Sharing Student Projects

The process of Information and Communication Technology (ICT) integration in English as a Foreign Language (EFL) classrooms in secondary and high school in SoutheastAsia can be situated between the contexts of adolescent learners motivated by theirexperience of English mediated by communication technology, of teachers responding to the needs of their learners, and of education policy calling for increased integration of technology in education in order to achieve economic and social development goals. This research is a literature-based project which stems from my curiosity about the use of ICT in my professional role as an English language teacher, and which aims to provide understanding of the current situation of ICT integration from the perspective of EFL teachers. This study follows systematic literature review methods to identify relevant studies and synthesize findings. This dissertation suggests that while EFL teachers view ICT integration as beneficial for delivering instructional content and for helping teachers find resources and plan lessons, other benefits such as student centered learning and enhanced creativity are uncertain. This study finds that EFL teachers’ consider the main challenges to ICT integration as external in terms of a lack of resources, infrastructure, time and training, and internal in terms of a lack of confidence and pedagogical knowledge which results in attitudes antithetical to ICT use in classroom practice. This study considers that solutions to these challenges involve contributions from educational authorities, administrators and teachers to ease the lack of resources, position ICT in the curriculum to help teachers manage time, and support training to improve competence and change attitudes towards effective use of ICT in teaching.

This review will enable teachers and educational leaders in the geographic and educational setting to understand the phenomenon of ICT integration better to inform and advance the conditions of EFL classroom teaching practice.