The Advantages and Challenges of ICT Integration in EFL
Classrooms
Suci Noer Wulan Sari, Intani Pertiwi and Sunengsih Sunengsih
School of Post-Graduate Studies, Universitas Pendidikan Indonesia, Bandung, Indonesia
Keywords: ICT, ICT integration, advantages, challenges, EFL classrooms.
Abstract: The existence of ICT serves to provide positive impacts in people’s daily activities including in educational
context. In teaching, for example, teachers may integrate ICT to enhance their performance. However, they
may encounter some challenges. The present study was aimed at identifying the advantages and challenges
of ICT integration in EFL classrooms. A qualitative descriptive study using a semi-structured interview was
employed to gain data. The findings revealed that ICT integration serves to meet students’ needs and language
level, improve teachers’ creativity, provide faster access to teaching materials, encourage interactive work,
create positive attitude of the students toward their learning, and support them in learning-teaching process.
However, they need to consider some challenges such as time management, technical supports, technical
knowledge, and teachers’ self-confidence. Future studies are suggested to employ a survey and classroom
observation to see the actual implementation of the use of ICTs in EFL classrooms, and a questionnaire to
students to see how they reflect on the ICT integration.
1 INTRODUCTION
ICT plays a very substantial role in enhancing English
teaching. It is considered a must to survive this digital
era we live in (Suherdi, 2017). The existence of ICT
actually brings advantages for both teachers and
students (Margan and Paduaren, 2009; Riasiati,
Allahyar and Tan, 2012; Isisag, 2012). Teachers may
try to assist their teaching by utilizing ICT to create a
more meaningful learning environment, or to create a
better interaction between teachers and students
(UNESCO, 2004). Related to teaching English as a
foreign language (EFL), teachers may integrate ICT
in their EFL classrooms. Many learning resources are
available online which they may take for the lessons,
like from YouTube or websites (Suherdi, 2017).
Furthermore, they may use ICTs to deliver their
teaching, for example, by using computer and
projector in presenting the materials. ICT could bring
a real life experience for the students by presenting
them the way native use their language in
communication. Teachers may use audio-visual
materials to facilitate and stimulate target language
(Çakir, 2006). Moreover, ICTs can be integrated to
evaluate the lessons in order to provide a holistic,
integrated and authentic evaluation (Suherdi, 2017).
Following the explanation, English teachers may
enhance their teaching by integrating ICT in
preparing, delivering, and evaluating their materials.
However, teachers need to bear in mind that the
existence of ICT is not merely the shortcut to the
success of learning and teaching. They need to
consider for all the factors that may challenge them to
integrate ICT effectively. In international
perspectives, studies on challenges of integrating ICT
in EFL classrooms have been conducted (e.g. Salehi
and Salehi, 2012; Mbodila, Jones and Muhandji,
2013; Raman and Yamat, 2015). Meanwhile, in
Indonesian school context, despite the facts that
Indonesian government has tried to solve problems of
access to ICT by providing both software and
hardware at schools, utilizing ICTs in the classroom
practices is still low (Harendita, 2013). It could mean
that English teachers still face challenges in utilizing
ICT in their teaching. Al-Munawwarah (2014)
explained that two main challenges of ICT integration
in Indonesia are about how teachers manage their
time in preparing a lesson using ICT. Another
challenge is the insufficiency of technical supports
provided by the schools such as access to internet and
broken facilities which cannot be used anymore.
These lead to teachers’ complaint about the issue.
Similarly Silviyanti and Yusuf (2015) mentioned the
lack of technical supports as one of the challenges.
352
Sari, S., Pertiwi, I. and Sunengsih, S.
The Advantages and Challenges of ICT Integration in EFL Classrooms.
DOI: 10.5220/0007167203520358
In Proceedings of the Tenth Conference on Applied Linguistics and the Second English Language Teaching and Technology Conference in collaboration with the First International Conference
on Language, Literature, Culture, and Education (CONAPLIN and ICOLLITE 2017) - Literacy, Culture, and Technology in Language Pedagogy and Use, pages 352-358
ISBN: 978-989-758-332-2
Copyright © 2018 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved

They further mentioned two more challenges such as
the lack of teacher’s training on the use of ICT in
teaching, and teachers’ negative attitudes toward the
use of ICTs. Some of them were hesitant to integrate
ICTs since they thought there was no significant
improvement for teaching and learning.
Considering the previous studies above; it seems
that it is still a limited number of studies on
investigating both advantages and challenges in ICT
integration in EFL classrooms especially in local
perspectives; thus, the present study was conducted to
see those advantages and challenges through the
voices of six English teachers teaching at six different
high schools in Indonesia. Therefore, the research
questions elaborated were: (1) What are advantages
of integrating ICT in EFL classrooms?; and (2) What
are challenges encountered by English teachers in
integrating ICT in EFL classrooms? Therefore, this
study may serve to provide information that would be
valuable for English teachers regarding ICT
integration for their teaching practices. Moreover, the
study would be helpful for those who are going to
conduct the same study in the future.
2 LITERATURE REVIEW
2.1 Integrating ICT in EFL Classrooms
ICT (Information and Communication Technology)
has been existing in this digital era in which people
can make use of it to improve their works including
in education field. ICT can be integrated in teaching
subjects including English. English teachers can
utilize ICT to develop their teaching materials fast
and creative. For instance, instead of spending time to
draw pictures when teaching English, they simply can
download some pictures from the internet to save
their time. Suherdi (2017) pointed out that ICT can be
integrated in EFL teaching by making the best use of
TV and videos, utilizing English materials on
YouTube, and using authentic materials available
online.
The success of ICT integration in EFL classroom
depends on so many factors. According to Scrimshaw
(2004), some factors that have impact on the
integration of ICT in EFL classroom are the
awareness, capability and confidence of the teachers,
the access to reliable system, the effectiveness of
using ICT in the learning process and time
management in preparing the lesson and in
conducting the lesson. Knowing that, that would be
wise to note the factors when teachers integrate the
use of ICTs in their teaching practices to improve
teaching-learning process.
2.2 Advantages of Integrating ICT in
EFL Classrooms
The existence of ICT may bring some advantages to
people who make use of it. UNESCO (2004) stated
the use of ICT has advantages such as promoting the
autonomous learning, encouraging interactive work,
facilitating direct feedback, promoting student-
centered learning, facilitating teachers with the
contents which could be continually updated with
minimum efforts, providing faster access to teaching
materials and greater opportunities for individual
learning, and encouraging students to learn in group.
Moreover, Margan and Padurean (2009)
exemplified other advantages of ICT integration in
EFL classrooms such as giving capacity to control
presentation better compared to textbook that has
fixed presentation, improving teachers’ creativity to
use different materials for each lesson, facilitating
faster feedback to students’ work through error
correction, and providing adaptable materials to suit
students’ needs and level of language knowledge.
Yunus, Lubis and Lin (2009) stated that the use of
ICT can also improve the students’ confidence in
using English and provide the exposure to use English
in daily activities context. Meanwhile, Riasiati,
Allahyar and Tan (2012) stated that other advantages
of ICT integration are supporting the engagement of
the students, improving academic ability, creating a
paradigm shift in learning and teaching, promoting a
collaborative learning enhancement and reducing the
students’ anxiety level. Jayanthi and Kumar (2016)
mentioned the use of ICT also provides the
availability to the unlimited access of the material,
creates positive attitude of the students, provides the
authentic materials, helps the teachers in learning-
teaching process and provides the self-assessment
tools. ICT integration in EFL classrooms also
increases learners’ motivation, personal commitment
and engagement; improves independent learning;
promotes learners’ collaboration and communication;
improves learners’ attainment and outcomes (Isisag,
2012). Considering the advantages offered by ICT
integration in EFL classrooms, it can be concluded
that teachers can try to make use of ICTs to enhance
their teaching and encourage their students’ learning
as well.
The Advantages and Challenges of ICT Integration in EFL Classrooms
353

2.3 Challenges in Integrating ICT in
EFL Classrooms
Several considerations need to think about when it
comes to ICT integration in EFL classrooms. Salehi
and Salehi (2012) found three biggest challenges in
ICT integration in EFL classrooms such as lack of
technical supports at school, lack of access to the
internet and the shortage class time, while the
attitudes of the teachers did not really influence their
use of ICT in the classroom.
Meanwhile, Tanveer (2011) categorized the
challenges into three: administrative (e.g.
insufficiency of e-learning resources, misuse of ICT
tools by the students), technical (e.g. lack of technical
training for both teachers and students), and
pedagogical (e.g. confusion on time management).
Riasiati, Allahyar and Tan (2012) also mentioned that
several challenges in integrating ICT in EFL
classrooms include teachers’ lack of access to the
internet, lack of effective training, teachers’ attitudes
toward the use of ICT, the students’ attitudes, and the
lack of time.
Mbodila, Jones and Muhandji (2013) also
classified the challenges into three categories: (1)
environmental challenges, e.g. appropriate rooms or
building available, different types of ICT in the
learning system; (2) cultural challenges, e.g. most of
online contents in English may cause serious barriers
in integrating the use of ICTs; and (3) educational
challenges, e.g. types of methods used and limited
interaction between teachers and students.
Furthermore, other challenges are teachers’ hesitancy
in integrating ICT, their workload, their lack of time,
their lack of ICT skills, their experiences and age
(Raman and Yamat, 2015).
Looking closer into a more local context, Al-
Munawwarah (2014) mentioned two challenges faced
by teachers in integrating ICT in their teaching which
are: (1) time management in which teachers need to
spend more time in preparing a lesson using ICT; and
(2) lack of technical supports. The teachers
complained about lack of internet connection and the
broken facilities which could not be used anymore.
Meanwhile, Silviyanti and Yusuf (2015) elaborated
three major barriers encountered by teachers which
are: (1) lack of teachers’ training on how to use ICT;
so they were still confused in operating ICT; (2) lack
of technical supports, for example, lack of ICT
medias or facilities, lack of internet connection and
regular blackout which often happened during the
lesson; (3) teachers’ negative attitude towards the use
of ICT. Some of them still thought that using ICT
would not give significant improvement to language
teaching-learning.
Considering the challenges found by the previous
researchers, it is clear that ICT integration may also
lead to some barriers in the implementation of it in
teaching and learning process. Thus, teachers need to
bear in mind that the existence of ICT is not the only
shortcut to the success of teaching and learning.
3 METHODOLOGY
Since the study was aimed at finding out what
advantages and challenges encountered in integrating
ICT in EFL classrooms, a qualitative descriptive
design was employed to get a rich description
depicted on the topic (Sullivan-Bolyai, Bova and
Harper, 2005, as cited in Mendez-Shannon, 2010).
The study selected six English teachers namely Ani,
Dika, Salma, Nina, Gian, and Rania (pseudonyms)
from six different high schools in Bandung,
Indonesia. The selection was done based on their
familiarity of ICT integration and the ICTs use in
their teaching practices as well.
Semi-structured interviews were carried out to dig
more information on the topic to understand the
answers provided (Harrell and Bradley, 2009) by the
participants. The interview questions addressed were
focused on the advantages and challenges in ICT
integration in EFL classrooms.
The data collection was done through these
following steps: (1) the participants were asked for
the interviews; (2) after there was an agreement for
the interviews, several questions about ICT
integration in EFL classrooms in terms of advantages
and challenges were addressed to each participant; (3)
the interview session was recorded by sound recorder.
The raw data (recorded sounds) obtained from the
interview was transcribed.
Furthermore, the transcribed data was reduced
and selected for discussion, then, was analysed
qualitatively based on Milles and Huberman’s (1994)
data analysis model by (1) reducing the raw data to
find the themes appeared; (2) displaying the major
themes regarding the advantages and challenges in
ICT integration in EFL classrooms; and (3)
concluding the data to answer the research questions.
CONAPLIN and ICOLLITE 2017 - Tenth Conference on Applied Linguistics and the Second English Language Teaching and Technology
Conference in collaboration with the First International Conference on Language, Literature, Culture, and Education
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4 FINDINGS AND DISCUSSION
4.1 Advantages of ICT Integration in
EFL Classrooms
Some advantages of integrating ICT in EFL
classrooms found include meeting students’ needs
and language level, improving teachers’ creativity,
providing faster access for teachers to deliver their
teaching materials, encouraging interactive work
between teachers and students, creating positive
attitude of the students toward their learning, and
supporting teachers in learning-teaching process.
4.1.1 Meeting Students’ Needs and
Language Level through Adapted ICT
Programs
Rania mentioned that she tried to adapt the way she
teaches English to meet her students’ learning needs
and language level. By adapting ICT programs, she
believed that students’ needs would be fulfilled and
the teaching-learning process would be more
effective. This is in accordance with Margan and
Paduaren (2009) who stated that ICT programs can be
adapted to meet students’ needs and language level
they are in. Adapting ICT programs in ICT
integration would be useful since teachers would find
their students get motivated to learn more and better
since their needs are fulfilled. Additionally, they can
see that their learning is more interesting; thus, they
can pay more attention to learn.
4.1.2 Improving Teachers’ Creativity in
Teaching English
Gian and Rania stated they could deliver various
learning materials to their students to engage them in
a more meaningful learning environment. They found
ICT integration beneficial for their teaching and
students’ learning since they could be more creative
teachers. Margan and Padurean (2009) also stated that
ICT could allow teachers to employ various materials
for each lesson meaning that they can be creative
teachers to deliver their English teaching materials to
their students. It means that the existence of ICT
actually encourages teachers to be creative, for
instance in providing interesting materials for their
students. By being creative teachers, the students
would get motivation to learn better. Thus, teachers
are benefitted from integrating ICT by enhancing
their creativity in teaching to make their students
participate actively and become more attentive in
their learning.
4.1.3 Providing Faster Access for Teachers
to Deliver Their Teaching Materials
Ani, Salma, and Nina mentioned that ICT integration
actually could help them save their time, for example
in preparing teaching materials. ICT also offers faster
access to teaching learning delivered in the class. This
is in accordance with UNESCO (2004) that pointed
out ICT may serve to provide faster access for
teachers to deliver their teaching materials. Thus, ICT
integration could help teachers to have more effective
time to prepare their teaching materials; additionally,
as having prepared the materials, they could save
more time to deliver assignments for their students.
4.1.4 Encouraging Interactive Work
between Teachers and Students
Dika stated that ICT could promote interactive work
especially when delivering materials and assigning
some practices to the students. He also believed it
could enhance students’ communicative competence
because they tried to communicate better in the
learning-teaching process. This is in line with
UNESCO (2004) that the integration of ICT may
enhance interaction between teachers and students.
As Dika explained, by providing various kinds of
learning materials to the students by utilizing ICT in
the learning-teaching process, he found it as the way
to interact better with his students. Moreover, his
students could interact more with their peers in the
learning process to share their knowledge about the
materials delivered to them. Not only ICT could
promote interactive work, he also found it could
improve communicative competence. Students could
communicate better with him and their peers to
develop their communicative competence. To
improve students’ communicative competence,
teachers may provide interesting materials delivered
in a more meaningful learning-teaching environment.
Given that it is clear that interactive work could be
promoted when teachers utilize ICTs in their
teaching.
4.1.5 Creating Positive Attitude of the
Students toward Their Learning
Rania stated that her students like the learning
materials since there is ICT integration. Moreover,
providing different kinds of materials in ICT
integration may encourage teachers to engage their
The Advantages and Challenges of ICT Integration in EFL Classrooms
355

students in the learning. Additionally, Gian stated that
he tried to create more positive energy to his students
so they could pay attention to the material. This is in
accordance with Yunus, Lubis and Lin (2009) that
ICTs use may improve students’ confidence in
learning English. Moreover, Jayanthi and Kumar
(2016) stated ICT integration could make students
positive towards their own learning. Positive attitudes
can be realized by how students behave towards the
learning. By having positive attitudes toward
learning, students will be more motivated to learn
better.
4.1.6 Supporting Teachers in Learning-
Teaching Process
Ani, Salma, and Nina pointed out that ICT could help
them create their teaching more effective and easier.
It means that the existence of ICT serves to provide
ease for teachers to utilize and integrate it in their
teaching. Integrating ICT would be easy to those
teachers who equip themselves with technical and
pedagogical knowledge of ICT integration. This is in
accordance with Jayanthi and Kumar (2016) that ICT
could support teachers to be better in learning-
teaching process. On the other hand, for those who do
not have sufficient knowledge of ICT integration
would tend to be reluctant to perform it. However, it
could be considered that the participants have
sufficient pedagogical and technical knowledge of
ICT integration; therefore, they tried to utilize and
integrate ICT in order to help them promote effective
teaching.
It can be summed up that ICT integration in EFL
classrooms bring positive impacts for both teachers
and students in learning-teaching process. Thus, ICT
can be utilized in order to create a more meaningful
learning-teaching process.
4.2 Challenges in ICT Integration
The popularity of ICT is inevitable. It influences all
people in all around the world. It almost dominates all
aspects of life including education. Suherdi (2017)
stated that the development of ICT (which triggers the
advent of the second wave of globalization), however,
has led teachers to take new perspectives in their
teaching. They are now facing a more challenging
world which requires them to be literate in ICT and
skillful in using ICT-based resources and facilities in
their teaching practices. Nevertheless, we should
admit that the existence of ICT in the development is
not always smooth. It gives not only great benefits but
also great challenges for teachers in the
implementation. Based on the data analysis, the
challenges found are regarding time management,
technical supports, technical knowledge, and
teacher’s self-confidence.
4.2.1 Time Management
Preparing activities by utilizing ICT in the process
needs to be arranged carefully and could not be
conducted in a sudden. Ani and Dika felt that the
preparation phase became a great challenge for them
since they needed a lot of efforts and spent a lot of
time in finding learning resources or materials.
Moreover, Ani felt that she needed more time to
practice how to operate the ICT first to make sure that
she mastered it; so that, she could be confident in
using ICTs in the teaching-learning process later.
What they experienced was in line with what Raman
and Yamat (2015) found. Teachers felt that by using
ICT, they got bigger workload. Teachers also felt that
they spent more time in preparing a lesson using ICT.
It is also in accordance with Silviyanti and Yusuf
(2015) who also mentioned about the problem in time
management and bigger workload. However, this
challenge, somehow, was believed by them as a way
to improve their quality in integrating ICT in their
teaching-learning process.
4.2.2 Technical Supports
Almost all of the participants, except for Rania,
mentioned that the technical supports problems were
faced in integrating ICT in their EFL classrooms.
Dika, Nina, and Gian felt that the lack of internet
connection sometimes became barrier to conduct an
interactive and interesting learning process using
ICT. Moreover, Salma and Nina mentioned that the
schools did not have sufficient supports of ICT
facilities like laptop, tablet, cellphone, etc.; so that,
they could only use the facilities owned by the
students. Such a condition created gap between
students since some of them do not have laptops or
other facilities. Nina further mentioned that not all
students were allowed to bring laptops and even
cellphones to school by their parents. Furthermore,
Ani even stated that at school where she taught which
was located in the remote area, there were no ICT
existence supported. These are in accordance with
Tanveer (2011) and Salehi and Salehi (2012) who
also mentioned that technical challenges often
appeared in ICT integration in EFL classrooms.
Technical supports are needed in ICT integration to
help both teachers and students in teaching-learning
process (Jayanthi and Kumar, 2015). The problems
about technical supports were also mentioned by
CONAPLIN and ICOLLITE 2017 - Tenth Conference on Applied Linguistics and the Second English Language Teaching and Technology
Conference in collaboration with the First International Conference on Language, Literature, Culture, and Education
356

Silviyanti and Yusuf (2015) and Al-Munawwarah
(2014) who stated that teachers faced difficulties in
accessing internet connection and finding supporting
media like computers, laptop, etc. Thus, schools and
parents need to cooperate well in providing supports
for a better ICT integration in teaching and learning.
4.2.3 Technical Knowledge
Ani and Dika realized that they encountered a lot of
difficulties in operating ICT in the teaching-leaning
process. They felt that ICT grew fast and they did not
really understand about the new innovations in ICT.
However, they also realized that they needed to
improve their skills to solve those challenges. It also
happened to other teachers in Silviyanti and Yusuf
(2015)’s research who had difficulties in operating
ICT due to their lack of skills and knowledge on how
to use ICT. This happened due to the lack of training
the teachers get; so that, they could not keep up with
the ICT development (Riasiati, Allahyar and Tan,
2012). Thus, it is essential for teachers to have
technical knowledge to make them capable of
integrating ICTs in their teaching. To have sufficient
technical knowledge, training on ICT integration
should be provided.
4.2.4 Teachers’ Self-confidence
Confidence of the teachers plays important role in
their decision making. Dika mentioned that he was
not confident in using ICT in his lesson. It was due to
the lack of skill he had in operating ICTs. Riasiati,
Allahyar and Tan (2012) also found that teachers tend
to be hesitant to use ICTs because they were not
confident enough to operate it. As one of the most
important things to have, the teachers need adequate
training to grow the confidence (Scrimshaw, 2004). It
will allow them to feel competent in what they are
doing.
Accordingly, challenges in ICT integration in
EFL classrooms faced by the teachers are categorized
into four categories: time management (e.g. need
more time and efforts in preparing materials and
practicing how to operate the media), technical
supports (e.g. lack of internet connection and
facilities), technical knowledge (e.g. teachers were
hard to cope with the development of ICT), and self-
confidence of the teachers in integrating ICT in
teaching practices.
5 CONCLUSIONS
It can be concluded that the present study has
identified that ICT integration in EFL classrooms
could serve to provide both advantages and
challenges. The advantages include meeting students’
needs and language level through adapted ICT
programs. ICT could also enhance teachers’ creativity
to teach English. Moreover, ICT could provide faster
access for teachers to deliver their teaching materials.
ICT could promote interactive work between teachers
and students as well. ICT may also promote positive
attitudes of the students toward their language
learning. Furthermore, ICT could help teachers in
learning-teaching process. Meanwhile, four main
challenges found are time management, technical
supports, technical knowledge, and teachers’ self-
confidence. Considering the challenges, teachers may
try to equip themselves with sufficient training to
have more self-confidence and more technical
knowledge to integrate ICT in their teaching.
Moreover, schools, parents, and stakeholders need to
take some actions like giving supports to teachers and
students to integrate ICT to promote a more
meaningful learning-teaching process.
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Conference in collaboration with the First International Conference on Language, Literature, Culture, and Education
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