Pre-Service Teachers Strategies on Integrating ICT in EFL Classroom

Abstract

Nowadays, Information and Communication Technology (ICT) has been emphasized in English as a Foreign Language (EFL) classroom. Despite the increasing emphasis on technology integration in language teaching, there remains a significant gap in understanding how pre-service teachers navigate this complex landscape. Using a qualitative research method, data for this study were collected through in-depth interviews with six pre-service English teachers enrolled in the Teacher Professional Education (Pendidikan Profesi Guru/PPG) Program in Indonesia. The findings revealed four major themes: teaching strategies (selection, development, and problem-solving), integration challenges (planning, technical, and student-related), affective challenges (confidence levels and personal challenges), and strategic solutions. The results indicate that while pre-service teachers face significant infrastructure and technical challenges; they demonstrated sophisticated approaches to technology integration, characterized by careful alignment with pedagogical objectives and adaptive problem-solving strategies. The study highlights the crucial role of teacher preparation programs in developing both technical competence and pedagogical confidence. These findings provide valuable insights for improving teacher education programs and professional development initiatives in technology integration for EFL contexts.