Students’ and Teachers' Perceptions and Needs Towards Technology Integration in English Classrooms
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Abstract
The Fourth Industrial Revolution and the COVID-19 pandemic have substantially challenged teaching strategies. During COVID-19 lockdowns, many teachers had to produce digital-based English learning media using platforms such as Google Classroom. This integration of technology and teaching materials was directly aimed at facilitating and enhancing English language teaching. However, it has been noted that some teachers do not fully exploit the potential of available technologies in their classrooms. This study explored 73 secondary school students’ and 10 secondary school English language teachers’ perceptions and needs of technology integration during and after the COVID-19 pandemic. Data were collected through a questionnaire and a semi-structured interview with each respondent to gather details on perceptions and needs. The analysis revealed three main elements that could lead to the success of technology integration in English classrooms: more technology-oriented professional development, suitable classroom allocation, and a value-oriented incentive. New findings highlighted in this study included a discrepancy between students’ and teachers’ perceptions of the preferred learning and teaching environment and the technological support required by students.
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