Article Sidebar

Submitted
Jul 13, 2023
Accepted
Oct 23, 2023
Published
Oct 23, 2023
Download
pdf
Statistic
Read Counter : 453 Download : 414

Main Article Content

Abstract

The objective of this study is to explore the role of English teachers in the digital age with a qualitative approach by interviewing six Indonesian high school students. They were selected because they frequently use social media for enhancing their English. Individual interviews were conducted to gain an in-depth understanding of their perspectives. The findings indicate that the accessibility of social media significantly helps students in learning English. However, the teacher maintains to be the primary source of knowledge in EFL classes. In case students do not comprehend the topic being taught, they search for further explanations on social media. Students also use social media to improve their English language skills. Meanwhile, students are more comfortable when learning through social media because they can use search engine tools to look up any topic without feeling embarrassed about asking questions. The conclusion reached by the research is that the role of teachers is limitless in the classroom based on the findings. The study recommends that English teachers integrate social media into EFL classrooms and create an enjoyable environment so that students can participate thoroughly.

Keywords

Digital Era; EFL Classroom; Students’ Voices; Teachers’ Role

Article Details

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

How to Cite
Abror, S. N., & Wahyuningsih, S. (2023). Investigating Teachers’ Role in Enhancing Efl Classroom in the Digital Era: Indonesian High School Students’ Voices. ELITE JOURNAL, 5(4), 767-782. Retrieved from https://elitejournal.org/index.php/ELITE/article/view/167

References

  1. Aloraini, N., & Cardoso, W. (2020). Social media in language learning: a mixed-methods investigation of students’ perceptions. Computer Assisted Language Learning, 35(8), 1707–1730. https://doi.org/10.1080/09588221.2020.1830804
  2. Annamalai, N., & Kumar, J. A. (2020). Understanding Smartphone use Behavior among Distance Education Students in Completing their Coursework in English: A Mixed-Method Approach. Reference Librarian, 61(3–4), 199–215. https://doi.org/10.1080/02763877.2020.1815630
  3. Aynsley, S. A., Nathawat, K., & Crawford, R. M. (2018). Evaluating student perceptions of using a game-based approach to aid learning: Braincept. Higher Education Pedagogies, 3(1), 70–81. https://doi.org/10.1080/23752696.2018.1435296
  4. Barrot, J. S. (2021). Social media as a language learning environment: a systematic review of the literature (2008-2019). Computer Assisted Language Learning, 35(9), 2534–2562. https://doi.org/10.1080/09588221.2021.1883673
  5. Benzerroug, S. (2021). Effective Language Teaching and Learning Process in EFL Classroom Situation: A Case Study. International Journal of Linguistics, Literature and Translation (IJLLT), 4(8), 54–67. https://doi.org/10.32996/ijllt.2021.4.8.8
  6. Chen, K., Chen, T., & Lin, H. (2020). A U-shaped curve phenomenon of international language on output growth : empirical evidence. Applied Economics Letters, 27(8), 605–614. https://doi.org/10.1080/13504851.2020.1737313
  7. Chik, A. (2014). English Language Teaching Apps : Positioning Parents and Young Learners. Changing English: Studies in Culture and Education, 21(3), 252–260. https://doi.org/10.1080/1358684X.2014.929285
  8. Cordes, S. (2014). Student Perceptions of Search Tool Usability. Internet Reference Services Quarterly, 19(1), 3–32. https://doi.org/10.1080/10875301.2014.894955
  9. Darcin, A. E., Kose, S., Noyan, C. O., Nurmedov, S., Yilmaz, O., & Dilbaz, N. (2016). Smartphone addiction and its relationship with social anxiety and loneliness. Behaviour & Information Technology, 35(7), 520–525. https://doi.org/10.1080/0144929X.2016.1158319
  10. Ding, A. C. E., Ottenbreit-Leftwich, A., Lu, Y. H., & Glazewski, K. (2019). EFL Teachers’ Pedagogical Beliefs and Practices With Regard to Using Technology. Journal of Digital Learning in Teacher Education, 35(1), 20–39. https://doi.org/10.1080/21532974.2018.1537816
  11. Eggers, A. F., & Groothuis, P. A. (2022). Party on dude, but not if you’re a top academic achieving student: how being named a top party school changes the academic profile of a university. Applied Economics, 54(51), 5932–5942. https://doi.org/https://doi.org/10.1080/00036846.2022.2055742
  12. Ferguson, J., & Tryjankowski, A. M. (2009). Online versus face‐to‐face learning: looking at modes of instruction in Master’s‐level courses. 33(3), 219–228. https://doi.org/https://doi.org/10.1080/03098770903026149
  13. Ganesh, G., Paswan, A., & Sun, Q. (2015). Are Face-to-Face Classes More Effective Than Online Classes? An Empirical Examination. Marketing Education Review, 25(2), 67–81. https://doi.org/10.1080/10528008.2015.1029851
  14. Gilpin, G. A., & Bekkerman, A. (2012). Cost-effective hiring in US high schools : estimating optimal teacher quantity and quality decisions Cost-effective hiring in US high schools : estimating optimal teacher quantity and quality decisions. October 2014, 37–41. https://doi.org/10.1080/13504851.2011.631886
  15. Gulzar, M. A., Ahmad, M., Hassan, M., & Rasheed, M. I. (2021). How social media use is related to student engagement and creativity: investigating through the lens of intrinsic motivation. Behaviour and Information Technology, 41(11), 2283–2293. https://doi.org/10.1080/0144929X.2021.1917660
  16. Hartt, M., Hosseini, H., & Mostafapour, M. (2020). Game On: Exploring the Effectiveness of Game-based Learning. Planning Practice and Research, 35(5), 589–604. https://doi.org/10.1080/02697459.2020.1778859
  17. Haswani, F. (2014). the Role of Technology in Efl Classroom. IJEE (Indonesian Journal of English Education), 1(2), 107–118. https://doi.org/10.15408/ijee.v1i2.1303
  18. Hayes, B. C., & Mcallister, I. (2009). Oxford Review of Education Education as a mechanism for conflict resolution in Northern Ireland Education as a mechanism for conflict resolution in Northern Ireland. December 2014, 37–41. https://doi.org/10.1080/03054980902957796
  19. Huang, F., Teo, T., & Scherer, R. (2020). Investigating the antecedents of university students ’ perceived ease of using the Internet for learning. Interactive Learning Environments, 30(6), 1060–1076. https://doi.org/10.1080/10494820.2019.1710540
  20. Jaggars, S. S. (2014). Choosing Between Online and Face-to-Face Courses: Community College Student Voices. American Journal of Distance Education, 28(1), 27–38. https://doi.org/10.1080/08923647.2014.867697
  21. Korkmazgil, S., & Seferoğlu, G. (2021). Teacher professionalism: insights from Turkish teachers of English into the motives that drive and sustain their professional practices. Journal of Education for Teaching, 47(3), 366–378. https://doi.org/10.1080/02607476.2021.1897781
  22. Kumar, R. (2011). Research Methodology : A Step-by-Step Guide for Beginners (3rd editio). SAGE Publications Ltd.
  23. Lambani, M. N., & Niekerk, J. G. L. van. (2017). Evaluation of Grade Seventh English Teachers’ Mastery of Concepts. International Journal of Educational Sciences, 7(2), 279–287. https://doi.org/10.1080/09751122.2014.11890190
  24. Leavy, P. (2014). The Oxford Handbook of Qualitative Research. Oxford University Press.
  25. Lee, R. L. M. (2021). Collectivity, connectivity and control: reframing mass society in the digital era. International Review of Sociology, 31(1), 204–221. https://doi.org/10.1080/03906701.2021.1913546
  26. Lieblein, V. S. D., Warne, M., Huot, S., Laliberte Rudman, D., & Raanaas, R. K. (2018). A photovoice study of school belongingness among high school students in Norway. International Journal of Circumpolar Health, 77(1). https://doi.org/10.1080/22423982.2017.1421369
  27. Lin, J., & Lin, H. (2019). Mobile-assisted ESL / EFL vocabulary learning : a systematic review and meta-analysis. Computer Assisted Language Learning, 32(8), 878–919. https://doi.org/10.1080/09588221.2018.1541359
  28. Liu, Y., Zhang, M., Zhao, X., & Jia, F. (2021). Fostering EFL/ESL Students’ Language Achievement: The Role of Teachers’ Enthusiasm and Classroom Enjoyment. Frontiers in Psychology, 12, 1–6. https://doi.org/10.3389/fpsyg.2021.781118
  29. Ludke, K. M. (2016). Singing and arts activities in support of foreign language learning: an exploratory study. Innovation in Language Learning and Teaching, 12(4), 371–386. https://doi.org/10.1080/17501229.2016.1253700
  30. Ohler, J. (2012). Digital Citizenship Means Character Education for the Digital Age. Kappa Delta Pi Record Publication, 47(sup1), 25–27. https://doi.org/10.1080/00228958.2011.10516720
  31. Raygan, A., & Moradkhani, S. (2020). Factors influencing technology integration in an EFL context: investigating EFL teachers’ attitudes, TPACK level, and educational climate. Computer Assisted Language Learning, 35(8), 1789–1810. https://doi.org/10.1080/09588221.2020.1839106
  32. Sadiq, R. B., Cavus, N., & Ibrahim, D. (2019). Mobile application based on CCI standards to help children learn English as a foreign language. Interactive Learning Environments, 29(3), 442–457. https://doi.org/10.1080/10494820.2019.1579239
  33. Starkey, L. (2019). A review of research exploring teacher preparation for the digital age. Cambridge Journal of Education, 50(1), 37–56. https://doi.org/10.1080/0305764X.2019.1625867
  34. Steel, J., & Hudson, A. (2010). Educational technology in learning and teaching: The perceptions and experiences of teaching staff. Innovations in Education and Teaching International, 38(2), 103–111. https://doi.org/10.1080/13558000010030158
  35. Tajeddin, Z., Alaei, M. M., & Moladoust, E. (2021). Learners ’ perspectives on imagined community of practice in English as an international language. Journal of Multilingual and Multicultural Development, 0(0), 1–15. https://doi.org/10.1080/01434632.2021.1921784
  36. Vandeyar, S. (2021). Educational transmogrification: from panicgogy to pedagogy of compassion. Teaching in Higher Education, 0(0), 1–13. https://doi.org/10.1080/13562517.2021.1952568
  37. Wahyuningsih, S., & Afandi, M. (2023). Using blended learning in the EFL classroom during the Covid-19 pandemic in Indonesia : A narrative inquiry. International Journal of Learning, Teaching and Educational Research, 22(3), 209–224. https://doi.org/10.26803/ijlter.22.3.13
  38. Wahyuningsih, S., & Fitriah, K. (2023). Students ’ Habits On Watching Movies With English Subtitles : Opportunities and Challenges. Langua: Journal of Linguistics, Literature, and Language Education, 6(1), 59–66. https://doi.org/10.5281/zenodo.7731292
  39. Wahyuningsih, S., & Kusumaningrum, I. (2022). Implementation of E-learning in EFL Context during COVID-19 : Teachers ’ and Students ’ Views at One School. Surakarta English and Literature Journal, 5(2), 154–167.
  40. Wang, H., & Chen, C. W. (2019). Learning English from YouTubers : English L2 learners ’ self-regulated language learning on YouTube Learning English from YouTubers : English L2 learners ’ self- regulated language learning on YouTube. Innovation in Language Learning and Teaching, 14(4), 1–14. https://doi.org/10.1080/17501229.2019.1607356
  41. Xu, D., & Jaggars, S. S. (2016). Performance Gaps between Online and Face-to-Face Courses: Differences across Types of Students and Academic Subject Areas. The Journal of Higher Education, 85(5), 633–659. https://doi.org/10.1080/00221546.2014.11777343
  42. Zhang, R., & Zou, D. (2020). Types , purposes , and effectiveness of state-of-the- art technologies for second and foreign language learning. Computer Assisted Language Learning, 35(4), 696–742. https://doi.org/10.1080/09588221.2020.1744666
  43. Zhang, X. (2020). Unpacking EFL textbook content: A focus on teachers’ role in the textbook-based classroom. Circulo de Linguistica Aplicada a La Comunicacion, 83, 243–250. https://doi.org/10.5209/clac.70577