EFL Teachers’ Perceptions of Technology-Enhanced Differentiated Reading Instruction (TEDRI): Issues and Challenges

English as a Foreign Language (EFL) teachers are under pressure to address today’s educational demands, such as the use of digital technology in the classroom and the need to improve students’ literacy skills. To shed light on these matters, this study examines the EFL teachers’ perceptions of imple...

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Vydáno v:Journal of language teaching and research Ročník 16; číslo 2; s. 556 - 563
Hlavní autoři: Riswandi, Diki, Mujiyanto, Januarius, Fitriati, Sri Wuli, Sukarno
Médium: Journal Article
Jazyk:angličtina
Vydáno: London Academy Publication Co., LTD 01.03.2025
Academy Publication Co., Ltd
Témata:
Beliefs, opinions and attitudes
Classrooms
COVID-19
Educational technology
English as a second language
English as a second language instruction
English language
English teachers
Foreign languages
Literacy
Literacy skills
Methods
Perceptions
Public opinion
Reading comprehension
Reading teachers
Second language reading
Second language reading instruction
Second language teachers
Students
Study and teaching
Teacher attitudes
Teachers
Teaching
Teaching methods
Technology
Technology application
Indonesia
ISSN:1798-4769, 2053-0684
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Shrnutí:English as a Foreign Language (EFL) teachers are under pressure to address today’s educational demands, such as the use of digital technology in the classroom and the need to improve students’ literacy skills. To shed light on these matters, this study examines the EFL teachers’ perceptions of implementing Technology-Enhanced Differentiated Reading Instruction (TEDRI) in the classroom and explores how teachers are adapting to its use. Interview data were collected from six EFL teachers. The findings show that teachers perceive the implementation of TEDRI to be positive overall. However, some teachers also face difficulties in applying TEDRI, such as the need to adjust their reading instruction methods as well as a lack of experience in integrating technology in TEDRI.
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ISSN:1798-4769
2053-0684
DOI:10.17507/jltr.1602.21