015) found that exposure to authentic, online material
that was not part of the traditional, classroom-based English lesson enhanced students’
reading comprehension through extending their vocabulary, as the results of a reading
comprehension test were significantly higher after being exposed to a wide spectrum of online
resources over a period of time. Espinoza-Celi & Morocho (2020) have also brought up
Twitter’s efficiency in improving students’ vocabulary, as 79% of the students participating in
that study reported that it has helped them expand it. The above-mentioned studies did not
find any negative effects of ICT on the reading comprehension of the learners.

4.1.2 Motivation to read

Yunnus et al. (2013) reported that students seemed to be more motivated to participate in
reading activities when ICT was involved in the process. It was motivated by the fact that
students perceived technology-centred learning to be more attractive, therefore they engaged
with the topics more during the lessons. Espinoza-Celi & Morocho (2020) reported a similar
effect occurring while involving Twitter in the research phase of writing - students were
motivated to read about various topics and self-reportedly, enjoyed that process. The negative
effects reflected in the studies concerned the higher chance of students losing interest through
getting distracted by other, not relevant materials on the websites such as adverts as well as
possible technical difficulties (Yunus et al., 2016). Moreover, some students were discouraged
by the use of ICT when they perceived it to be below their level of digital literacy, stating that
they would prefer to be able to choose how and when they use ICT tools to improve their
English skills (Kopinska, 2020). Additionally, students felt discouraged to read when the

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software or equipment was malfunctioning and/or far below their ability level (Kopińska,
2020; Liontou, 2015)

4.2 Effects of ICT on students’ writing skills

Six of the studies dealt with ICT’s effect on the development of writing skills of the students
(Yunus et al., 2016; Marzban 2011; Alobaid 2021; Laire et al. 2013; Espinoza-Celi &
Morocho 2020; Franco-Camargo, 2018). One of those studies does not explicitly state which
learning theory was guiding the discussion of their results (Yunnus et al., 2016). Four use
cognitive theory (Alobaid, 2021; Marzban 2011; Laire et al., 2013; Espinoza-Celi et al., 2020)
and one involves sociocultural theory (Franco-Camargo, 2018). Yunus et al. employ a
qualitative method of interviews with a sample of 23 secondary school English teachers
working in different schools. This provides an in-depth insight into the effects of ICT as
identified by the teachers. Alobaid conducted an experiment, producing quantitative data, but
the sample size was relatively low - a group of 14 students, making the results less credible.
Laire et al.’s study is an experiment investigating the effects of using Storify, a Web 2.0 tool,
in an EFL classroom. It was conducted by introducing a set of planned lessons to students to
have them later evaluated by asking them to fill in a survey. The sample was representative,
consisting of 80 participants spread between 5 different teachers and classrooms. The survey
was based on the Unified Theory of Acceptance and Use of Technology model by Venkatesh,
Morris, Davis, and Davis (2003) with the addition of items concerning self-efficacy, anxiety,
and attitude towards technology. This instrument’s theoretical underpinnings might have been
a miss-match considering the conflicting results. Marzban (2011b) conducted an experiment
on a sample of 68 students, half of them being a randomly assigned control group. The
experiment group followed CALL instructions which entailed listening to texts with
multimedia annotations while the other group received a traditional text on paper. Even
though there was a significant statistical difference between the groups, there is a risk that the
presence of a glossary in one group and lack thereof in the control group could have been
measured instead of the effect of multimedia text reading. Espinoza et al.’s (2020) study used
a mixed-method design, which combined a survey and an experiment with a control group as
well as a pre-post test. Even though the survey results complement the results of the

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experiment, there is a major flaw in the pre-post test design. The exact same test, which was
also connected to the contents of the studied textbook was administered twice, making it
possible that some students learned from the first test, which could explain why there was a
significant improvement in the vocabulary and grammar section, but not the general writing
section. The found effects were coded into two themes presented below.

4.2.1 Motivation to write

ICT was found by the teachers to be an effective tool for motivating students to do various
writing exercises (Canbay, 2020; Espinoza-Celi & Morocho, 2020), and it was stated that
conventional methods oftentimes led to students becoming bored during classes (Yunus et al.
2016). Pardede (2020) found that over 60% of the participants claimed that including ICT in
English lessons makes them more enthusiastic about the topic at hand and increases their
interest as well as motivation. 77% of the sample in his study were interested in using ICT in
learning while only 10.66% were not. Additionally, it was pointed out that Extramural English
and ICT are so abundantly present in the learners’ lives that they are simply more efficient in
working with such tools, thus making the whole learning process more productive and
user-friendly (Alobaid, 2021; Ezza et al., 2019, Laire et al., 2012). Espinoza et al. (2020)
found that Twitter increased students’ motivation to improve their writing skills - the
interaction and participation both online and in the classroom rose. 85% of her students
believed that Twitter is: “the most appropriate network for improving writing skills''. The
students in Espinoza et al.’s (2020) research enjoyed the process and its collaborative and
creative aspects. It is important to point out that in Laire et al.’s (2012) study the students did
not intend to use the social network called Storify again after its introduction, even though
they found Storify to be helpful, supportive, and easy to use, which counters the findings of a
high willingness to use online social networks. Franco-Camargo et al. (2018) found that his
students were motivated by the use of online writing tools, especially by their collaborative
features, where the students and teachers could easily give feedback on their writing process.
Additionally, the integration of video clips in the teaching material was found to be a
motivating addition as they experienced them to make their writing process easier
(Franco-Camargo et al., 2018).

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4.2.2 Writing accuracy

Online video resources in combination with enabling captions were shown to positively
improve students’ writing accuracy after implementing that change and encouraging students
to continue with that habit outside of school as well, facilitating extramural learning (Alobaid,
2021). Previous research showed that Youtube can be efficiently used for the development of
learners' L2 writing accuracy due to their positive and enhancing multimedia learning effects
such as adjustable settings like font size and colour (Alobaid, 2021). Subsequently, if
correctly used, these YouTube affordances were shown to make the process of improving
writing easy, effective and learners' writing performance more accurate (Alobaid, 2021).
Wikis in combination with captioned videos were found to have a similar effect on students'
written production, where their writing accuracy score improved by 10% after the exposure
(Franco-Camargo et al., 2018). Additionally, the content quality was experienced to be higher
when the students were allowed to research online the various topics of the written
assignments (Yunus et al. 2016). It is important to note that the teachers in Yunus et al. (2016)
study noted that the risk for plagiarism is higher when students are allowed to work in this
way. Students’ test results in grammar and vocabulary sections improved more than in the
writing section, where the improvement was minor, after an extended work with Twitter, an
online social media network (Espinoza et al., 2020). It was also shown that the use of social
media and online research, in connection to students’ own presence online led to the overuse
of abbreviations, even in their essays, as they are frequently exposed to them (Yunus et al.,
2013), thus lowering the writing accuracy of the students.

4.3 Teachers’ perceptions of ICT in the classroom

Three of the studies featured in this literature review deal with teachers’ attitudes and
perceptions in a direct manner (Yunus et al. 2013; Canbay 2020; Dogan and Akbarov, 2016).
Two of the studies (Yunus et al. 2013; Dogan and Akbarov, 2016) took on a qualitative
approach by utilizing semi-structured interviews, while Canbay took on a qualitative and
quantitative approach through quantifying and discussing the results of a TPACK-EFL survey
as well as conducting a short interview. The qualitative method of interviewing was found to

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be appropriate as it is effective in investigating people’s attitudes and opinions, giving the
researchers flexibility to explore additional themes that might occur, which could be missed in
other types of research. On the other hand, the sample sizes of those studies were relatively
small, and the results were non-generalizable. Canbay’s research from 2019 employed a
TPACK-EFL survey which is a reliable instrument in investigating teachers’ perceptions and
attitudes towards technology in an EFL classroom setting. In addition to this, possible gaps in
the questionnaire were mediated by supplementing the survey with interviews, which in turn
produced a more complete picture of teachers’ views on ICT in the EFL setting.

All of those studies were conducted with the use of practising upper-secondary English
teachers in various countries. The findings were coded into four overarching themes presented
below.

4.3.1 ICT is beneficial

Canbay (2020) found that interviewed teachers commonly thought that ICT makes learning
easier and makes its effect more permanent due to its visual components. Additionally, the
majority of the informants thought that digital tools activate the children and make the lesson
more interactive as well as entertaining. The teachers perceived students to be generally more
active when using ICT (Yunus et al. 2013). Moreover, Canbay (2020) stated that the
interviewees believed that ICT makes the approaching of the students easier for them, and
makes finding and relaying authentic, native material easy. Finally, the perceived benefits
included the time-saving aspect, as lesson preparation as well as execution became simpler
(Canbay, 2020). This was also reflected by the informants in Yunnus et al.’s study, where
some of the teachers expressed that software available to the teachers, such as PowerPoint,
has benefits for both teachers and the students. The informants also perceived that ICT
provides more scaffolding for the students of lower English language proficiency because of
the variety of materials online, aiding both reading and writing processes. It was believed that
ICT provides the students with opportunities to develop independent working habits (Yunus et
al. 2013).

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4.3.2 English at students’ fingertips

E-learning materials and E-books were highly valued by the teachers (Dogan and Akbarov,
2016). Many of the teachers surveyed in Dogan and Akbarov’s study stated that they would
like their students to have digital textbooks as opposed to physical textbooks (Dogan and
Akbarov, 2016). Yunus et al. (2013) found that teachers thought of the Internet as a great
resource for the students for not only language improvement, but also for reading more about
the topics of interest for their essays. The research showed that teachers thought that students
can supplement the lesson with the use of mobile phones following their needs, be it by
looking up a definition or further researching a topic that they needed an elaboration on. That
being said, some teachers mentioned that the Web is not the best source for information, as
the students can easily fall for unreliable information and sources (Canabay, 2020). It was
perceived to be more effective and time-efficient. Some mentioned extramural English and its
benefits on English language learning, through actions such as turning on captions on video
clips or movies (Yunus et al. 2013). This study also contains many quotes of the teachers
claiming that ICT and writing are inseparable components of an EFL classroom in this day
and age, as much as mobile devices are seamless components of their daily routines. Many
teachers mentioned that the students do not write by hand as much as they used to back in the
day, and the classroom activities should reflect this (Yunus et al. 2013).

4.3.3 ICT can have negative effects

Some teachers expressed reluctance towards ICT. Yunus et al. (2013) reported that a portion
of interviewed teachers thought that traditional reading materials are of higher quality.
Additionally, it was expressed that digital materials harm students’ relationship with reading.
Canabay (2020) reported that some of the informants thought that ICT-based games and
programs can take precedence over language learning and shift the focus of lessons
unintentionally. A few teachers mentioned that they fear encouraging the students to stay on a
device even at school due to their addictiveness (Canabay, 2020). The research also suggests
that the teachers have a negative attitude towards online resources’ wide availability due to
plagiarism and ease with which students can pass off someone else’s work as their own
(Yunus et al. 2013). The perceived negative effects extend to the number of abbreviations

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students commonly use in their writing tasks such as ‘cos’ instead of ‘because’, ‘ur’ instead of
‘your’, etc. They motivated this stance with the abundance with which slang is used online
and on social media (Yunus et al. 2013).

4.3.4 Perceived barriers

Canabay (2020) reported that many of the interviewed teachers were self-taught and
continued to update their education regarding digital tools independently. Additionally, the
majority of the participants of that study perceived themselves to have deficiencies in their
technology integration in language teaching due to a lack of professional training. Dogan and
Akbarov (2016) found that most of the teachers thought that using mobile phones could
enhance the language classes and found them to be useful tools for language acquisition.
However, despite this outlook, only half of the surveyed teachers utilised smartphones in their
EFL lessons as they felt that they do not have the knowledge of how to do that. The previous
research also shows that the resources available play a big role in willingness to use ICT
(Dogan, Akbarov, 2016). Moreover, teachers expressed issues with class control, distractions,
and overuse of mobile phones by the students, making it more difficult to create a good
learning environment (Yunus et al. 2013).

4.4 Student’s perceptions of ICT in the classroom

Three of the articles selected deal with students’ attitudes towards digital tools’
implementation in English as a foreign language classroom directly (Liontou 2015; Kopinska
2020; Paredes 2020). In addition, two other studies used in this literature review address
students’ attitudes (Ezza et al., 2019; Espinoza et al., 2020). All of the studies dedicated to
students’ perceptions implemented surveys in their design, but the instruments and thus items
varied, yet the themes explored were of high resemblance. The perceptions presented in those
studies were quite similar, as all of them reflected a generally positive attitude of EFL learners
towards digital tools. A deeper understanding of the students' motivations for the expressed
opinions is hard to extract from the quantitative data due to the limited number of items of the
surveys, even though the supplementary interviews are presented, due to the fact that they are

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not explored further in the articles. All of the studies concern upper-secondary English
students around the world. The findings were coded into three overarching themes presented
below.

4.4.1 Students’ attitudes towards ICT

All three of the studies used in this literature review found that students tend to have a
positive outlook on the ICT tools in general (Liontou 2015; Paredes 2020; Kopinska 2020).
Two of the studies (Liontou 2015; Paredes 2020) showcase that the majority of the surveyed
students do not see any barriers between themselves and using ICT. On the contrary, most
students thought that there is no need for any formal training in order for them to work with
digital technology (Paredes, 2020). Moreover, the younger the students, the more likely they
were to claim this. The students were appraising the function of ICT in the classroom
positively: Liontou (2015) found that 92.5% of the students expressed that the ability to
access extra information easily was a benefit of ICT’s presence, as opposed to asking
questions in class. Similarly, 85% of the participants found it easier to look up definitions
and/or aid their understanding of the texts studied by searching the net as opposed to using
physical dictionaries (Liontou, 2015). The attitudes were sustained over a longer period of
time in Kopinska’s study, where an ICT-intervention model was implemented, consisting of
an ICT-filled, 18 months long English as a second language course. Most students
participating in an ICT-intervention course as a part of the English program had a positive
attitude towards ICT in general prior to the experiment, which has only increased as a result
of it (Kopinska 2020). The students were happy to use ICT as a means to improve their
English skills and support their learning, and that opinion did not change after 18 months of
intervention. That shows how the effect is sustained and not just a novelty that improves the
engagement of students for a period of time.

4.4.2 Students’ Engagement in learning with ICT

Students’ perceived engagement was addressed explicitly and implicitly in all of the dedicated
studies (Liontou 2015; Paredes 2020; Kopinska 2020) and in some other research papers used
in this literature review (Yunus, Nordin, et al. 2013, Ezza et al., 2019, Espinoza et al., 2020).

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Pardede (2020) found that 60% of students found the inclusion of ICT in teaching English to
increase their motivation and interest in learning English. Similarly, in Liontou’s (2015) study,
75% of students agreed that the online learning setting is preferred over the traditional,
face-to-face learning, which indicated that online activities are more engaging and interesting
to the young students. It was also described that digital tools significantly increase students’
self-reported participation, creativity, and the quality of produced content (Yunus, Nordin, et
al. 2013). Kopinska (2020) presented in the study that students perceived classes to be more
interesting to them when digital tools were involved. Moreover, the students perceived
Computer Assisted Language Learning to be beneficial for their future, as
technology-oriented skills are in high demand, thus increasing students' motivation to engage
with them.

4.4.3 Digital natives

A theme that emerged throughout the studies was that students perceived themselves to be
more than capable of using ICT during their studies. Liontou (2015) reported that 50% of the
students learned ICT skills on their own. Additionally, the remaining 50% either learned with
the assistance of the teachers, parents, but nonetheless felt comfortable with their skill set.
Complimentary to this sentiment, Parede’s (2015) findings state that students largely do not
see a need for formal training in using ICT for educational purposes. It is reflecting their
confidence in their ability to use ICT for educational purposes (Paredes, 2020). As stated
before, there was a correlation between this statement and the age of the student. It was
presented that the majority of the students had a “positive and high-level perception of their
knowledge and ability to use ICT in learning activities”. Many of the studies showed that the
students prefer to operate online rather than offline: 85% of students in Liontou’s (2015) study
thought that: “It is easy to access the meaning of words to help me understand what I’m
reading” (Liontou, 2015) as opposed to getting a physical dictionary. Moreover, 87.5% of the
participants believed that texts, in general, are easier to scan to find information when in
online format (Liontou, 2015). Moreover, Kopinska (2020) reported that students who had
negative attitudes towards ICT often motivated their stance with the low quality of the
schools’ equipment and/or low quantity of it, as well as by activities being “too basic”. That

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indicates that the students are more familiar with the advancements of technology, and with
the digital tools that teachers use.

5. Discussion

The following section provides a discussion of the main findings of the dataset selected for
the purposes of this study presented in this systematic literature review in their relation to the
research questions as well as the aims of the study. Additionally, the strengths and weaknesses
of the choice of a method are discussed. Lastly, the need for further research based on the
contents of this literature review is provided.

5.1 Results discussion

The results discussion’s sections follow the order of the research questions:
1. Based on the findings of previous research, what are the effects of incorporating
ICT-related activities into English lessons on the reading and writing skills of
intermediate-English students?
2. What are EFL teachers' attitudes towards ICT in the reviewed research literature?
3. What are EEL students' attitudes towards ICT in the reviewed research literature?

5.1.1 Effects of ICT

The main findings of the studies featured in this literature review portray many advantages to
incorporating ICT in the EFL classroom when it comes to reading and writing skills
development. The red thread of the studies is the increase in motivation of the students when
interacting with ICT tools during an English lesson (Pardede, 2020; Ezza et al., 2019; Canbay,
2020; Yunnus et al., 2013; Alobaid, 2021; Espinoza-Celi et al., 2020; Franco-Camargo, 2018,
Laire et al., 2013). The previous research used in this study found that the students' enjoyment
of the lessons increased when they got to work with some type of device. It was suggested
that it is because the students are more acquainted with reading and writing with the use of
technology than with pen and paper, thus making the ICT-centred activities more appealing
due to their familiarity with the process (Alobaid, 2021; Laire et al., 2012). It has also been

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reported that the students enjoy reading more when it is assisted with an auditory or a visual
experience (Marzban, 2011a; Mohammedan et al., 2016; Franco-Camargo et al., 2018) which
is one of the affordances of the technology available in most classrooms. Moreover, the
retention of vocabulary and other features of language was increased when it was
multi-sensory. This has had a significant, positive influence on the reading comprehension of
the EFL students of the intermediate level of proficiency (Marzban 2011a; Marzban 2011b;
Mohammedan et al., 2016). ICT was found to have a significant impact on the reading
comprehension of the students especially via the use of subtitles while watching various
videos, and through the availability of interactive glossaries (Marzban, 2011b;
Franco-Camargo et al., 2018) Mohammadan et al., 2018). It was also aided by the ease with
which any student can look up word definitions online (Yunnus et al., 2013).

The ease with which information can be found online due to ICT’s presence was found to
increase the general quality of the texts produced by the students in terms of their contents
and writing accuracy (Yunnus et al., 2013; Franco-Camargo et al., 2016; Espinoza-Celi et al.,
2020). This might be due to the ease of finding relevant content, but also due to the fact that
fewer young students consult books other than textbooks, and libraries in order to find
information. To the younger generations, researching a topic is synonymous with surfing the
internet. This large exposure to the language used online was also found to have negative
effects on the language students use, as incorrect, slang-like abbreviations became a part of
some students’ writing. This effect could be explained by the lower quality of the text the
students read and use in casual conversations online, where there’s a tendency to encapsulate
a maximum of information in the lowest number of words possible.

5.1.2 Teachers’ attitudes

The findings of this literature review regarding the teachers' opinions and attitudes towards
ICT tend to be relatively consistent across the studies concerning them (Yunnus et al., 2013;
Dogan & Akbarov, 2016; Canbay, 2020). Teachers participating in those studies regarded ICT
as a beneficial tool that affects their teaching and students’ learning mostly in a positive way.
The participants valued the wide accessibility of the EFL teaching materials online (Yunnus et
al., 2013; Canbay, 2020) as well as the vast amount of reading materials for students (Dogan

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& Akbarov, 2016; Yunnus et al., 2013; Canbay, 2020). It was recognised that online resources
provide scaffolding to teachers while planning lessons as well as to students when completing
various tasks. It was reported that the availability of online resources saves time for the
teachers, but the time-saving aspect that was more frequently reported was that of the
students. The teachers in the studies recognised that the students can be more efficient and
independent in their research, be it through quick Google searches that do not require the help
of a library assistant, or by looking up an unknown word without needing to consult the
teacher or a physical dictionary. Nonetheless, the teachers had some reservations about the
ICT’s influence. Canabay (2020) reported that teachers feared that some ICT-related games
and activities shift the focus of the lesson from the language to technology, which could
potentially result in lower information retention of the students. Yunus et al. (2013) reported
that some teachers found physical material such as newspapers to be of higher quality than the
resources online which can have grammatical errors and are not as thoroughly checked as the
ones that were printed. It was also mentioned that as a result of the frequent consulting of the
online resources as well as the private use of ICT of the students, ungrammatical
abbreviations became a frequent part of students’ written assignments, which was considered
to be a disadvantage of the mobile phones use. Regardless of the negative effect, the majority
of the teachers featured in the studies used in this systematic literature review maintained that
ICT’s benefits outweigh the negatives, and they do not see themselves not using them in their
classrooms. ICT was regarded as a new “must” rather than an option.

A recurring theme in the studies concerning teachers’ perceptions was a lack of training or
resources. Some teachers reported to be largely self-taught (Canbay, 2020) and insecure in
various degrees about their skills. The newer the technology, the bigger the obstacles were in
implementing them in the EFL lessons. In Dogan & Akbarov’s study (2016) teachers had a
generally positive attitude towards mobile phones’ presence in the classroom, appreciated
their benefits, yet were uncertain how to use them. Such contradictions are present in all of
the studies concerning teachers’ attitudes. Even though there is a will to make use of the ICT
available, the teachers list the benefits of using ICT, often they do not use them as much as
they would possibly like to. In Yunnus’ study (2013), many teachers shared a sentiment that
ICT can only be beneficial when used correctly and with knowledge. The studies included in
this literature review echo the need for formal training for the teachers in order for them to be

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able to use ICT tools effectively and with confidence. Moreover, there seems to be a need for
updating of those skills even amongst the teachers who use ICT, as the teaching technology is
currently rapidly evolving, and the chances of being overwhelmed by a large number of
resources available to choose from.

Additionally, Canabay (2020) and Dogan & Akbarov’s (2016) studies showed that teachers
found the resources’ availability and quality to be a major factor in their attitude towards their
use. Some school environments lack funding to provide their students with the newer versions
of technology and software, sometimes making the process of using ICT more laborious and
time-consuming than when not employing ICT, making those teachers reluctant to include
ICT in their planning of the lessons.

5.1.3 Students’ attitudes

Students’ attitudes towards ICT are quite similar in all of the studies drafted for the purposes
of this literature review. The perceptions of the students of ICT in the classroom are largely
positive. EFL learners seem eager to use the technology available, as long as they deemed it
to be appropriate to their proficiency level (Kopinska, 2020). The dissatisfaction was resulting
from not being challenged, as some of the methods that might have seemed to the teachers to
be innovative, were considered to be basic and outdated to the young learners. Additionally,
the negative aspects of ICT that were brought up concerned the quality of the equipment
available at the schools or the quality of the internet connection. Moreover, the majority of the
students studied in the previous research did not express a need for formal training to use
digital tools, and the younger they were, the more likely that was to be the case (Paredes,
2020). This suggests the trend in which the learners' expectations are going - increased
complexity of ICT is expected to be the norm rather than something taught, as well as the
level of their skill. In todays’ highly digitalized society, the young generations are digital
natives, and using technology seems to be a natural part of everyday life to them. Learning
and using various online platforms and programs comes relatively easy to them, and their
satisfaction with having their lessons centred around ICT motivates them to continue learning
(Kopinska, 2020). This might be due to the fact that they largely exist online, and they are
comfortable and familiar with the online environment. This can be seen in Espinoza's study

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(2020) where the students highly enjoyed learning about how to construct and write a
paragraph by using Twitter, a platform that is highly popular amongst today’s teenagers. That
effect is in a slight contrast to Laire’s study (2013) in which Storify was used to help students
create a structure to their written productions. Even though the students deemed Storify to be
a useful tool, they did not want to continue using it in their classroom. They were uncertain
whether Storify would help to enhance their writing skills despite explicit features guiding
students’ writing process, something that Twitter is certainly lacking. This could be seen as an
example of the high importance of teachers’ role in using ICT tools effectively and ensuring
sufficient instructions as well as an explanation of educational goals or benefits of using
certain tools. Alternatively, this could indicate the students’ preferences for platforms with
which they are more familiar. Moreover, there was a minor trend in the findings where the
students would prefer tools and exercises that can be accessed via a mobile phone/device
rather than a computer/laptop. This mirrors their everyday-life preferences, where tablets and
smartphones start to dominate the bulkier technology such as laptops and computers, which
tend to be used only for purposes that cannot be achieved by using a mobile device.

5.2 Methods discussion

According to Eriksson Barajas (2013), areas which have been extensively researched are
suitable for a systematic literature review approach. This is the case for the ICT in an EFL
context area, yet only in a global context. The number of studies related to ICT’s effects on
learning English as a second language in a European context is relatively low, especially when
only considering publications of the past decade. This in-time limitation was crucial due to
the rapid pace at which the available technology is evolving. Thus, a gap in research for the
European context was identified. There is a possibility that there are more studies conducted
in those areas in Europe, yet they have been reported in the native languages of the
researchers and the participants.

5.2.1 Limitations

One of the weaknesses of this literature review is that the countries in which the research
studies featured were conducted vary greatly. Eight of the studies were conducted in Asia,

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three of the studies were conducted in Europe, and two in South America and one in North
America. That is making it difficult to draw comparisons and parallels between the findings
with confidence, as the schooling systems described in the studies can differ. In addition to
this, cultural differences may affect the way students and teachers perceive different teaching
and learning procedures. As a result of this, the findings of this literature review are not
generalizable, and further research is needed.

6. Conclusion

The aim of this literature review was to investigate the effects of ICT on EFL students’
reading and writing skills, as well as to investigate the attitudes of the teachers and the
students towards ICT. The study did not reach its full goal of answering the first research
question thoroughly, as there are many facets to reading and writing that remained
undiscussed. This was due to the lack of appropriate studies available to include in this
literature review. The limited answer does suggest that ICT does have a positive impact on
both of those activities, but also has its drawbacks that accompany them. In summary, the
positive effects outweigh the negative ones. Consequently, the teachers’ attitudes appreciated
both sides of the coin but the trend in the studies selected showed that in this case too, the
positive outlook outshines the negative reservations they had. Lastly, the studies selected in
this study revealed that the students see ICT as a normal part of their life and react positively
when the school’s working environment resembles the one they are accustomed to.

6.1 Implications for EFL teaching in Sweden

The findings of the studies selected to be a part of this literature review have a few
implications for teaching EFL in Sweden. As described before, Sweden is a country that has
invested in digitalising its schools relatively early, resulting in well-equipped schools by
today’s standards. Most, if not all of the students attending an upper secondary school in
Sweden have their own mobile devices. The use of these technologies varies from school to
school. As a result of this study, it could be argued that employing ICT in an EFL setting in
Sweden is convenient and beneficial. When using educational videos, it would be of value to

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always switch on the subtitles and encourage students to do the same at home in order to
increase their writing accuracy. This could also be extended to audio recordings of the books,
which could be supplemented by the physical copy of the text. Additionally, it has been
shown that wikis in combination with videos can have a similar effect, therefore creating
multisensory activities combined with ICT can have a positive impact on Swedish EFL
learners.

In addition to this, the studies selected painted a picture of the conflicted attitudes of the
teachers and eager to use ICT students. It could be beneficial to create opportunities for the
teachers who struggle with technology to increase their knowledge in the ICT sector and help
implement this in their classrooms. This is potentially problematic, as many schools in
Sweden struggle to find funding for various programs, and ICT can be seen as a luxury rather
than a necessity. Additionally, it was also found that the less-capable teachers seeking help
from their students has a positive effect on the learning in the classroom, therefore principals
could also encourage the teachers to seek help from their pupils when it is appropriate. This
literature review shows that there is a lot of potential benefits that can be reaped from utilising
ICT in the classroom, especially when it comes to motivation which is often listed as a key
factor in students’ achievement, making it important to encourage the use of the technology
available.

6.2 Further research

As a result of conducting this literature review, it became apparent that there are not many
recent studies investigating the effects of ICT on EFL in the European context. It is an area
that is rapidly evolving and the studies done during the Web 1.0 era and similar, might not
have much in common with the reality of today’s classroom. Additionally, this new generation
that is growing up with the technological advancements from day one might react differently
to the students from a decade ago. More information could shed a light on what approach is
most beneficial for the student in today's day and age.

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33(47)
 Appendices

1. Search scheme

Database Search Type of

Timeline Restrictions Hits Selected materials
and date words publication

ERIC 2012-20 Peer-reviewed ESL OR 1455 Ezza, E-S., Alhuqail, E. & Article
21 11 09 21 EFL Elhussain, S. (2019).
and Technology-based
Technolog instructional intervention into
y an EFL writing
classroom. Cypriot Journal of
Educational Science. 14(4),
507–519

ERIC 2012-20 Peer reviewed ESL OR 1455 Mohammadian, A., Saed, A., Article
21 11 09 21 EFL & Shahi, Y. (2018). The Effect
and of Using Video Technology on
Technolog Improving Reading
y Comprehension of Iranian
Intermediate EFL Learners.
Advances in Language and
Literary Studies, 9(2), 17-23

ERIC 2012-20 Peer reviewed ESL OR 1455 Dogan, A. & Akbarov, A. Article
21 11 09 21 EFL (2016) Teachers' Attitudes
and toward the Usage of Mobile
Technolog Devices in EFL Classroom,
y 5(1), 11 - 17.

ERIC 2012-20 Peer reviewed ESL OR 1455 Canbay, F. (2020). EFL Article
21 11 09 21 EFL Teachers' Views about
and Technology Integration in
Technolog English Language Teaching:
y A Case Study. Journal on
English Language Teaching,
10(2), 54-63

ERIC 2012-20 Peer-reviewed ESL OR 1455 Mohammadian, A., Saed, A., Article
21 11 09 21 EFL & Shahi, Y. (2018). The
and Effect of Using Video
Technolog Technology on Improving
y Reading Comprehension of
Iranian Intermediate EFL
Learners. Advances in
Language and Literary
Studies, 9(2), 17-23

ERIC 2012-20 Peer reviewed (ESL OR 22 Pardede, P. (2020). EFL Article

21 11 09 21 Upper-second EFL) Secondary School Students’
ary education AND ICT, Perception of ICT Use
teachers' in EFL Classroom. Journal of
attitudes English Teaching, 6(3),

34(47)
 246-259.

ERIC 2012-20 Peer reviewed (ESL OR 57 Paudel, P. (2021). Information Article

21 11 09 21 Upper EFL) and communication
secondary AND technology in foreign
education (MALL language classes in English:
OR CALL Roles and practices.
OR ICT) International Journal of
Technology in Education and
Science (IJTES), 5(1), 37-55.
https://doi.org/10.46328/ijtes.
1

ERIC ERIC Peer reviewed 57 Yunus et al. (2013). Pros and Article
21 11 09 2012-20 Upper Cons of Using ICT in
21 secondary Teaching ESL Reading and
education Writing. International
Education Studies, 6(7), pp.
119-130

ERIC 2012-20 Peer reviewed ESL OR 256 Enayati, F., & Gilakjani, A.P. Article
21 11 09 21 EFL (2020). The impact of
AND Computer Assisted Language
CALL Learning (CALL) on
improving Intermediate EFL
Learners’ Vocabulary
Learning. International
Journal of Language
Education, 4(1), pp. 96–112

Google 2011-202 Peer ICT, EFL, 8170 Marzban, A. (2011) Article

Scholar 1 Reviewed upper-seco Improvement of reading
21 11 21 ndary comprehension through
computer-assisted language
learning in Iranian
intermediate EFL students

Marzban, A. (2011). Article

Investigating the role of
multimedia annotations in
EFL reading comprehension.
Social and Behavioral
Sciences, 28, pp. 72–77

Google Peer-Reviewe ICT, EFL, 8170 Kopinska, M. (2020) Beyond Article

Scholar d upper-seco the novelty effect: EFL
21 11 21 ndary learners’ attitudes towards
ICT use in the classroom.

ERIC 2012-20 Peer-reviewed (ESL OR 54 Espinoza-Celi & Morocho Article

21 11 21 21 Upper-second EFL) (2020). Using "Twitter" to
ary AND Enhance Writing Skill with
(MALL Senior High School Students:
OR CALL A Case Study
OR ICT),
reading

35(47)
 Science 2012-20 Peer-reviewed EFL, ICT, 94 Laire et al., (2013). Social Article
Direct 21 effect, Media's Learning Outcomes
21 11 21 writing within Writing Instruction in
the EFL Classroom:
Exploring, Implementing and
Analyzing Storify

Science 2012-20 Peer-reviewed ESL, ICT, 94 Alobaid, A. (2021). ICT Article

Direct 21 writing multimedia learning
21 11 21 affordances: role and impact
on ESL learners' writing
accuracy development

ERIC 2012-20 Peer-reviewed (ESL OR 18 Franco-Camargo & Article

05 12 21 21 EFL) Camacho-Vasquez (2018).
AND ICT The Impact of Wikis & Videos
AND Integration Through
writing Cooperative
Writing Tasks Processes.
English Language Teaching,
11(5), pp. 116-129

2. Categorization scheme nr 1

Author and title Education Empiric Effect Teachers’ Students’ Coun Year Notes
al level al s perceptio perceptio try
method ns ns

Espinoza-Celi & Morocho (2020). Upper-sec Mixed X X Ecua 2020

Using "Twitter" to Enhance ondary method dor
Writing Skill with Senior High : survey
School Students: A Case Study and
pre-pos
t test

Ezza, E-S., Alhuqail, E. & 19-year Mixed X X Saudi 2019 male-

Elhussain, S. (2019). olds method Arabi only
Technology-based instructional : a sampl
intervention into an EFL writing experi e
classroom ment +
intervie
ws

Marzban, A. (2011b) Investigating Secondar Experi X Iran 2011

the role of multimedia annotations y ment
in EFL reading comprehension

Franco-Camargo & B1 Mixed X Colo 2018

Camacho-Vasquez (2018). The (CEFR) method mbia
Impact of Wikis & Videos s:
Integration Through Cooperative Action
Writing Tasks Processes. Researc
h and

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 semi-str
uctured
intervie
ws

Marzban, A. (2011a) Improvement Intermedi Experi X Iran 2011 only

girls
of reading comprehension through ate ment
present
computer-assisted language English Pre-pos in the
learning in Iranian intermediate fluency t test sample
EFL students design

Laire et al., (2013) Social Media's Upper-sec Experi X X Belgi 2013

Learning Outcomes within Writing ondary ment um
Instruction in the EFL Classroom:
Exploring, Implementing and
Analyzing Storify

Mohammadian, A., Saed, A., & Upper-sec Experi X Iran

Shahi, Y. (2018). The Effect of ondary ment
Using Video Technology on
Improving Reading
Comprehension of Iranian
Intermediate EFL Learners.
Advances in Language and
Literary Studies,

Alobaid, A. (2021). ICT Upper-sec Experi X India 2021

multimedia learning affordances: ondary ment
role and impact on ESL learners'
writing accuracy development

Yunnus et al. (2013), Pros and Upper-sec Qualitat X X Iran 2013

Cons of Using ICT in Teaching ondary ive,
ESL Reading and Writing intervie
ws

Dogan and Akbarov (2016). Senior Quantit X Turk 2016

Teachers’ attitudes toward the and Junior ative, ey
usage of mobile devices in EFL high survey
Classroom school

Canbay, F. (2019). EFL teachers’ Upper-sec Quantit X Cana 2011

views about technology integration ondary ative, da
in english language teaching: a survey
case study

Pardede, P. (2020). EFL Secondary upper-sec X X Indo 2010

School Students’ Perception of ondary nesia
ICT Use in EFL Classroom

Liontou, A. (2015). Intermediate lower and Mixed X X Gree 2020

Greek EFL Learners’ attitudes upper method ce
towards on-line teaching practices: secondary s:
a blended task-based English Pre-pos
Language learning approach t test,
survey
+

37(47)
 intervie
ws

Kopinska, M. (2020). Beyond the upper-sec Mixed X X Spain 2020

novelty effect: EFL learners’ ondary method
attitudes towards ICT use in the s:
classroom Pre-pos
t test,
intervie
ws

Green: Effects Blue: Teachers’ perceptions Yellow: Students’

perceptions

3. Categorization scheme nr 2

Title and Age Aim of the Study’s Data Theoretical Results and conclusions
the author group study size collection underpinnings
method

Alobaid, A. 15-ye Investigatio 14 Scored writing Cognitive Study found that using
ICT ar-old n of the students tasks before Theory. captioned videos helped to
multimedia s effects of and after the Signalling improve students’ writing
learning using experiment Principle of the accuracy after 5 months of
affordances: YouTube as and a Cognitive exposure in and out of the
role and an ICT tool self-report Theory of classroom. It was concluded
impact on on writing questionnaire Multimedia that enhanced captions that
ESL accuracy containing Learning YouTube offers can be
learners’ qualitative and (CTML) & recommended to further
writing quantitative Noticing the develop EFL learners writing
accuracy. items - Gap Hypothesis accuracy due to the positive
One-Group effects
Pretest-Postest
Design

Canbay, F. 24-39 Exploring 9 EFL Mixed method Sociocultural Teachers had a generally
EFL views of teachers of quantitative theory positive attitude towards
teachers’ EFL and qualitative technology integration in the
views about teachers’ on type: English classroom and
technology technology TPACK-EFL education. There is a need for a
integration integration survey + 10 greater support for the teachers
in English in teaching open-ended in terms of training and ICT
language English. questions. education. It was found that
teaching: a both the teachers and the
case study students benefit from
employing ICT in the EFL
classroom.

Dogan, A. & - Examining 59 EFL Survey No theory was The teachers’ found that using
Akbarov, A. teachers’ teachers stated technology in the classroom
Teachers’ perception today is not a choice but a
Attitudes on the must. In general, the majority
toward the presence of of the sample had a positive
Usage of mobile attitude towards the usage of
Mobile phones mobile devices in the EFL
Devices in and/or learning context. However, the

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EFL devices in percentage of teachers who use
Classroom the EFL and do not use mobile phones
classroom during their lesson was almost
and during equal, the latter being slightly
learning lower. The need for support and
activities, as training in implementing ICT in
well as their the classroom was expressed.
practices.

Espinoza-Cel 16-18 Investigatio 19 Mixed method Cognitive Twitter can be recommended as

i, V. & years n and students design: A Theory. a tool for learning English for
Morocho, P. old analysis of and an survey and a Communicative academic purposes - the
C. Using the effect of EFL Two Groups teaching experiment group showed a
Twitter to using teacher Pretest-Posttes significantly higher
enhance Twitter in t Design improvement in their
writing skill and out of productive skills in comparison
with senior classroom to the control group. It was
high school on found to be a good tool for
students: a upper-secon researching various topics,
case study dary increasing collaboration and
students’ motivation as well as increasing
writing students’ knowledge.
skills

Ezza, A. et 19-ye 26 Mixed Sociocultural The online writing course

al. ar-old students methods: Two Theory, culminated in a statistically
Technology-b s Groups collaborative significant performance
ased Pretest-Posttes learning, difference in favour of the
instructional t Design and Self-Regulated experimental group that
intervention Interviews Strategy received additional resources
into an EFL Development
writing
classroom

Franco-Cam 20-40 Investigatio 7 Mixed Sociocultural Study found that after

argo & B1 n of ICT as methods: theory introduction of Wikis and other
Camacho-Va (CEF a tool to Action assistive ICT tools, the
squez R) improve research, students’ writing skills
(2018). The students’ semi-structure improved significantly, from
Impact of writing d interviews, 30% to 60%. The aspect that
Wikis & skills. More qualitative improved most significantly
Videos specifically, analysis of was the composition of their
Integration Wiki journals texts, followed by writing
Through websites, accuracy.
Cooperative videos are
Writing in focus.
Tasks
Processes.

Kopinska, 16-17 Investigatio 77 Mixed No theory stated The attitudes of the students
M. Beyond n of students method: towards ICT in an EFL setting
the novelty upper-secon Survey + were stably positive, remaining
effect: EFL dary school 18-month favorable towards ICT after the
learners’ students’ ICT-based intervention. The findings
attitudes attitudes intervention suggest that integration of ICT
towards ICT towards the involving One in EFL has a positive effect on
use in the use of ICT Group Pretest the students long-term, and the
classroom in an EFL Posttest increased motivation is
classroom Design sustained.
setting.

Liontou, T. 13-14 Investigatio 40 A year-long Sociocultural The survey showed that the
Intermeriate n of students experiment theory & students had a generally
Greek EFL students’ with a One communicative positive attitude towards
learners’ attitudes Group Pretest teaching Computer-Assisted Language

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attitudes to towards Posttest Learning use in their English
on-line ICT in an Design + lessons. The results of the
teaching EFL Survey experiment showed a
practices: A classroom significant improvement in
blended setting. their reading comprehension
task-based Additionall skill. Additionally, students felt
English y, the aim more motivated and supported
language included an in their learning by wide access
learning empirical to online learning tools.
approach investigatio
n of the
impact of
on-line
lessons on
the EFL
students of
intermediate
English
proficiency
in terms of
motivation
and reading
comprehens
ion.

Marzban, A. 18-25 Investigatio 60 two group Cognitive The study compared the results
Improvement n of female experiment theory of reading comprehension
of reading computer-ce students design scores between two groups
comprehensi ntered of an studying under different
on through instruction interme conditions and found
computer-ass effect on diate significant differences in the
isted EFL level of results. The group that worked
language students’ proficie with computer-based
learning in reading ncy in programmes and instruction
Iranian comprehens English including CALL materials and
intermediate ion in its communicative exercises
EFL students comparison performed better than the other
to group, which were taught in a
teacher-cent more traditional way. This
ered included some elements of
teaching. grammar translation methods.

Marzban, A. 13-18 Investigatio 68 two group Cognitive The study found that using
Investigating n of students experiment theory annotations in combination
the role of audio/video of an design with sound and video creates
multimedia annotations’ pre-inter better conditions to facilitate
annotations effects on mediate reading comprehension than
in EFL students’ level of paper-based conditions.
reading reading proficie Participants studying texts in a
comprehensi comprehens ncy in multimedia environment
on ion skills. English outperformed the students
reading texts in a traditional
way on the posttest measuring
reading comprehension.

Mohammadi 16-18 Investigatio 30 male Experiment: No theory was Using video technology in the
an, A. et al. n of the students Two Group stated form of an audio recording of
The Effect of effects of Pretest the voice combined with visual
Using Video including Posttest clues as well as sound effects
Technology visual Design had a significant impact on
on Improving materials on improving the reading
Reading reading comprehension of the students.
Comprehensi comprehens There was a significant
on of Iranian ion skills difference in improvement
Intermediate between the experiment and the

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EFL control group which has only
Learners. received traditional texts and
instructions.

Pardede, P. 12-18 Exploration 197 Qualitative No theory was The research found that
EFL of students method stated. students had a positive
Secondary secondary in 15 employing a perception of the potentials that
School school seconda cross-sectional ICT has in relation to learning.
Students’ students’ ry survey design. They found that ICT impacts
Perception of attitudes schools their motivation and learning
ICT Use in and interest positively, as well as
EFL perceptions allows them to learn more
Classroom of ICT use independently, which was
in English perceived to be a benefit.
as a foreign Students did not see a need for
language training in order to use ICT in
teaching. their learning of English as a
foreign language.

Md. Yunnus, - A 23 Qualitative The research found that

M. et al. comprehens English method teachers saw ICT as
Pros and ive insight teachers employing advantageous in teaching
Cons of into semi-structure English as a foreign language,
Using ICT in teachers' d interviews. mainly in terms of retaining
Teaching attitudes students’ attention. They found
ESL Reading and beliefs ICT to be helpful in achieving
and Writing surrounding the set goals of the lessons and
the use of thought that ICT supports the
ICT in EFL teaching processes as well as
classroom preparation processes due to an
abundance of materials online.
Additionally, ICT was seen as a
great resource for the students,
making independent research
and aiding the understanding of
assigned texts easier. Teachers’
also thought that ICT helps to
expand students’ lexis. Many
thought that ICT fosters
independent learning and
makes the lessons more
relatable to the students. The
disadvantages that were found
concern class control which
teachers’ found harder to
maintain when ICT was
involved. Additionally,
students were found to be more
easily distracted when surfing
the internet during class.

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