Muh Arya Wibisono, Endang Setyaningsih, Teguh Sarosa

The Positive Perceptions of Technology Utilization in EFL Vocational High School Classroom From In-service and Pre-service Teachers

Introduction

The positive perceptions of technology utilization in efl vocational high school classroom from in-service and pre-service teachers. Discover how in-service & pre-service EFL vocational high school teachers view and use CALL/MALL technology. Positive perceptions on ease of use conflict with limited actual classroom utilization.

Abstract

This study describes and compares in-service and pre-service teachers’ perception and utilization of technology in the form of computer-assisted language learning (CALL) and mobile-assisted language learning (MALL) in English as a Foreign Language (EFL) Vocational High School Classroom. This research was conducted at one of the vocational high schools in Surakarta and accommodated a multiple case study. The data of the research was obtained through document analyses, interviews, and observations. This study accommodated interactive model data analysis. The findings of this study revealed that teachers show positive and negative views on technology usage in the classroom. The positive themes found in the study are familiarity, ease of use, ease of access, interest in use, and provision of various options and qualified sources while the negative themes were mostly technical problems. This study also revealed that both groups of teachers utilized technology for three main themes: (1) presenting, (2) assisting, and (3) assessing. The differences in terms of perception and utilization of technology usage between both groups teachers were revealed to be small. To conclude, while both groups hold positive views, the actual utilization of technology is still limited so that teachers should explore more on technology usage for future implementation. Keywords: CALL, EFL, MALL, Perception, Teacher

Review

This study offers a valuable exploration into the perceptions and utilization of Computer-Assisted Language Learning (CALL) and Mobile-Assisted Language Learning (MALL) among in-service and pre-service English as a Foreign Language (EFL) teachers in a vocational high school setting. The research addresses a pertinent area within language education, particularly in vocational contexts where practical skills and technological integration are increasingly crucial. By adopting a multiple case study design with a robust qualitative data collection approach (document analysis, interviews, and observations), the study provides rich insights into the nuanced experiences of teachers. The central aim of describing and comparing these two distinct teacher groups adds an important dimension to understanding how different levels of teaching experience might influence technology adoption. A significant strength of the research lies in its comprehensive approach to data collection and analysis, which allows for a detailed unpacking of teachers' views. The identification of both positive (familiarity, ease of use, access, interest, varied options, qualified sources) and negative (technical problems) perceptions provides a balanced view of the practical realities faced by educators. Furthermore, categorizing technology utilization into 'presenting,' 'assisting,' and 'assessing' offers a clear framework for understanding current pedagogical applications. The finding that differences in perception and utilization between in-service and pre-service teachers were "small" is particularly interesting and challenges potential assumptions about generational or experiential gaps in technology adoption. While the study effectively describes current perceptions and utilization, its conclusion that "actual utilization of technology is still limited" despite positive views highlights a critical gap between attitude and practice. This finding warrants further investigation into underlying factors beyond mere technical issues, such as pedagogical training, time constraints, institutional support, or confidence in integrating technology effectively into lesson design. Future research could build upon these findings by exploring interventions or professional development models designed to bridge this gap, perhaps through action research or comparative studies across different vocational schools. Ultimately, the study provides a solid foundation for understanding the current landscape and underscores the ongoing need for strategic initiatives to fully leverage technology's potential in EFL vocational classrooms.

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