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دوره ۱۶، شماره ۵ - ( ۱۴۰۴ )
جلد ۱۶ شماره ۵ صفحات ۲۸۹-۲۵۵ |
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Cahyono B Y, Nurhadi K, Novianti H, Khansa M. EFL Teachers’ Use of Technology in Task-Based Language Teaching in Teaching Reading: Perceptions, Variety and Intensity. LRR 2025; 16 (5) :255-289
URL: http://lrr.modares.ac.ir/article-14-77248-fa.html
URL: http://lrr.modares.ac.ir/article-14-77248-fa.html
Cahyono Bambang Yudi، Nurhadi Kardi، Novianti Hartia، Khansa Maharani. EFL Teachers’ Use of Technology in Task-Based Language Teaching in Teaching Reading: Perceptions, Variety and Intensity. جستارهای زبانی. ۱۴۰۴; ۱۶ (۵) :۲۵۵-۲۸۹
۱- Department of English, Faculty of Letters, Universitas Negeri Malang, Malang Indonesia
۲- Department of English, Faculty of Letters, Universitas Negeri Malang, Malang, Indonesia ،kardi.nurhadi.2202219@students.um.ac.id
۳- Department of English, Faculty of Letters, Universitas Negeri Malang, Malang, Indonesia
۲- Department of English, Faculty of Letters, Universitas Negeri Malang, Malang, Indonesia ،
۳- Department of English, Faculty of Letters, Universitas Negeri Malang, Malang, Indonesia
چکیده: (۱۱۲۸ مشاهده)
This research aims to capture EFL teachers’ use of technology in Task-Based Language Teaching (TBLT) by focusing on the variety and intensity of tasks in teaching reading. Driven by the survey research, the data were collected from 71 teachers of English as a Foreign Language (EFL) in Indonesia and analyzed descriptively. The findings show that the EFL teachers perceived that the use of technology in TBLT in teaching reading is important and it can enhance students' language learning experiences. Technology offers engaging materials and activities that aid reading comprehension. Furthermore, EFL teachers' use of various tasks and resources may indicate a need for continuing professional development to improve digital literacy skills and pedagogical strategies of English teachers in EFL context. Although the findings of this survey give an insight into the data of English teachers’ use of technology in TBLT in terms of variety and intensity in teaching reading, this survey has its limitations with regard to the numbers of participants. This research highlights the dynamic relationship among technology, TBLT, and reading instruction in the EFL context, and suggests the need for continued research and exploration of best practices in this area. The current study succeeded in adding new empirical studies related to the variety and intensity in pre-reading, whilst-reading and post-reading activities of EFL teachers enacting teaching reading with the use of TBLT.
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