Cogent Education

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Technology integration in English language

teaching and learning: Benefits and challenges

Ratna Rintaningrum

To cite this article: Ratna Rintaningrum (2023) Technology integration in English language
teaching and learning: Benefits and challenges, Cogent Education, 10:1, 2164690, DOI:
10.1080/2331186X.2022.2164690

To link to this article: https://doi.org/10.1080/2331186X.2022.2164690

© 2023 The Author(s). This open access

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Published online: 13 Feb 2023.

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Rintaningrum, Cogent Education (2023), 10: 2164690
https://doi.org/10.1080/2331186X.2022.2164690
Received: 18 June 2022
Accepted: 30 December 2022
*Corresponding author: Ratna
Rintaningrum, Department of
Development Study, Institut
Teknologi Sepuluh Nopember (ITS),
Surabaya, Indonesia
E-mail: rintaningrumits@gmail.com
Reviewing editor:
Shuyan Wang, Instrcution, The
University of Southern Mississippi,
Mississippi, USA
Additional information is available at
the end of the article
Ratna Rintaningrum
INFORMATION & COMMUNICATIONS TECHNOLOGY IN EDUCATION |
RESEARCH ARTICLE
Technology integration in English language
teaching and learning: Benefits and challenges
Ratna Rintaningrum1*
Abstract: The aim of the paper is gathering evidence of the series of benefits of
technology integration in English language teaching and learning, if there are so, what
obstacles and challenges emerge and how they are overcome. This study investigates
series of experiences, benefits of integrating technology in English Language learning
in Indonesia. Moreover, this work explains what challenges that need to be overcome in
integrating technology in language learning. Data is obtained through interview tech­
nique. This study employs qualitative analysis in order to obtain information about
what experiences, benefits and challenges in using technology in language learning.
This study involves seven participants. The results show that some benefits of inte­
grating technology in English language learning are learners can do some coding,
practice online quizzes or tests, improve speed of answering questions, improve scores
in English tests, learn another foreign language, do some collaborative learning,
encourage independent learning, have opportunities to write, speak, listen, and read in
English, do online learning, get online references, use of multiple computer application,
obtain the latest information, translate, have opportunities to use multi-media pre­
sentation as well as demonstrate new method of teaching. Some challenges in tech­
nology integration are type of technology used, the rapid changes of technology
development, the number of classes taught, class size, cost, time, age, lecturers’
workload, ability to use technology as well as availability the technology to use.
Subjects: Bilingualism / ESL; Language & Linguistics; Language Teaching & Learning
Keywords: technology; integration; benefits; challenges; Indonesia
ABOUT THE AUTHOR
Ratna Rintaningrum has a Master and a Ph.D in teaching and learning of English as a foreign language
from Flinders University, Adelaide, South Australia. Ratna has been with the Institut Teknologi Sepuluh
Nopember (ITS) since 1998. She is involved not only in teaching English and TOEFL Preparation but also
in research and community services. Ratna is also a reviewer and editor board of some national and
international journals. Ratna has some managerial experiences in Language Centre management as
well as some national education projects. She is also an active writer. Her publication record is
exemplary. Since 2009, she has written some articles for international journal, contributed chapters
to at least seven books, and produced a number of conference papers. She has also presented at both
international and national conferences. Ratna has interest in English foreign language teaching and
learning, literacy, achievement, proficiency, testing, teacher education, curriculum development, edu­
cational technology, professional development, cultural affairs, educational management, measure­
ment, and advanced statistical modelling using AMOS and PLSPath as well as qualitative approach.
Email ID: rintaningrumits@gmail.com; Designation: Senior Lecturer Institution: Institut Teknologi
Sepuluh Nopember (ITS), Surabaya, Indonesia.
© 2023 The Author(s). This open access article is distributed under a Creative Commons
Attribution (CC-BY) 4.0 license.
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1. Introduction
Increasingly, there has been a rapid development and adoption of new technologies in different
parts of hemisphere (Pradana et al., 2022; United Nation Conference on Ttade And Development,
2020) in the classroom although there are persist gaps in the way new technologies are adopted
particularly in the least developed countries (LDCs) such as Bangladesh, Bhutan, Burkina Faso,
Liberia, Madagascar, Malawi, Mozambique, Nepal, Rwanda, Senegal, Tanzania and Uganda
(Utoikamanu, 2018). The rapid changes and progress of new technologies that change from time
to time lead to faster acceleration of the rate of the development (Digal, 2022). Therefore,
technological tools’ integration is critical in overcoming learners’ hurdles such as to speaking the
target language during the outbreak (Ying et al., 2021). However, regardless some potential
benefits that technology has for learning, it is necessary to overcome some challenges. The
challenges may vary from someone to another, from school to school, from region to region as
well as from country to country. The challenges in integrating technology in learning do not only
occur in developing countries, but also in developed countries. In some respects those countries
can share similar difficulties, but in some others they have different difficulties.

United Nations Conference on Trade and Development (United Nation Conference on Ttade And
Development (2020)) stated that the dramatic movement of technology has affected not only the
area of the economy, society, but also the field of education in general (Barreto, 2018;
Rintaningrum, 2019) and the learning of the English language in particular (Gunuç & Babacan,
2017; Rintaningrum, 2015), and particularly in curriculum implementation (Lacina, 2005; Levy,
2010, 2012; Meskill et al., 2002; Warschauer & Meskill, 2000; Woo et al., 2007).

In present education, technology is seen to be an effective means of assisting the process of

learning in digital era (Ahmadi, 2017; Ahmani, 2019) that is becoming a global trend (Zhang & Yu,
2021). It is the era when our live is surrounded by technology. Additionally, Mohamad et al. (2020)
stated that the 21st-century is mostly filled by Generation Z learners using Information and
communication technology (ICT) for their learning. Born in the age of digital era, these generations
are usually proficient in using and playing the social media activities since they don’t want to miss
the latest popular information. These generations or is called as the net-generations (Tapscott,
2009) are identified as multi-tasking digital generations since they are able to do different things
at the same time such as chatting to friends, checking email, replying email, listening to music,
talking on the phone, answering message, having a discussion on Zoom with friends while doing
school homework (Bromley, 2010). However, in this circumstance, the incoming information is not
conducive for students when they are learning or when they are doing school tasks. Students are
frequently distracted with constant online activities which sometimes result in incomplete assign­
ments (Adams, 2007). This indicates that the users of technology have to be wise in working with
the technology they are operating otherwise they gain unexpected results.

It is often to find that today’s language classroom is equipped with technology (American
Council on the Teaching of Foreign Languages, 2018) such as internet, computer, multi-media
technology, smart board, Liquid Crystal Display (LCD), sound system and amplifier as well as
communication facilities that are used to support and enhance the process of learning (Richard,
2015). Regardless of what people say about technology, it must be now accepted that the use of
technology in modern education by modern society is a need, otherwise we will be left behind. The
world continuously develops more global and technology helps us to connect to more developed
knowledge, science, and information that in turn it can be used as a media of teaching and
learning improvement (Zhao, 2015). Technology provides so many features on educational
menus that enable the learners of English to have new experiences the learners do not find
from conventional education (Eady & Lockyer, 2013). It is difficult not to say that technology is
very much a part of language learning. This applies almost in all level of education starting from
early education through adult education (British Council, 2013). Moreover, Gibbs (1994) and
Mafuraga (2017) added that modern education in the world engages actively in the use of
technology in the process of teaching and learning. Since technology is becoming an integral

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part of the process of learning (Eady & Lockyer, 2013), it is necessary to prepare future teachers of
English with some trainings of how technology can be integrated effectively in the classroom
(Habibi et al., 2019).

Gibbs (1994) emphasized that technologies are much more than computers. Ammanni and
Aparanjani (2016) noted that technologies can also involve the internet, webinar, video chat,
Skype, voice call, some applications, laptops, Light Emitting Diode (LED), LCD, remotes as well as
some Mobile Apps. Since technology provides thousands resources and materials to the learners of
the English language (Bull & Ma, 2001), learners need to be encouraged to actively use the
resources available using technological tools (İlter, 2015).

Some studies have shown the positive impacts as well as benefits of integrating technology in
language teaching and learning (Eaton, 2010; Gilakjani, 2014; J J. Harmer, 2001; Rintaningrum,
2019). Introducing technology in language teaching and learning provides great opportunities for
both students and teachers to learn something new and to have to experiences (Merzifonluoğlu &
Gonulal, 2018). Rintaningrum and Aldous (2016) found that the learners of English find it easier to
learn English when they have some technological facilities at home. Moreover, with the assistance
of technology, the learners of the English language are able to find many authentic materials
(Larsen-Freeman & Anderson, 2011) that are useful for learners to improve their language com­
petence (Clements & Sarama, 2003) and cooperative learning (Jeremy Harmer, 2007;
D. W. Johnson et al., 2014) as well as to improve positive attitude towards learning (Gordon
et al., 2011). Rintaningrum (2016) emphasized that technological tools can be used to assist in
maintaining the ability to speak in English in a setting where English is not widely used as well as
during the outbreak (Ying et al., 2021). Moreover, one of the reasons why the learners of English
find it difficult to learn listening is due to lack of facilities in terms of technological tools that is
believed to have some roles to improve listening comprehension ability (Rintaningrum & R, 2018).

Technology in the form of multi-media is able to improve students’ learning motivation and
attention (Passey et al., 2004; Shyamlee & Phil, 2012) and promotes autonomy to enhance
students’ performance in the EFL classroom (Azmi, 2017; Kreutz & Rhodin, 2016; Tapscott
(2009). Moreover, integration technology in English language classroom improves students’ moti­
vation, confidence (Ghavifekr et al., 2016) and students’ interest in learning foreign language (Elvi,
2017). J. Harmer (2001) added that motivation is critical for school success., Kirkwood and Price
(2016) found that integrating technology in the classroom is able to improve the use of technology
for teaching and learning and to improve the learning of foreign language skills through technol­
ogy (Altun, 2015). Furthermore, Shyamlee and Phil (2012) noted the positive impact of technology
on the learning process consistent with the ongoing efficacy of the teacher role. Therefore, the use
of technology in the classroom is recommended because the use of technology in the classroom
can improve cognitive skills and abilities (Santhosh & Meenakshi, 2015).

Technology such as internet provides users with some potential use not only for learning but also for
communication, planning future career, and developing larger and useful participation (Abbasi, 2020;
Costley, 2014). It is because technology provides some essential tools for learning that allow students
to use for facilitating cooperative learning and offering exciting alternatives for more language skills
development through experimentation (Ahmadi, 2017; Basset et al., 2006). Moreover, technology
helps students learn the operating rules of formal and informal languages (Douglas, 2009).
Language learning using technology-based such as internet is able to improve student-centred
learning and motivate them to be autonomy learners (Ahmadi, 2017; Ammade et al., 2018) as well
as to be active learners (Huffaker, 2003). Active learners are learners who do not heavily rely on their
teacher with the assistance of the internet. They are learners who are able to decide what to learn,
what they need, why they learn it, why they need it, how they learn and when they need this
information as well as where to get the information. With the help of the internet, they are able to
get information very fast. Strain-Moritz (2016) argued that in many schools students are encouraged
to use online resources for learning by providing online portals in order that students are able to submit

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their assignments, check their grades as well as opportunities to collaborate with peers. This is
consistent with Moodiel (2007) saying that collaborative study provides opportunities to work with
others, to undertake jobs that are not able to do individually.

In addition to having some benefits of integrating technology in learning English, there are some
challenges that need to be addressed (A. M. Atabek, 2019; Habibu et al., 2012; Iswati, 2021; Lie
et al., 2020; A. M. Johnson et al., 2016; Nugroho et al., 2021; Salehi & Salehi, 2012; Situmorang
et al., 2021; Yuzulia, 2021). There are some difficulties, such as insufficient time, lack of access to
technological resources, difficulty in operating the tools as well as insufficient training provided for
the teachers, in implementing technology in learning English (Becta, 2004).

This study investigates the potential benefits and challenges of integrating technology in learning
English. Some studies have examined the benefits and difficulties of using technology in education as
well as in learning, and not much focus on the integration of technology in learning English, particularly,
in Indonesia. The study explores new insights on the benefits that the users can gain from integrating
technology in language learning. Therefore, it is necessary to focus study on integrating technology in
English language learning, in particular in Indonesia, and what challenges need to be addressed.

2. Research questions
(1) What experiences and advantages do the learners of English have (if any) in learning English
through technology?

(2) What are some of the challenges of using technology in learning English?
(3) How can challenges in integrating technology in English language teaching and learning be
overcome?

2.1. The purposes of the study

(1) Identifying some experiences and advantages the learners of English have in learning
English through technology.

(2) Identifying some of the challenges of using technology for learning English.
(3) Identifying some strategies to overcome challenges in using technology for teaching and
learning of English.

3. Method

3.1. Design, participants and procedure

This is a qualitative study in nature that employs face to face interview to gather the data and
information. The study aims to identify experiences and advantages the learners of English have in
learning English through technology as well as one of the challenges of using technology in
learning English.

This study includes lecturers who were teaching the advanced English language course, at the
University under survey in Indonesia. There were expected to be seven lecturers who would
participate in the study. The seven lecturers are those teaching English at the university under
survey. Those seven participants gave statement that they were ready to participate in the study
after those participants were shown series of questions to be answered. This indicates that those
participants are group of people who are selected to provide some information needed in the
study. The participants are selected based on some criteria, such as (1) having an experience
teaching English minimum 2 years, (2) having an experience in integrating technology in teaching
and learning of English, (3) having an experience in learning English minimum 5 years, (4) being
able to answer series of questions raised in the issues, and (5) willingness to participate in the
study. The study employs purposive sampling.

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Before the study was conducted, the participants were told that they were required to answer
series of questions concerning their experiences, advantages, and some challenges of using
technology in learning English in face-to-face interview. Interview with participants was conducted
based on participants’ time availability and some agreement and appointment made between the
participants and the researcher. The interview was conducted at a place based on agreement in
convenient circumstance. All participants’ utterances were recorded using a recording device. The
researcher made some important notes to clarify participants’ answers. In reporting the results of
the study, the names of participant are recorded as Lecturer 1, Lecturer 2, Lecturer 3, Lecturer 4,
Lecturer 5, Lecturer 6, and Lecturer 7.

3.2. Research instruments and data collection

Interview forms and recordings are used as research instrument in this study. This is
a qualitative study that employs face to face interview in order to collect information, opinions,
thoughts, and experiences as well as feelings from targeted respondents. Face-to-face con­
versation is used because target participants are able to communicate through face-to-face
interview better than communication through writing in terms of questionnaire or email, or
phone calls. Face-to-face interview is an appropriate way to gather information since it meets
the objective of the study, budget, time, as well as number of potential respondents. This is
interviewers’ responsibilities to control the quality of the results of the interviews (Kvale, 1996).
Therefore, interviewers need to be able to understand the narration or the meaning of what
the respondents say. It is because the results of an interview are gathered based on what the
participants say (Kvale, 1996; Keats, 1997).

Semi-structured interviews are employed in order that the respondents are able to answer
a set of given questions in their own words based on their opinions and experiences. A good
interviewer provide a guideline used as a checklist to ensure that different respondents answer
questions on the same questions or topics given. Since it is semi-structured interview, supple­
mentary questions can be proposed to respondents for asking for clarification. Semi-structured
interviews are conducted in a systematic way to collect in-depth information from a number of
participants.

Expert judgment is used to validate the interviews form and test its reliability. A recording device
is used to record the process of interviews between lecturers and the researcher. All data obtained
are written in the form of transcript, and then the researcher makes some coding, and classified
the coding based on themes. The study was carried out for six months, starting from March 2021
to August 2021. All data obtained are explained based on themes and summarized in Table, then
reported in research finding and discussion section.

4. Results and discussion

Question: What experiences and advantages do you have (if any) in learning English through
technology?

The results of the interview recorded in Table 1 provide information on the respondents’
experiences and thoughts on using technology to learn English. Respondents reported a variety
of possible ways that technology could be used in a language classroom.

4.1. Practicing online quizzes or tests

Online English quizzes can now be found through the internet. Six out of seven respondents
commented that there are some exercises provided in the internet that can be accessed freely.
The availability of online quizzes, although some are not free, provides more opportunities for the
learners of English to practice their ability in four skills of English, Listening, Reading, Writing, and
Speaking.

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Table 1. Experiences and advantages of using technology

Theoretical Coding/ Indicator Freq.* %*
Themes
Practicing Online Quizzes Free access 6 86
or Tests Practicing four skills of
English
New experience different
from conventional test
Experiencing the
advancement of
technology
The test results can be
obtained quickly
Creating Online Quizzes Creating another type of 2 29
or Tests test
Having different
characteristics from
traditional tests
Improving Speed of Familiarity in using 3 43
Answering Questions technology
Improving speed of
answering questions in
online tests
Improving Scores in Frequency of using 5 71
English Test technology
Practice free online tests
Maximizing online
resources
Opportunity to Write in Summarizing movies or 5 71
English videos
Updating or composing
status through social
media such as face book
Sending email
Commenting a status
through social media
Answering email
Creating written
communication through
social media
Practicing Speaking in Having discussion from 4 57
English watching movies
Oral chatting with some
friends around the world
Practicing Listening in Listening to news, 1 14
English movies, an interview,
music or concert
Becoming familiar with
native-speaker of English
Practicing Reading in Reading news in English 1 14
English Reading online book in
English
Reading article journal in
English
The Use of Email Sending an assignment in 3 43
English through email
Multi-Media Presentation Speaking or Presenting in 1 14
English using different
applications
On-line learning Creating distance 4 57
learning in addition to
have face to face
learning

(Continued)

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Theoretical Coding/ Indicator Freq.* %*

Themes
On-line References Providing opportunities to 4 47
access on-line references
such as books, journal
articles, paper conference
proceeding, monograph,
executive reports, thesis,
and magazines
Helping academics
complete their tasks
The Use of Computer Learning English from 1 14
Application another subject study
using computer
application
Learning Another Technology providing 1 14
Language opportunities to learn
another foreign language
in addition to English
Uploading and Uploading teaching 1 14
Downloading Materials materials through web or
social media
Western Movies Learning English by 2 29
watching Western
movies
Obtaining the Latest Obtaining the latest 1 14
Information information from TV
Channel
Translation Helping non-native 3 43
speaker of English
translate difficult words
Coding Informatics Engineering 1 14
students can do some
coding in English using
technology
Demonstrating New Helping teachers 1 14
Method of Teaching demonstrate new
teaching method using
some applications
Encouraging Improving study 3 43
Independent Learning independently with
technology students
have
Collaborative Learning Encouraging students to 2 29
collaborate each other
Efficiency Time efficiency for 1 14
e-learning
Becoming Community Having opportunity to 4
Member or Forum join a member of
a community or a forum
Technology Literacy Familiarity with the 2 29
advancement of
technology
Familiarity with the use of
technology
Improving Vocabulary Looking for new words 3 43
using online dictionary

(Continued)

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Table 1. (Continued)

Theoretical Coding/ Indicator Freq.* %*

Themes
Searching New Words Searching new words 4 57
students have not
recognized before
Default Setting Setting computer default 1 14
in English
Playing online game Playing online game 1 14
through computer
connected to the internet
*Frequency; Percentage

Online quizzes have some advantages for the learner. The learners will experience a different
circumstance that is different from what they have in written tests. They need to have some
technological tools such as mobile phone, laptop, computer or I-pad, and not paper and pencil.
Moreover, this circumstance will be a new experience as a new form of test in addition to paper-
based tests. This will keep students up to date with the advance development of technology in
education. This type of test is able to attract audiences to join the quizzes no matter where they
are as long as they meet the requirement, namely, internet. The scores of the quizzes can be seen
within a few minutes after the test conducted.

4.2. Creating online quizzes or tests

Two out of seven respondents reported that the development of technology provides opportunities
to make or to create online quizzes in addition to creating paper-based tests. With the emergence
of online quizzes creator, test makers can easily develop another type of test that is designed
differently from the characteristics of paper-based tests.

4.3. Improving speed of answering questions

Three respondents reported that familiarity in using technology and opportunities to practice some
exercises using technology help the learners of English improve speed of answering questions in
online tests. The more the learners practice, the faster they answer the questions.

4.4. Improving scores in English test

Five respondents reported that the level of frequency of using technology for learning English, for
doing some exercises in English through technology, and for taking some opportunities to practice
free online test help the learners of English to improve their scores in English test. There are some
online resources that can be learned for free. If the learners of English take some advantages for
maximizing online resources, this helps the learners of English improve their scores. In another
word it can be said that learning English through technology improves the learners’ proficiency.

4.5. Opportunity to write in English

Five respondents reported that technology such as TV, DVDs, e-mail, Facebook offered students
greater opportunities to practise writing in English.

A respondent commented that

For example, watching a movie provided students with the opportunity to summarize what they
had watched by writing it in English. Moreover, the emergence of the internet in the form of e-mail
provided students with more opportunities to write in English for communicating with people from
different countries and different cultures. The popularity of Facebook offered people the opportunity

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to make pen pals with people around the world. This encouraged them to write their thoughts in
English in order that their ideas could be commented on by somebody else in English. (Lecturer 7)

This statement shows that a variety of technologies provide learners of English some opportu­
nities to write in English.

4.6. Practising speaking in English

Four respondents reported that students could discuss what they had watched with their friends in
English in the form of a small group discussion. The respondents commented that they chatted on
the internet in English.

One respondent commented that

Movies that we watched in a class provided us opportunity to speak in English. My lecturer usually
asked students to discuss what movies were about. (Lecturer 6)

This statement indicates that technology provides students with opportunities to listen and write
as well as to speak in English.

4.7. Practising listening

One respondent reported that technologies helped the learners of English to practise their listen­
ing. By listening to news, movies, an interview, music or concert, the learners of English were
expected to become very familiar to what native-speakers of English said.

One respondent commented that

Technologies such as CDs, DVDs, radios, tape recorders, televisions, computers and mobile phones
provided the opportunity to listen to the music, conversation and news in English. (Lecturer 5)

This statement clearly indicates the benefit of learning English for helping students to practise
listening.

4.8. Practising reading

One respondent reported that internet such as “yahoo messaging website” provided news in
English. This website was frequently updated with the latest news. This provided people with the
opportunity to read the news in English as well as to update the latest news in English.

One respondent commented that

I read news in English through “yahoo messaging web site”. (Lecturer 1)

This statement indicates that technology such as the internet provides an opportunity to
practise reading in English.

4.9. The use of e-mail

Three respondents reported that submitting an assignment by e-mail to a lecturer was the most
obvious form of using e-mail for English teaching. E-mail offered students an opportunity to have
dialogue with their lecturers.

One respondent commented that

I learned English through technology by using e-mail. I sent my assignment through e-mail. I had
an opportunity to use English by writing an e-mail to my lecturer. (Lecturer 3)

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This statement indicates a learner of English has an opportunity to use English by writing e-mail
in English.

4.10. Multi-media presentation

One respondent indicated that computer technology provided students and lecturers with opportunities
to use PowerPoint and other media presentation software. The availability of PowerPoint presentation
software also provided the opportunity for the users to talk in English when presenting a topic.

One respondent commented that

Student, individually or in a group, could present the results of the discussion of a specific topic.
Lecturers could also use PowerPoint presentation slides for delivering their lesson in English. In this
way, a lecture could be designed interactively by using technology as the medium for teaching and
learning. (Lecturer 3)

This statement indicates the use of technology for knowledge transmission and as a multi-
media presentation for learning.

4.11. On-line learning

Four out of seven respondents reported that the availability of technology provides opportunity to
undertake on-line learning in addition to face to face meeting. Materials, references, as well as
quizzes can be put altogether in a specific template that students have opportunities to learn it
independently.

4.12. On-line references

Four out of seven respondents reported that with the advancement of technology a large number
of on-line references can be accessed easily. Although some of them are not free, there are a lot of
references both books, journal articles, paper conference proceeding, monograph, executive
reports, thesis, and magazines that can freely be accessed. The availability of on-line references
helps lecturers, teachers, instructors, researchers as well as students to complete their task.

4.13. Technology literacy

Two respondents reported that in addition to be used to learn English, technology can also be used
to help people literate with technology itself. People are more familiar with the use of technology
and are able to help other people. People are able to get two things at the same time, English
literacy and technology literacy.

4.14. The use of computer applications

One respondent reported that the learners of English could learn English through some computer
applications since the instructions available for the computer application were written in English.
Automatically, the users learn to English through the computer applications.

One respondent added that

Computer applications such as AutoCAD were used by students from the Department of Product
Design. AutoCAD used English as the programming language. The users of AutoCAD automatically
learnt English. (Lecturer 1)

This statement indicates that students learn English through technology using software.

4.15. Learning another language

A respondent reported that the advent of computer technology and its application provided
greater opportunities to learn not only the English language but also other foreign languages
such as Japanese, Spanish, Arabic, French as well as Germany.

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One respondent commented that

Although the manual instruction of software was mostly written in English, there were some other
languages provided in the instruction manual such as French, German and the Arabic language. This
provided people with the opportunity to learn another language. (Lecturer 3)

This statement indicates an opportunity to learn other languages through technology.

4.16. Uploading and downloading materials

One respondent reported that technology, such as “Facebook” could be used to upload teaching
materials. According to a respondent Facebook could also be used as a medium for learning
English.

A respondent commented that

Lecturers and their students could make a Facebook group for each class. The face book group
could be designed for academic discussion between the students in a class group and between
lecturers and their students. Therefore, classroom materials could be uploaded through Facebook so
that everybody could download and read the material before the next lesson. (Lecturer 1)

This statement indicates the function and use of Facebook for academics purposes.

4.17. Watching movies

Two respondents indicated that Western movies were one of the media that could be used to learn
English. Students could watch the movies together in the class.

One respondent commented that

Some movies or DVDs provided sub-titles that students could use to learn the written-language
input as well as oral language at the same time. Students could read the sub-titles provided. At the
same time students could practise their listening skills. Sometimes, students were unaware of
opportunities to rehearse or practice their skills or speeches to improve both their listening and
speaking skills. (Lecturer 7)

This statement indicates that the function of watching Western movies or DVDs is not only for
entertainment but also for learning English.

Two respondents reported that opportunities to use technology help the learners of English to be
more familiar how technology can be used and be operated. The more frequently the learners use
technology to learn English, the more familiar the learners with some menus available in
technology.

4.18. Obtaining the latest information

One respondent reported that people found it easy to obtain information because of the advance­
ment of computer technology such as the internet. Moreover the respondent commented that
through using the internet people could obtain information quickly and share information with
other people.

A respondent added that

I got the latest information and news by listening to a TV Channel or just breaking news from
national TV Channel. (Lecturer 2)

This statement indicates the importance of technology to obtain the latest information.

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4.19. Translation
Three respondents reported that they used technology for translation.

A respondent commented that

Because English was not my first or second language, I used technology to help me translate
difficult words in an article from the Indonesian language to English. (Lecturer 5)

This statement indicates the use of technology in translating from one language to another
language.

4.20. Coding
A respondent indicated that the users of technology, in particular Information Technology (IT)
experts, could make a program by coding.

One respondent commented that

Since the programming language was written in English, the IT experts had to have a certain level
of English Language Proficiency in order that they were able to make a program. This was because
the code for making a program was written in English. Moreover, they had to be able to read a code
written in English. (Lecturer 7)

This statement indicates the close relationship between technology and opportunity to learn
English.

4.21. Demonstrating new method of teaching

The results of interview indicated that computer technology could be used to demonstrate new
teaching methods. The integration and use of technology in language teaching could be accepted
as a new method for language teaching.

A respondent reported that

The computer provided lecturers with the opportunities to use its facilities for demonstrating new
teaching methods. (Lecturer 1)

This statement indicates the use of technology for developing new teaching methods.

4.22. Encouraging independent learning

Three respondents indicated that technology encourages the learners of English to study and do
their work independently. Some education applications available in the internet are able to attract
the learners of English to study independently. These applications provides various lessons starting
from audio-visual such as texts, videos in a variety of context such as a movie, conversation, a talk,
some quizzes to audio in terms of listening. Since these applications can be accessed by everyone
no matter where they are, this opportunity will encourage students to learn independently.

4.23. Encouraging collaborative learning

Two respondents reported that in addition to encouraging independent study, educational tech­
nology is able to encourage the learners of English to perform collaborative learning. Students
have opportunities to work in groups or peer-learning.

4.24. Efficiency
The results of interview indicated that e-learning was a time efficient and effective way of learning
English. E-learning enabled students to learn without having to meet lecturers in the classroom.
One respondent commented that

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For some people, e-learning was much more efficient in terms of time. Lecturers were able to
upload materials without having to come to the class. Students were given access to materials that
can be downloaded quickly; therefore, they were able to learn independently. (Lecturer 1)

This statement indicates that under certain conditions technology is an efficient tool for
learning.

4.25. Becoming a member of a community or forum

Four respondents reported that the availability of the internet enabled students to join some
communities or forums such as a Computer Forum or a Community of Learning. One respondent
commented that

I had an opportunity to interact with other people around the world when I joined Computer
Forum. Automatically, I had to write in English in order that I could involve in the forum. (Lecturer 2)

This statement indicates that technology provides students with an opportunity to interact with
people around the world by joining a forum. People can interact “virtually” with other people from
different countries and different cultures.

4.26. Improving vocabulary

Technology could be used to enrich the students’ vocabularies. Three respondents reported that
they used online dictionaries for looking for the meaning of difficult words in English. The learners
of English tried to improve their vocabularies by searching for new words through the internet.
Moreover, browsing some articles through the internet provided learners with the opportunity to
use new words and to enlarge their vocabularies.

A respondent commented that

I used online dictionary to look for a difficult word. (Lecturer 1)

This statement indicates the use of technology as an online dictionary.

4.27. Searching new words

Four respondents reported that technology helps the learners of English for searching new words
that they haven’t recognized before for their meaning in English. For example, when the learners
are writing an article or reading an article in English, and they do not know the meaning of new
words they are writing or reading, they can go to the search engine to seek not only the meaning
but the engine also provides the synonym. Technology makes the learners’ live easier to help them
improve their English.

4.28. Default setting

A respondent reported that in order to learn English through technology such as face book, he set the
default of Facebook language in English. Therefore, the instructions were written in English. It was
a way of learning English in the context of a foreign language. One respondent commented that

In order that I could learn English, I set the default setting of Facebook in English (Lecturer 3)

This statement indicates an opportunity to learn English through technology since the default
setting of technology is in English.

4.29. Playing online game

A respondent reported that he learned English by playing online games.

One respondent commented that

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Since this was an online game, sometimes the character in a game talked to the user game.
Consequently, the user had to reply orally in English. At the same time, the user practised speaking,
using tenses and appropriate verbs, with questioning, as well as listening. (Lecturer 1)

This statement indicates the positive side of playing online games.

Question: b) What are Some of Challenges of Using Technology for Learning English?
Although using technology provides many benefits for learning English, there are some
obstacles that hinder the use of technology as the medium for learning English. Table 2 records
some challenges in using technology for learning English that are derived from the interviews.
The results are recorded in terms of eight themes, they are: (a) type of technology, (b) class
size, (c) cost, (d) access, (e) time, (f) age, (g) ability, (h) availability, (i) lecturers’ load, (j) number
of classes taught, and (k) the rapid development of technology. These themes indicate the
strong views of the lecturers and are not necessarily those of their students.

Table 2 also provides some information concerning the obstacles to using technology for learning
English. In terms of cost, five out of six respondents said that technology is still very expensive and not all
people are able to afford it. Moreover, there is limited access provided and it is difficult to access. Because
the teaching load is heavy, there is not enough time to use the technology in class. Age also hinders
lecturers in using technology in teaching. Three respondents feel too old to learn. Furthermore, not all
lecturers are able to operate the new technology. The limited availability of facilities also contributes to
the difficulties encountered in using technology as a medium of learning. One of six respondents
reported that time and class size are viewed as factors that inhibit opportunities to use technology for
teaching and learning English. Although the use of technology is initially promising, the opportunities to
learn English that are required with regard to the time provided for learning English is not sufficient.

A respondent reported that

But finally, I felt very tired because I had to visit their blogs and gave feedback. I spent too much
time checking my students’ blogs. I stopped using blog as a media of learning. I had never used blog
anymore as a media of learning English. (Lecturer 1)

This statement shows that the type of technology involved, such as blog, inhibits a lecturer in
using this technology for learning English. This is because a lecturer has to spend too much time
visiting and giving comments on each student’s blog. Moreover, the opportunity to use technology
becomes less when the teaching load is heavy and the opportunity to learn English provided by the
University is very brief. Consequently, lecturers need to be careful in deciding which technology
they can use in teaching English.

Question: c) How can challenges in integrating technology in English language teaching and
learning be overcome?
The adoption of digital transformation in education in general, and in English language
teaching and learning in particular, cannot be avoided. This transformation is not shocking news
since the advancement of technological tools in reality causes a shift in some teaching and
learning activities. Although the COVID-19 pandemic has forced people to integrate technology
in their working activities, this is only an acceleration in digital transformation that changes
people’ mind sets and practices that have started a long time ago. Modern education requires
some adoption of new technology and makes students as well as teachers integral to their
demand. In addition to some benefits and challenges in integrating technology in English lan­
guage teaching and learning, there are some barriers that need to be addressed. This section

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Table 2. Challenges of using technology

Theoretical Coding Indicator Freq.* %*
Type of technology A lecturer spends a lot of 1 14
time checking students’
blog
Class size The larger the number of 1 14
students in the class, the
more time the lecturers
spent assessing students
Cost Expensive 5 71
Not all people are able to 5 71
afford it
Cheap if there are 1 14
subsidies for students
from the University
Access Only limited access is 6 86
provided or available
Difficult to access 6 86
Time No time to learn 6 86
Workload 7 100
Time consuming 6 86
Wasting time on useless 1 14
things
Lecturer’s Workload Lecturer has many 7 100
responsibilities
Age Too old to learn 3 43
Ability Lacks ability to use 4 57
technology
Availability Lack of facilities 6 86
Number of classes taught Teaching overload 7 100
Rapid Development of Lecturers can’t follow the 6 86
technology rapid development of
technology
*Frequency; Percentage

explains how challenges in technology integration in teaching and learning of English can be
overcome. Table 3 provides information concerning strategies that can be used to overcome
challenges in using technology in teaching and learning of English.

Table 3 indicates that some strategies that can be used to overcome challenges in integrating
technology in teaching and learning of English are providing training for teachers in technology
integration, promoting values of using technology for working activities such as some potential
benefits of using technology, using technology helps teachers keep up to date, promote their
future carrier, improve knowledge and skills as well as improve their confidence. Moreover, in order
that people are attracted to use technology, establishing a clear goal is important. An institution or
organization needs to emphasize what institution would like to gain after using technology.
Moreover, it is necessary to change the mind sets of technology users. Teachers, lecturers, employ­
ers need to think that using technology in their working activities is a need, and not something
frightening. Using technology in teaching and learning process is a demand otherwise teachers will
be behind. Furthermore, integrating technology in working activities is a part of lifelong learning.
Teachers are required to not stop learning, particularly, learning a new thing. Finally, it is said that
employing technology for working activities promotes a new culture of learning. People are getting
used to promoting a new thing that is not done previously. Examples of how challenges in using
technology can be overcome are as follows.

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Table 3. Overcoming challenges in using technology

Theoretical Coding/ Indicators Freq. * %*
Themes
Training Training needs to be 7 100
provided
Training makes us more 7 100
confident
Training makes us update 6 86
our knowledge and skills
Training makes us learn 5 71
something new
Values of Technology Using technology for 4 57
working activities is
valuable
Technology provides 5 71
some potential benefits
Using technology 5 71
improves our carrier
Using technology makes 4 57
our institution keep up to
date
Using technology makes 3 43
us work better and
efficient
A Clear objective Clear goal needs to be set 2 28
up in order that people
are attracted to use
technology
Changing mind sets People need to change 4 57
their mind sets that using
technology in their
working activities is not
something fear, but it is
necessary
People need to think that 3 43
using technology is
a need
People need to think that 3 43
nowadays using
technology is a demand
otherwise we will be
behind
Lifelong learning Integrating technology in 4 57
education is a form of
lifelong learning
New culture of learning Working using 5 71
technology promotes
a new culture of learning
People are get used to 6 86
using technology while
previously not
*Frequency; Percentage

4.30. Providing training

Seven out of seven respondents commented that in order that they are able to use technology in
their teaching and learning process, training must be provided.

A respondent reported that

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Training is needed in order that we are able to operate a new technology during we are teaching
our students. Without training, how can we use technology in the classroom? Training is important
since this does not only demonstrate our ability to use technology, but this also helps us to keep our
knowledge and skills up to date and to improve our confidence in front of our students. (Lecturer 3)

This statement shows that it is necessary to conduct training in order that new technology in
teaching and learning of English can be adopted well. In addition to that training helps lecturers of
English keep up to date and improve their confidence.

4.31. Valuing new technology

Four out of seven respondents commented that one way to reduce some barriers in integrating
technology in English language teaching and learning is valuing new technology. People need to
understand that a new technology they are going to use is valuable for both their institution and
their future carrier. Using technology in their working activities provides some benefits such as
getting the job done better and more efficient.

One respondent reported that

Some people feel reluctant to use technology because they have to learn a new thing, and this will take
their time and energy. However, we can start educating them by telling them some potential benefits that
do not only influence their organization but also the users at the individual level. (Lecturer 6)

This statement indicates that one way to overcome challenges in using technology is starting
educating people with the values of technology that benefits both their future carrier and their
institution or organization.

5. Conclusion
In conclusion, it is clear that some efforts in modernizing traditional methods of teaching English have
been advanced by integrating technology in English language teaching and learning. Technology in
industrial era has given several impacts in some aspects of life including in the field of education, in
general, and the learning of English as a foreign language, in particular. The advancement of techno­
logical tools causes a shift in some learning activities. When dependency on textbook is not enough to
address students’ need, technology is coming to address the advancement of modern education. This
study underscores some benefits of technology integration in English language classroom and some
challenges faced by the lecturers of English, and encourages those lecturers to overcome those
obstacles around employing technology in their classroom. Acknowledging the aims of both tradi­
tional and innovative teaching and learning of English is maximizing English skills for the learners of
English; therefore, providing another experience and space for the learners is important.

Of course, the principle of modern technology integration in the classroom does not mainly
giving the learners some chances to experience another method of learning, but rather the
ultimate goal is encouraging and motivating the learners to actively engage in the process of
learning. As such the learners of English are facilitated to be responsible for their learning for
employing student-centred learning since there are some benefits of technology integration in
language learning that can be maximized to improve the learners’ proficiency in English.

There is a large amount of interesting information obtained from the results of the interview
concerning the learning of English in the context of a foreign language that is different from the
learning of English as a second language in English speaking countries. The results of the interview
indicate that technology provides a variety of ways that can be used by learners of English to
improve their proficiency in English. There are a series of answers on some benefits of learning
English through technology. Moreover, different respondents reveal different experiences on using
technology for learning English. Therefore, this study provides a lot of new references that can be
added into the body of knowledge.

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The results of interview provides some new insights concerning the benefit of using technology
in learning English such as Practicing Online Quizzes or Tests, Creating Online Quizzes or Tests,
Improving Speed of Answering Questions, Improving Scores in English Test, Practicing Writing,
Speaking, Listening, Reading in English, The Use of Email, Multi-Media Presentation, On-line learn­
ing, On-line References, The Use of Computer Application, Learning Another Language, Uploading
and Downloading Materials, Western Movies, Obtaining the Latest Information, Translation,
Coding, Demonstrating New Method of Teaching, Encouraging Independent Learning,
Collaborative Learning, Efficiency, Becoming Community Member or Forum, Technology Literacy,
Improving Vocabulary, Searching New Words, Default Setting, and Playing online game.

Despite some benefits of modern technology integration in English language teaching and
learning, some challenges or obstacles concerning learning English through technology are stated
as follows. These are Type of technology, Class size, Cost, Access, Time, Lecturer’s Load, Age,
Ability, Availability, Number of Classes Taught, and Rapid Development of Technology.

Moreover, there are some strategies to overcome challenges in using technology for working
activities such as providing training, valuing technology, providing a clear objective, changing mind
sets, promoting lifelong learning as well as promoting a new culture of learning.

It is recommended that the learners and teachers of English are continuously encouraged to use
technology as a part of their learning and teaching since this is able to help students to be independent
learners both in the classroom and outside classroom. Moreover, the learners of English can be
introduced more on using a variety of modern technology that can be used to improve their English
proficiency in order that the learners keep up to date and become proficient English users. Maximizing
some potent beneficial use of technology integration in teaching and learning of English must be
promoted in order to minimize some challenges. In addition to that, more training for teachers needs
to be provided in order that teachers can be involved more in innovative education.

Acknowledgments Adams, J. (2007). Student perceptions of the impact of

The researcher would like to thank the ITS Director of
Research and Community Services, the Dean of the Faculty
of Design Creative and Business Digital, the Head of the
Department of Development Study and those who have
actively assisted in completing the study, without their sup­
port and contribution; the study does not become reality.
The researcher also thanks the Journal of Cogent Education
editorial staff who provides me an opportunity to contribute
to their journal leading to international publication.
Funding
The authors have no funding to report.
Author details
Ratna Rintaningrum1
E-mail: rintaningrumits@gmail.com
ORCID ID: http://orcid.org/0000-0003-1955-150X
1
Department of Development Study, Institut Teknologi
Sepuluh Nopember (ITS), Surabaya, Indonesia.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Citation information
Cite this article as: Technology integration in English lan­
guage teaching and learning: Benefits and challenges,
Ratna Rintaningrum, Cogent Education (2023), 10:
2164690.
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