Rindya Santi Utami, Asep Samsudin

The Technology integration into English teaching at a vocational school in Indonesia: Benefits and challenges to introducing the Global English Paradigm

Introduction

The technology integration into english teaching at a vocational school in indonesia: benefits and challenges to introducing the global english paradigm. Explore technology integration in English teaching at Indonesian vocational schools. Uncover benefits & challenges for Global Englishes (GE) paradigm, proposing a Techno-Pedagogical Global Englishes (TPGE) framework for inclusive learning.

Abstract

This qualitative study explores how Indonesian vocational school teachers integrate digital technology into English language teaching (ELT) and whether such practices align with the Global Englishes (GE) paradigm. Framed by Global Englishes theory, language ideology, and Technology-Enhanced Language Learning, the research addresses two core questions: (1) How is technology currently integrated into English teaching in vocational schools? and (2) What are the benefits and challenges faced by teachers in using technology to support the GE paradigm? .Data from interviews with four teachers in Jember, East Java, reveal that while tools like YouTube, WhatsApp, and Canva are widely used, their application tends to reinforce traditional norms rather than expose students to diverse English varieties. Challenges include exam-focused curricula, limited training, and native-speaker biases. The study proposes the Techno-Pedagogical Global Englishes (TPGE) framework to analyze how technology can both support and constrain GE-based pedagogy. Findings highlight the need for reflective teacher training and curricular reform to promote more inclusive, real-world English learning.

Review

This study tackles a highly relevant and timely topic, exploring the intricate relationship between technology integration in English language teaching (ELT) and the evolving Global Englishes (GE) paradigm within a specific vocational school context in Indonesia. The research is commendably framed by robust theoretical underpinnings, drawing on Global Englishes theory, language ideology, and Technology-Enhanced Language Learning (TELL), which provides a solid conceptual foundation for its qualitative inquiry. The two core research questions are clearly articulated, guiding the investigation into both current technological practices and the associated benefits and challenges teachers face in aligning these with a GE perspective. The abstract effectively summarizes key findings, revealing a crucial disconnect: while digital tools such as YouTube, WhatsApp, and Canva are widely utilized, their application often reinforces traditional pedagogical norms rather than fostering exposure to diverse English varieties as advocated by the GE paradigm. The identified challenges—exam-focused curricula, limited teacher training, and persistent native-speaker biases—underscore systemic barriers that hinder a more inclusive and GE-informed technology integration. A significant contribution of this research is the proposal of the Techno-Pedagogical Global Englishes (TPGE) framework, which promises to offer a valuable analytical tool for understanding how technology can both enable and constrain GE-based pedagogy. This framework represents a conceptual advancement that merits further detailed discussion in the full paper. The implications of this study are substantial, particularly for ELT teacher education and curriculum development in contexts striving for more inclusive and real-world language learning. The call for reflective teacher training and curricular reform is strongly supported by the findings, offering actionable recommendations for educators and policymakers. This research makes a valuable contribution to the ongoing discourse surrounding technology-enhanced ELT and the practical application of the Global Englishes paradigm. Overall, the abstract suggests a well-designed qualitative study that offers important insights and a promising theoretical framework, making it a strong candidate for publication following a thorough review of the full manuscript.

Full Text

Comments

You need to be logged in to post a comment.