Challenges in Teaching Integrated Intensive Course through Technology-Enhanced Language Learning with SAMR Model
DOI:
https://doi.org/10.24256/ideas.v12i2.5380Keywords:
Challenges, TELL, Integrated Intensive Course, SAMR modelAbstract
This study examined the challenges of teaching an Integrated Intensive Course (IIC) using Technology-Enhanced Language Learning (TELL) with the SAMR model. The study utilized a qualitative case study method and employed purposive sampling to choose experienced lecturers in Technology-Enhanced Language Learning (TELL) deployment. Data was collected by observation, interviews with the lecturers, and field note. Thematic analysis was used to examine the gathered data. The study shows that challenges in teaching Integrated Intensive Course through Technology-Enhanced Language Learning included restricted availability of suitable devices, student passivity, large class sizes, insufficient training, inadequate teaching resources, and issues with heat and equipment in traditional classrooms. The findings reveal that the challenges in teaching IIC through TELL were limited access to adequate devices, lack of student initiative, large class size, lack of training, inadequate teaching materials, and heat and equipment problems in physical classrooms.
References
Al-Khalidi, I., & Nizwa, O. (2021). Examining Teachers’ Beliefs on Developing a Digital Pedagogical Framework Based on the SAMR Model for Undergraduate English Language Learning. International Journal of English Language Education, 9(1), 106–125.
Alakrash, H. M., & Abdul Razak, N. (2021). Technology-based language learning: Investigation of digital technology and digital literacy. Sustainability, 13(21), 12304.
Bangou, F., & Vasilopoulos, E. (2023). Becoming a technology-capable language teacher: a new materialist perspective. PRACTICE, 5(2), 109–127.
Canals, L., & Mor, Y. (2020). Towards a Signature Pedagogy for Task-Based Technology-Enhanced Language Learning. Proceedings of the European Conference on Pattern Languages of Programs 2020, 1–11. https://doi.org/10.1145/3424771.3424787
Champa, R. A., Rochsantiningsih, D., & Kristiana, D. (2019). TEACHERS’ CHALLENGES TO INTEGRATE ICT IN EFL. 3rd English Language and Literature International Conference (ELLiC), 3, 135–145.
Clarke, V., & Braun, V. (2013). Teaching Thematic Analysis. The Psychologist, 26(2), 120–123.
Creswell, J. W., & Poth, C. N. (2018). Qualitative Inquiry and Research Design: Choosing Among Five Approaches (Fourth Edition). Sage Publication Inc.
Ferri, F., Grifoni, P., & Guzzo, T. (2020). Online learning and emergency remote teaching: Opportunities and challenges in emergency situations. Societies, 10(4), 86.
Goktas, Y., Yildirim, Z., & Yildirim, S. (2009). Investigation of K-12 Teachers ’ ICT Competences and the Contributing Factors in Acquiring These Competences. He New Educational Review, 17(1), 276–294.
Hamilton, E., Rosenberg, J., & Akcaoglu, M. (2016). The Substitution Augmentation Modification Redefinition ( SAMR ) Model : a Critical Review and Suggestions for its Use. Tech Trends, 60, 433–441. https://doi.org/10.1007/s11528-016-0091-y
Husnaini, H. (2022). Development of Self Esteem-Oriented Micro Teaching Materials for IAIN Palopo English Education Students. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 10(1), 538-560.
Ironsi, C. S. (2022). Navigating learners towards technology-enhanced learning during post COVID-19 semesters. Trends in Neuroscience and Education, 29, 100189.
Ismayanti, D., Said, Y. R., Usman, N., & Nur, M. I. (2024). The Students Ability in Translating Newspaper Headlines into English A Case Study. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 12(1), 108-131.
Lopez, J. A. M. (2020). Enhancing English Language Learners Listening and Speaking Skills Using Technology. Greensboro College.
Mirzapour Kouhdasht, A. (2023). Transformative Applications of Technology in English Language Education: A literature review over the last two decades. Technology Assisted Language Education, 1(3), 45–62.
Masruddin, M., Amir, F., Langaji, A., & Rusdiansyah, R. (2023). Conceptualizing linguistic politeness in light of age. International Journal of Society, Culture & Language, 11(3), 41-55.
Netolicka, J., & Simonova, I. (2017). SAMR Model and Bloom ’ s Digital Taxonomy Applied in Blended Learning / Teaching of General English and ESP. 2017 International Symposium on Educational Technology, June, 277. https://doi.org/10.1109/ISET.2017.68
Nguyen, H. H. (2024). Investigating Vietnamese Tertiary EFL Teachers’levels of Information and Communication Technology Integration through the Lens of the SAMR Model. VNU Journal of Foreign Studies, 40(1), 57–75.
Pineda, I., & Bosso, R. (2023). Introduction: Virtual English as a lingua franca: Investigating the discourse of digital exchanges and understanding technology-enhanced learning. In Virtual English as a Lingua Franca (pp. 1–18). Routledge.
Puentedura, R. (2013). The SAMR Ladder: Questions and Transitions. http://www.hippasus.com/rrpweblog/ archives/2013/10/26/SAMRLadder_Questions.pdf.
Rahiem, M. (2020). Technological barriers and challenges in the use of ICT during the COVID-19 emergency remote learning.
Ramorola, M. Z. (2014). Challenge of effective technology integration into teaching and learning. Africa Education Review, 10(4), 654–670. https://doi.org/10.1080/18146627.2013.853559
Roy, D., & Putatunda, T. (2021). Technology in Language Classrooms of India: Decoding Digital Learning and Dynamics of Context and Curriculum. In Digitization of Economy and Society (pp. 279–292). Apple Academic Press.
Stickler, U. (2022). Technology and language teaching. Cambridge University Press.
van Rensburg, H., & La Thanh, T. (2021). Impacts of using technology-enhanced language learning in second language academic writing at a Vietnamese university.
Webb, M., & Doman, E. (2020). Impacts of flipped classrooms on learner attitudes towards technology-enhanced language learning. Computer Assisted Language Learning, 33(3), 240–274. https://doi.org/10.1080/09588221.2018.1557692
Yin, R. K. (2013). Case Study Research: Design and Methods (Fifth). SAGE Publications.
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. https://doi.org/10.1080/09588221.2020.1744666
Downloads
Published
Issue
Section
Citation Check
License
Copyright (c) 2024 Waode Ade Sarasmita Uke, Nurdin Noni, Muhammad Basri
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under an Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See the Effect of Open Access)
