Technology-enhanced English language teaching in the Indonesian context: Perceptions and practices of pre-service teachers, in-service teachers, and teacher educators

Technology-enhanced English language teaching in the Indonesian context: Perceptions and practices of pre-service teachers, in-service teachers, and teacher
educators

As technology becomes increasingly prominent in language learning and teaching, Indonesian English as a foreign language (EFL) teachers have gained greater access to technological resources. However, concerns about language teachers’ professional competence in technology integration persist, and recent curriculum reforms in Indonesia require the use of technology in classroom instruction. Despite the need to prepare teachers for technology-enhanced language teaching (TELT), a gap remains in improving teacher education to support the effective uptake of TELT in Indonesia. This study explores how technology is used and taught in EFL teacher education from the perspectives of pre-service teachers, in-service teachers, and teacher educators in Indonesia. The study uses grounded theory methodology to examine how perceptions of technology use and related factors influence Indonesian EFL teachers’ decisions regarding technology integration. Data were collected from semi-structured individual interviews with eight pre-service teachers, eight inservice teachers, and ten teacher educators, supplemented by classroom observations and document analysis. The data collection process involved three stages: initial interviews and observations (initial coding), followed by second stage interviews (constant comparative analysis and selective coding), and the identification of core themes and relationships (advanced coding). The results of the study reveal significant variability in teacher education approaches, with inadequate hands-on computer-assisted language learning (CALL) practices and technology integration experiences. Pre-service teachers often had limited exposure to various technologies due to low technology integration in their courses and teacher educators’ lack of knowledge and skills in TELT. Despite positive attitudes towards technology and access to resources, in-service teachers also hesitated to use technology because of their low TELT competencies. Teacher educators indicated that TELT training within their programs was insufficient, with many expressing limited proficiency and confidence in CALL, which led them to rely on their students’ self-developed technological skills. The study identified teacher efficacy, access to resources and support, and institutional enforcement as key factors influencing technology integration. The findings of the study suggest that addressing these factors is crucial for enhancing technology integration and improving TELT uptake in Indonesia. They also highlight the importance of strengthening pre-service teachers’ digital teaching repertoires and professionalism as a key focus of teacher education.