TEACHER’ ICT INTEGRATION PRACTICES FOR ACHIEVING CURRICULUM LEARNING OUTCOMES IN ELT
Keywords:
ICT Integration, English Language Teaching, Curriculum Learning Outcomes, Differentiated Learning, Classroom PracticesAbstract
The integration of Information and Communication Technology (ICT) has become an important aspect of English Language Teaching (ELT) as schools increasingly attempt to align classroom practices with curriculum learning outcomes. This study aimed to investigate how ICT was integrated in ELT classrooms, how it supported the achievement of curriculum learning outcomes, and how ICT-based practices were implemented during English learning activities. A qualitative descriptive design was employed involving classroom observations, semi-structured interviews, and observation checklists conducted with English teachers from different educational settings. The data were analyzed through data reduction, data display, and conclusion drawing procedures to identify recurring patterns related to ICT integration and curriculum implementation. The results revealed that ICT functioned as a supportive instructional medium through the use of digital platforms such as Kahoot, Quizizz, Google Forms, Google Classroom, YouTube, Canva, and various online learning resources. The integration of these technologies contributed to increased classroom participation, communicative interaction, differentiated learning opportunities, and access to authentic language materials that supported the development of English language skills. At the same time, challenges related to classroom management, internet connectivity, technological facilities, device accessibility, and institutional regulations continued to influence the consistency of implementation. These findings suggest that the effectiveness of ICT integration depends not only on the availability of technological tools but also on the alignment between digital activities, curriculum objectives, teacher readiness, and classroom conditions. The study highlights the potential of ICT to support more interactive, adaptive, and learner-centered ELT practices while emphasizing the importance of pedagogically meaningful technology integration in achieving curriculum learning outcomes.
References
Chen, W., & Xu, W. (2026). The effectiveness of technology-enhanced L2 learning in higher education on academic performance from a cognitive load perspective: A meta-analysis. System, 140(104068). https://doi.org/10.1016/J.SYSTEM.2026.104068
Cobian, K. P., White-Lewis, D. K., Hurtado, S., & Ramos, H. V. (2022). Implementing case study design to evaluate diverse institutions and STEM education contexts: Lessons and key areas for systematic study. New Directions for Evaluation, 2022(174), 21–31. https://doi.org/10.1002/EV.20507
Consoli, T., Schmitz, M. L., Antonietti, C., Gonon, P., Cattaneo, A., & Petko, D. (2024). Quality of technology integration matters: Positive associations with students’ behavioral engagement and digital competencies for learning. Education and Information Technologies, 30(6), 7719–7752. https://doi.org/10.1007/s10639-024-13118-8
Dong, H., Chen, X., & Shen, J. (2026). Unpacking the impact mechanism of generative AI-based learning analytics technology on student learning engagement: The mediating role of community of inquiry and the moderating role of digital literacy. International Journal of Educational Technology in Higher Education, 23(14), 1–35. https://doi.org/10.1186/S41239-026-00591-Z
Fitriani, F., Rofiqoh, R., Dewi, A. K., & Mukrim, M. (2025). The implementation of project based learning in improving reading comprehension of the eleventh grade students of SMA Negeri 2 Sigi. E-Journal of ELTS (English Language Teaching Society), 12(2), 721–735. https://doi.org/10.22487/ELTS.V12I2.3822
Heriyanto, E., Hartono, R., & Wahyuni, S. (2025). The influence of ICT integration on ELT in higher education: A systematic literature review. ELTALL: English Language Teaching, Applied Linguistics and Literature, 6(1), 88–94. https://doi.org/10.21154/eltall.v6i1.10794
Hu, D., Chen, J., Li, Y., & Wang, M. (2025). Technology-enhanced content and language integrated learning: A systematic review of empirical studies. Educational Research Review, 47(100677). https://doi.org/10.1016/J.EDUREV.2025.100677
Hussain, T., Wilany, E., Putri, A., Ria, T. N., & Manuhutu, N. (2025). Technology-driven interaction and English language learning outcomes: The mediating effects of engagement and motivation. International Journal of Educational Qualitative Quantitative Research, 4(2), 1–15. https://doi.org/10.58418/ijeqqr.v4i2.161
Juhairi, J., Siumarlata, V., & Yaqoob, A. (2026). Technology integration in language learning to improve learning outcomes. Journal of Language Studies, 2(2), 63–70. https://doi.org/10.70716/jols.v2i2.286
Lee, J.-Y. (2026). Beyond language gains: A meta-analysis of non-linguistic outcomes of ChatGPT-integrated English instruction in South Korea. Education Sciences, 16(3), 503. https://doi.org/10.3390/EDUCSCI16030481
Lestari, S., & Yusuf, F. N. (2025). Aligning assessment practices with learning objectives: A case of EFL classes in Indonesia. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 10(1), 145–163. https://doi.org/10.21093/IJELTAL.V10I1.1973
Machkour, M., Gharbaoui, H., Lamalif, L., Faris, S., & Mansouri, K. (2026). Synergy between explicit teaching, ICT integration, and the TaRL approach: structural modeling of learning gains. Frontiers in Education, 11, 1–9. https://doi.org/10.3389/feduc.2026.1742242
Marsevani, M., & Nurlaily, N. (2025). Defining an effective EFL teacher: Insights from Filipino English educators. EduLite: Journal of English Education, Literature and Culture, 10(2), 240–253. https://doi.org/10.30659/E.10.2.240-253
Marsevani, M., Sasmi, N. I., & Zaki, L. B. (2024). Examining EFL teachers’ perspectives: Enhancing learning through technology-integrated instruction. Linguists: Journal of Linguistics and Language Teaching, 10(2), 249–267. https://doi.org/10.29300/LING.V10I2.5390
Maru, M. G., Pikirang, C. C., Ratu, D. M., & Tuna, J. R. (2021). The integration of ICT in ELT practices: The study on teachers’ perspective in new normal era. International Journal of Interactive Mobile Technologies (IJIM), 15(22), 44–67. https://doi.org/10.3991/ijim.v15i22.25533
Msafiri, M. M., Kangwa, D., & Cai, L. (2023). A systematic literature review of ICT integration in secondary education: What works, what does not, and what next. Discover Education, 2(44), 1–17. https://doi.org/10.1007/s44217-023-00070-x
Mtisi, S. (2022). The qualitative case study research strategy as applied on a rural enterprise development doctoral research project. International Journal of Qualitative Methods, 21, 1–13. https://doi.org/10.1177/16094069221145849
Muchie, B., Yigzaw, A., & Simegn, B. (2025). Examining the application of innovative ELT strategies in primary school EFL classrooms. PLOS ONE, 20(8), 1–16. https://doi.org/10.1371/journal.pone.0328902
Nadya, N., Mertosono, S. R., Dewi, A. K., & Arid, M. (2025). Using authentic materials in improving reading comprehension. E-Journal of ELTS (English Language Teaching Society), 12(3), 838–851. https://doi.org/10.22487/ELTS.V12I3.4435
Nurdiyanto, H., Hernandes, L., & Kindiasari, A. (2025). Impacts of artificial intelligence integration on teaching practices and student engagement in digitally transformed educational settings. Jurnal Pendidikan Teknologi Dan Kejuruan, 31(1). https://doi.org/10.21831/JPTK.V31I1.96073
Parsons, C. S. (2024). Educational alliances: The influence of classrooms and online learning spaces on student engagement. Journal of the Scholarship of Teaching and Learning, 24(4), 22–42. https://doi.org/10.14434/JOSOTL.V24I4.35301
Savitri, M. N., & Suwarso, P. N. (2023). Teachers’ perspective of ICT integration on ELT. ENGLISH JOURNAL, 17(1), 13–22. https://doi.org/10.32832/english.v17i1.13796
Suciwati, I., Ramli, & Zuo, J. (2026). Between policy and practice: Project-based learning in Indonesian in-service English teachers’ professional education and classroom teaching. English Language Teaching Educational Journal, 8(3), 271–285. https://doi.org/10.12928/eltej.v8i3.15235
Teresa, A., Febria, D., & Marsevani, M. (2024). EFL teachers’ perception toward the integration of technology for ELT in the 2013 curriculum and independence curriculum. Journal of English Education and Teaching, 8(2), 322–336. https://doi.org/10.33369/JEET.8.2.322-336
Usman, A. S., & Salsabila, H. (2025). The effectiveness of CALL in EFL learning: A synthesis of empirical evidence. Pedagogy: Journal of English Language Teaching, 13(2), 167–193. https://doi.org/10.32332/joelt.v13i2.10561
Wiranda, F., & Ciptaningrum, D. S. (2024). ICT integration and students’ 21st-century learning skills in ELT. International Journal of Multicultural and Multireligious Understanding, 11(10), 475–485. https://doi.org/10.18415/ijmmu.v11i10.6331
WR, T. W. W., & Heryatun, Y. (2025). The impact of technology (especially Canva & ICT) in English language teaching in Indonesia. Fonologi: Jurnal Ilmuan Bahasa Dan Sastra Inggris, 3(4), 70–78. https://doi.org/10.61132/fonologi.v3i4.2512
Yani, I. P., Ahzari, S., Asrizal, & Novitra, F. (2026). Technology integration in the project based learning model: Bibliometric analysis 2015-2024. Pillars of Physics Education, 17(2), 143–149. https://doi.org/10.24036/16204171074
Yuhana, Y., Adiantika, H. N., & Charisma, D. (2022). ICT-ELT integration in Indonesian higher education context: EFL teachers’ perception. International Social Sciences and Humanities, 2(1), 134–139. https://doi.org/10.32528/issh.v2i1.126
Zaki, L. B., & Kaur, B. J. R. (2024). Analyzing the needs of ICT-integrated English language teaching for EFL learners. IALLTEACH (Issues In Applied Linguistics & Language Teaching), 6(2), 201–209. https://doi.org/10.37253/IALLTEACH.V6I2.9919
Published
How to Cite
Issue
Section
Copyright (c) 2026 Maya Marsevani, Callista Josephine Tanosa, Mutia Aliqa Islami, Hilarius Raditya Priambada Purba
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with e-Journal English Language Teaching Society (ELTS) agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
