TECHNOLOGY INTEGRATION IN AN INDONESIAN EFL WRITING CLASSROOM

The global, national, and local top-down technology-related policies and initiatives indicate the essential place of technology in education. However, little is known about classroom-based and self-reflective understandings of how the integration of technology can facilitate or distract students’ wr...

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Autores principales:	Yustinus Calvin Gai Mali, Thomas Lee Salsbury
Formato:	article
Lenguaje:	EN
Publicado:	Association for the Teaching of English as a Foreign Language in Indonesia (TEFLIN) 2021
Materias:	efl writing language teaching reflection technology integration Language and Literature P Philology. Linguistics P1-1091
Acceso en línea:	https://doaj.org/article/25c489f57c4e4ef3b3eeda70dc5453ed
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spelling	oai:doaj.org-article:25c489f57c4e4ef3b3eeda70dc5453ed2021-11-24T16:32:51ZTECHNOLOGY INTEGRATION IN AN INDONESIAN EFL WRITING CLASSROOM0215-773X2356-264110.15639/http:/teflinjournal.v32i2/243-266https://doaj.org/article/25c489f57c4e4ef3b3eeda70dc5453ed2021-11-01T00:00:00Zhttp://journal.teflin.org/index.php/journal/article/view/1558https://doaj.org/toc/0215-773Xhttps://doaj.org/toc/2356-2641The global, national, and local top-down technology-related policies and initiatives indicate the essential place of technology in education. However, little is known about classroom-based and self-reflective understandings of how the integration of technology can facilitate or distract students’ writing processes in the context of higher education in Indonesia, specifically from the eyes of English as a Foreign Language (EFL) writing lecturers in the country. In response, this qualitative study aims to delve closely into the lecturers’reflection of integrating technology to support their students in completing English language learning tasks in an EFL writing classroom. Data were gathered from three female writing lecturers. They completed four self-reflective checklists and were interviewed to clarify the checklists and their technological practices related to five stages of process writing, namely planning, drafting, editing, revising, and submitting. The analysis of the data indicated that the most successful experiences in using technology were in the planning stage. Meanwhile, technology applications in the drafting, editing, and revising phases were mainly used to submit work and provide feedback. Various technology applications used in the writing class, some issues in using the technology in the writing stages, and directions for further research are discussed.Yustinus Calvin Gai MaliThomas Lee SalsburyAssociation for the Teaching of English as a Foreign Language in Indonesia (TEFLIN)articleefl writinglanguage teachingreflectiontechnology integrationLanguage and LiteraturePPhilology. LinguisticsP1-1091ENTEFLIN Journal, Vol 32, Iss 2, Pp 243-266 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	efl writing language teaching reflection technology integration Language and Literature P Philology. Linguistics P1-1091
spellingShingle	efl writing language teaching reflection technology integration Language and Literature P Philology. Linguistics P1-1091 Yustinus Calvin Gai Mali Thomas Lee Salsbury TECHNOLOGY INTEGRATION IN AN INDONESIAN EFL WRITING CLASSROOM
description	The global, national, and local top-down technology-related policies and initiatives indicate the essential place of technology in education. However, little is known about classroom-based and self-reflective understandings of how the integration of technology can facilitate or distract students’ writing processes in the context of higher education in Indonesia, specifically from the eyes of English as a Foreign Language (EFL) writing lecturers in the country. In response, this qualitative study aims to delve closely into the lecturers’reflection of integrating technology to support their students in completing English language learning tasks in an EFL writing classroom. Data were gathered from three female writing lecturers. They completed four self-reflective checklists and were interviewed to clarify the checklists and their technological practices related to five stages of process writing, namely planning, drafting, editing, revising, and submitting. The analysis of the data indicated that the most successful experiences in using technology were in the planning stage. Meanwhile, technology applications in the drafting, editing, and revising phases were mainly used to submit work and provide feedback. Various technology applications used in the writing class, some issues in using the technology in the writing stages, and directions for further research are discussed.
format	article
author	Yustinus Calvin Gai Mali Thomas Lee Salsbury
author_facet	Yustinus Calvin Gai Mali Thomas Lee Salsbury
author_sort	Yustinus Calvin Gai Mali
title	TECHNOLOGY INTEGRATION IN AN INDONESIAN EFL WRITING CLASSROOM
title_short	TECHNOLOGY INTEGRATION IN AN INDONESIAN EFL WRITING CLASSROOM
title_full	TECHNOLOGY INTEGRATION IN AN INDONESIAN EFL WRITING CLASSROOM
title_fullStr	TECHNOLOGY INTEGRATION IN AN INDONESIAN EFL WRITING CLASSROOM
title_full_unstemmed	TECHNOLOGY INTEGRATION IN AN INDONESIAN EFL WRITING CLASSROOM
title_sort	technology integration in an indonesian efl writing classroom
publisher	Association for the Teaching of English as a Foreign Language in Indonesia (TEFLIN)
publishDate	2021
url	https://doaj.org/article/25c489f57c4e4ef3b3eeda70dc5453ed
work_keys_str_mv	AT yustinuscalvingaimali technologyintegrationinanindonesianeflwritingclassroom AT thomasleesalsbury technologyintegrationinanindonesianeflwritingclassroom
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TECHNOLOGY INTEGRATION IN AN INDONESIAN EFL WRITING CLASSROOM

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