Main Article Content
This research investigates teachers’use of information and communication technology (ICT) tools and the purposes of using the tools in preparation process. Eight English teachers who taught an oral communication course in a Thai university were interviewed to see what ICT tools they used to prepare materials or lessons as well as the purpose of using those tools. The semi-structured interview data was transcribed and classified into themes. The findings revealed that all teachers integrated technologies in the preparation process. Certain types of tools are already used by all teachers, while some cutting-edge tools were being integrated in the classrooms. The purposes of using those tools were explored. The findings of this study may help teachers to get some ideas of integrating the ICT tools when they prepare their lessons. On the basis of these findings, pedagogical implications are discussed.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The authors retain the copyright to their article but the Journal of Liberal Arts, Prince of Songkla University reserves the exclusive rights to first publication.
Alwehaibi, H. (2015). The impact of using YouTube in EFL classroom on enhancing EFL students' content learning. Journal of College Teaching & Learning, 12(2), 121-126.
Asabere, N. Y. & Enguah, S. E. (2012). Integration of Expert Systems in mobile learning. International Journal of Information and Communication Technology Research, 2(1), 55–61.
Asawaniwed, P., & Boonmoh, A. (2012). Attitudes of Thai EFL learners toward the use of blogs. Proceedings of the 4th TCU international e-Learning conference “Smart Innovations in Education & Lifelong Learning” (IEC2012), 313-319.
Asmalı, M. (2018). Integrating technology into ESP classes: Use of students’ response system in English for specific purposes instruction. Teaching English with Technology, 18(3), 86-104.
Balbay, S. & Erkan, G. (2018). Perceptions of instructors on using Web 2.0 tools in academic English courses. International Journal of Curriculum and Instruction, 10(2), 45-60.
Benson, P. & P. Voller. (1997). Autonomy and independence in language learning. London: Longman.
Çakici, D. (2016). The use of ICT in teaching English as a foreign language. Participatory Educational Research (PER), special issue 2016(4), 73-77.
Carr, L. M. & Martin, F. (2015). An exploratory study on K-12 teachers’ use of technology and multimedia in the classroom. I-Manager’s Journal of Educational Technology, 12(1), 7-14.
Celebic, G. & Rendulic, D. (2011). Basic concepts of information and communication technology handbook (1sted.). Zagreb: Open Society for Idea Exchange (ODRAZI).
Cundell, A. & Sheepy, E. (2018). Student perceptions of the most effective and engaging online learning activities in a blended graduate seminar. Online Learning, 22(3), 87-102.
Ellis, R., Ginns, P., & Piggott, L. (2009). E-learning in higher education: Some key aspects and their relationship to approaches to study. Higher Education Research and Development, 28(3), 303- 318.
Jensen, L. (2001). Planning lessons. In M. Celce-Murcia (Ed.). Teaching English as a second or foreign language. Retrieved April 29, 2019 from https://www.researchgate.net/publication/327825845_EFL_Student_Teachers'_Lesson_Planning_Processes_A_Grounded_Theory_Study
Han, T. & Aybirdi, N. (2016). 21st century skills for EFL learners. Retrieved March 27, 2019 from http://www.researchgate.net/publication/305706189_21st_CENTURY _SKILLS_FOR_EFL_LEARNERS
Hayikaleng, N., Nair, S., & Krishnasamy, H. (2016). Using YouTube to improve EFL reading comprehension among vocational students. Proceedings of ICECRS, 1(2016), 391-397.
Howard, J. & J. Major. (2004). Guidelines for designing effective English language teaching materials. Retrieved April 29, 2019 from http://www. paaljapan.org/resources/proceedings/PAAL9/pdf/Howard.pdf.
Islam, R., Islam, R. & Mazumder, T. (2010). Mobile application and its global impact. International Journal of Engineering & Technology IJET-IJENS, 10(6), 72-78.
Kabakçı, I., Fırat, M., Izmirli, S. & Kuzu, E. (2010). Opinions of teachers on using Internet searching strategies: An elementary school case in Turkey. Turkish Online Journal of Qualitative Inquiry, 1(1), 49-59.
Karyuatry, L., Rizqan M. D. & Darayani, N. A. (2018). Grammarly as a tool to improve students’ writing quality (free online proofreader across the boundaries). Jurnal Sains Sosial dan Humaniora (JSSH), 2(1), 83-89.
Khan, I. A. (2006). Foundations of education. Delhi: Anmol Publication
Khan, I. A. (2011). Lesson planning for reading: An effective teaching strategy in EFL classrooms. Retrieved April 29, 2019 from http://www.elixirpublishers.com/articles/1350552003_37%20(2011)%203958-3964.pdf
Krueger, R. A., & Casey, M. A. (2009). Developing a questioning route in focus groups: A practical guide for applied research (3rd). Thousand Oaks: Sage Publications.
McGrath, I. (2013). Teaching materials and the roles of EFL/ESL teachers: Practice and theory. Bloomsbury.
Montoya, M. (2016). Preparing for interview research: The interview protocol refinement framework. The Qualitative Report, 21(5), 811-831.
Mullamaa, K. (2010). ICT in language learning - Benefits and methodological implications. International Education Studies, 3(1), 38-44.
Pedro, F. (2005). Comparing traditional and ICT-enriched university teaching methods: Evidence from two empirical studies. Higher Education in Europe, 30(3-4), 399-411.
Rahimi, A., Golshan, N. & Mohebi, H. (2014). Virtual reality as a learning environment in Iranian EFL context: Personal, technical, and pedagogical. Procedia - Social and Behavioral Sciences, 136(2014), 234-239.
Rathod, D. (2017). Web browser forensics: Google Chrome. International Journal of Advanced Research in Computer Science, 8(7), 896-898.
Saenkhot, A. & Boonmoh, A., (2019). Factors affecting teachers’ use of technologies as teaching aids in Thai EFL classrooms. Journal of Liberal Arts, Prince of Songkla University, 11(1), 369-306.
Shaban, A. (2017). The use of socrative in ESL classrooms: Towards active learning. Teaching English with Technology, 17(4), 64-77.
Shyamlee, D. & Phil, M. (2012). Use of technology in English language teaching and learning: An analysis. 2012 International Conference on Language, Medias and Culture IPEDR, 33(2012), 150-156.
Silviyanti, T. & Yusuf, Y. (2015). EFL teachers’ perception on using ICT in their teaching: To use or to reject? Teaching English with Technology, 15(4), 29-43.
Siswandi. (2017). Developing ICT material to enhance EFL teachers performance in ELT classroom. Indonesian Journal of Integrated English Language Teaching (IJIELT), 3(1), 121-122.
Tawalbeh, T. (2018). EFL instructors’ perceptions of blackboard Learning Management System (LMS) at University Level. Canadian Center of Science and Education, 11(1), 1-6.
Timucin, M. (2006). Implementing CALL in the EFL context. ELT Journal, 60(3), 262-271.
Watthanamethanee, J. & Boonmoh, A. (2015). Students' perception towards integration of a Facebook group and peer feedback in a writing course. Proceedings of the 1st International Conference on English Language Studies, 288-302.
Walter, E., Woodford, K. & Good, M. (2008). Cambridge advanced learner’s dictionary (3rd ed.). Cambridge: Cambridge University Press.
Wehmeier, S. (2003). Oxford advanced learner’s dictionary of current English. London: Oxford University Press.
Yusny, R. & Kumita, D. (2016). Using Prezi Presentation as instructional material in English grammar classroom. Englisia, 3(2), 105-118