EFL Preservice Teachers’ Perception on Communicative Language Teaching Integrated with Digital Literacy in Improving Teaching Skills

Haerazi Haerazi; Lalu Ari Irawan

doi:10.61924/jasmin.v4i3.109

Authors

Haerazi Haerazi English Language Education, Faculty of Culture, Management, and Business, Universitas Pendidikan Mandalika, Indonesia
Lalu Ari Irawan English Language Education, Faculty of Culture, Management, and Business, Universitas Pendidikan Mandalika, Indonesia

DOI:

https://doi.org/10.61924/jasmin.v4i3.109

Keywords:

Communicative language teaching, Digital literacy, EFL preservice teachers, Teaching skills, English language teaching

Abstract

This study explores EFL preservice teachers’ perceptions of Communicative Language Teaching (CLT) integrated with digital literacy in improving teaching skills. In contemporary EFL contexts, teachers are expected to facilitate meaningful communication while also using digital tools to support interactive, flexible, and student-centered learning. Although CLT and digital literacy have been widely discussed separately, limited attention has been given to how their integration is perceived by preservice teachers as future English educators. This study employed a qualitative research design involving 85 EFL preservice teachers enrolled in English Language Education programs at universities in West Nusa Tenggara, Indonesia. Data were collected through interviews and analyzed using qualitative procedures of data condensation, data display, and conclusion drawing. The findings revealed that participants perceived CLT integrated with digital literacy positively because it promoted authentic communication, increased student engagement, and supported interactive learning. Digital tools were viewed as useful for extending communicative activities through online discussions, collaborative writing, video presentations, and digital learning platforms. The participants also believed that this integration improved their teaching skills, particularly in lesson planning, digital tool selection, classroom interaction management, creative material development, assessment, feedback, and professional confidence. However, they emphasized that successful implementation requires adequate training, stable internet access, digital facilities, and opportunities for practice. The study concludes that integrating CLT with digital literacy can strengthen preservice teachers’ pedagogical, technological, and communicative competence. It suggests that EFL teacher education programs should provide practice-based training that connects communicative pedagogy with digital literacy development for sustainable future classroom teaching practice effectively.

Author Biography

Lalu Ari Irawan, English Language Education, Faculty of Culture, Management, and Business, Universitas Pendidikan Mandalika, Indonesia

English Language Education, Faculty of Culture, Management, and Business, Universitas Pendidikan Mandalika, Indonesia

References

Abraham, M., Arficho, Z., & Habtemariam, T. (2022). Effects of training in ICT-assisted English language teaching on secondary school English language teachers’ knowledge, skills, and practice of using ICT tools for teaching English. Education Research International, 2022, 1–10. https://doi.org/10.1155/2022/6233407

Ahmad, H. (2023). Glocalizing English language teaching in the Arabian Gulf: Professional development’s mediating influence. Register Journal, 16(2), 301–322. https://doi.org/10.18326/register.v16i2.301-322

Ajraoui, T. E., & Belabcir, S. (2024). Enhancing global citizenship in English language teaching: Perspectives and practices from Moroccan educators. International Journal for Multidisciplinary Research, 6(6). https://doi.org/10.36948/ijfmr.2024.v06i06.31289

Al-Shammari, A. H. (2024). A comprehensive bibliometric analysis content mapping of English language teaching as the second language in Arab countries. Forum for Linguistic Studies, 6(3), 788–812. https://doi.org/10.30564/fls.v6i3.6665

Alvarado, M. G. H., & Morales, L. S. B. (2023). Language teachers’ knowledge and perceptions of the implementation of CLT in a Mexican language centre. Revista Lengua y Cultura, 4(8), 90–98. https://doi.org/10.29057/lc.v4i8.10582

Amaliawati, S., Aulia, N., & Susanti, A. (2024). A systematic investigation of research trends of ELT and EFL found in JEES and JEFL journals. Journal of English Teaching, Literature, and Applied Linguistics, 8(1), 1. https://doi.org/10.30587/jetlal.v8i1.6751

Bahar, H. H., Öz, R., & Kayalar, M. T. (2023). The effect of preservice teachers’ information and communication technologies competencies on academic self-efficacy and academic achievement. Advanced Education, 10(22), 38–50. https://doi.org/10.20535/2410-8286.277949

Bayram, ?., & Baturay, M. H. (2022). Pre-service EFL teachers’ perceptions of online instructional tools. JET: Journal of English Teaching, 8(1), 84–96. https://doi.org/10.33541/jet.v8i1.3548

Büyükahiska, D. (2020). English language testing and evaluation course through the lens of EFL student teachers. Rumelide Dil ve Edebiyat Ara?t?rmalar? Dergisi, 19, 581–596. https://doi.org/10.29000/rumelide.752539

Carabantes, L. (2024). “It’s like English is given more emphasis than the topic”: Designing materials in English language teacher education. TESOL Quarterly, 59(3), 1225–1261. https://doi.org/10.1002/tesq.3353

Ciptaningrum, D. S., Putro, N. H. P. S., Sari, N. K., & Hasanuddin, N. (2021). Evaluation of learning process: Knowledge of ICT integration among pre-service English language teachers. REID: Research and Evaluation in Education, 7(1), 46–56. https://doi.org/10.21831/reid.v7i1.30521

Da?göl, G. D. (2022). Melting the content, pedagogy and technology in the same pot: Insights into EFL instructors’ TPACK perceptions in digital era. IJELTAL: Indonesian Journal of English Language Teaching and Applied Linguistics, 6(2), 307. https://doi.org/10.21093/ijeltal.v6i2.1096

Danibao, B. K., & Tari, M. J. A. R. (2023). English language teaching through communicative method: A qualitative study of pre-service teachers’ perceptions. IJORER: International Journal of Recent Educational Research, 4(6), 795–807. https://doi.org/10.46245/ijorer.v4i6.433

Deiniatur, M., Cahyono, B. Y., Ivone, F. M., & Prayogo, J. A. (2024). English teachers’ beliefs and practices in integrating digital literacy in the language classroom. International Journal of Evaluation and Research in Education, 13(2), 1242. https://doi.org/10.11591/ijere.v13i2.25733

Er, H. K. (2024). The role of digital literacy of pre-service and in-service EFL instructors in post-pandemic COVID-19. Information Technologies and Learning Tools, 103(5), 104–119. https://doi.org/10.33407/itlt.v103i5.5775

Fransiska, W. (2023). Pre-service teachers’ and teacher educators’ beliefs about TELL and digital citizenship in ELT. Pedagogi: Jurnal Ilmiah Pendidikan, 9(2), 149–157. https://doi.org/10.47662/pedagogi.v9i2.610

Guado, N. G. O., & Mayorga, J. I. M. (2021). Communicative language teaching approach in the development of speaking skill. Ciencia Digital, 5(4), 6–26. https://doi.org/10.33262/cienciadigital.v5i4.1865

Hafifah, G. N. (2020). Teachers’ perspectives of ICT integration in English language teaching: A review of literature. JEES: Journal of English Educators Society, 5(1), 9–15. https://doi.org/10.21070/jees.v5i1.205

Haryyadi, J. C. A., & Rohmah, Z. (2023). Pre-service teachers’ perceptions towards the implementation of multimodal texts in microteaching classes. Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya, 51(2), 255–269. https://doi.org/10.17977/um015v51i22023p255

Janeš, A., Madsen, S. S., Saure, H. I., Lie, M. H., Gjesdal, B., Thorvaldsen, S., Brito, R., Krasin, S., Jwaifell, M., Konca, A. S., & Klan?ar, A. (2023). Preliminary results from Norway, Slovenia, Portugal, Turkey, Ukraine, and Jordan: Investigating pre-service teachers’ expected use of digital technology when becoming teachers. Education Sciences, 13(8), 783. https://doi.org/10.3390/educsci13080783

Kadel, P. B. (2021). Understanding of pre-service teachers’ employability skills at Tribhuvan University. Tribhuvan University Journal, 36(1), 173–186. https://doi.org/10.3126/tuj.v36i01.43619

Khadka, K. (2021). Prospects and challenges faced by secondary teachers while integrating ICT in Nepalese ESL classrooms. Dristikon: A Multidisciplinary Journal, 11(1), 89–99. https://doi.org/10.3126/dristikon.v11i1.39141

Kholstinina, T., Vekovishcheva, S., & Kochetova, A. (2021). A modern approach to communicative language teaching in English classes in high school. E3S Web of Conferences, 284, 08005. https://doi.org/10.1051/e3sconf/202128408005

K?z?lda?, A., & Tuncer, H. (2022). A scoping review on practicum of Turkish pre-service EFL teachers during COVID-19. OPUS: Toplum Ara?t?rmalar? Dergisi, 19(45), 129–142. https://doi.org/10.26466/opusjsr.1063236

Laeli, A. F., Setiawan, S., & Anam, S. (2022). EFL pre-service teachers’ online reading strategy use and their insight into teaching reading. International Journal of Learning, Teaching and Educational Research, 21(10), 139–160. https://doi.org/10.26803/ijlter.21.10.7

Laksani, H., Fauziati, E., & Wijayanto, A. (2020). Teachers’ beliefs in integrating digital literacy in EFL classroom: Decomposed theory of planned behavior perspectives. Indonesian Journal of EFL and Linguistics, 5(2), 295. https://doi.org/10.21462/ijefl.v5i2.285

Lehotska, N., Tomaš, Z., & Vojtkuláková, M. (2022). Addressing media literacy through an international virtual exchange: A report of one ESL-EFL collaboration. Teaching English as a Second or Foreign Language: TESL-EJ, 25(4). https://doi.org/10.55593/ej25100a9

Leong, L. V., & Yunus, M. M. (2024). Examining Labuan ESL teachers’ mastery of TPACK in the teaching of English. International Journal of Academic Research in Progressive Education and Development, 13(2). https://doi.org/10.6007/ijarped/v13-i2/21203

Liu, M.-H., & Kleinsasser, R. C. (2022). Multiple perspectives with online EFL practicum technology learning: Case study on a cloud. TechTrends, 67(2), 342–353. https://doi.org/10.1007/s11528-022-00813-x

Lopez-Paez, K. (2024). EFL pre-service teachers’ enactment of agentic capacities in their online pedagogical practicum. Futurity Education, 77–91. https://doi.org/10.57125/fed.2024.09.25.05

Maskana, N., Silvhiany, S., & Mirizon, S. (2024). Unlocking the needs to design audiovisual media to incorporate climate change education in ELT. Journal of English Education and Teaching, 8(1), 106–128. https://doi.org/10.33369/jeet.8.1.106-128

Metruk, R. (2020). Qualities of a good and effective teacher: Slovak EFL pre-service and in-service teachers’ perspectives. Journal of Language and Education, 6(3), 80–93. https://doi.org/10.17323/jle.2020.10593

Nabhan, S. (2021). Pre-service teachers’ conceptions and competences on digital literacy in an EFL academic writing setting. Indonesian Journal of Applied Linguistics, 11(1). https://doi.org/10.17509/ijal.v11i1.34628

Nagy, I. K., & Kovács, G. (2022). Discrepancies between CLT principles and the Romanian language and literature for Hungarian minority curriculum and its implementation. Acta Universitatis Sapientiae Philologica, 14(2), 15–30. https://doi.org/10.2478/ausp-2022-0013

Orosz, A., Recino, U., & Ochoa, M. C. (2023). Demo lessons and peer observation to enhance student teachers’ competencies and exit profiles. International Journal of Learning, Teaching and Educational Research, 22(6), 638–658. https://doi.org/10.26803/ijlter.22.6.32

Özden, ?. Y. (2023). Investigating the relationship between digital instructional material development self-efficacy, digital literacy and critical thinking disposition. Journal of Educational Technology and Online Learning, 6(4), 911–924. https://doi.org/10.31681/jetol.1360830

Park, E., & Yi, Y. (2022). Preservice teachers’ envisioning of ELT in the post-pandemic era: An exploratory study of Korean EFL teachers. Teaching English as a Second or Foreign Language: TESL-EJ, 101(1). https://doi.org/10.55593/ej.26101a9

Pazilah, F. N., Hashim, H., Yunus, M. M., & Rafiq, K. R. M. (2024). Exploring Malaysian ESL pre-service teachers’ perceptions on knowledge of learners, digital literacy and 21st century competency. International Journal of Learning, Teaching and Educational Research, 23(1), 300–317. https://doi.org/10.26803/ijlter.23.1.15

Pehlevan, ?., & Ünal, B. (2024). Investigating the relationship between digital literacy and TPACK levels of pre-service English teachers. Dil E?itimi ve Ara?t?rmalar? Dergisi, 10(1), 87–111. https://doi.org/10.31464/jlere.1432879

Rinekso, A. B., Rodliyah, R. S., & Pertiwi, I. (2021). Digital literacy practices in tertiary education: A case of EFL postgraduate students. Studies in English Language and Education, 8(2), 622–641. https://doi.org/10.24815/siele.v8i2.18863

Romo-Mayor, P., & Pellicer?Ortín, S. (2022). Revitalising the role of literature in the contemporary EFL secondary classroom: A small-scale study. Didáctica: Lengua y Literatura, 34, 15–48. https://doi.org/10.5209/dill.81346

Sergeeva, O. V., Zheltukhina, M. R., Sizova, Z. M., Ishmuradova, A. M., Khlusyanov, O. V., & Kalashnikova, E. A. (2024). Exploring pre-service teachers’ ICT competence beliefs. Contemporary Educational Technology, 16(2), ep500. https://doi.org/10.30935/cedtech/14331

Shaymardanov, A. H. U. (2020). The impact of a systematic approach in developing an ESP course. The American Journal of Social Science and Education Innovations, 2(9), 317–322. https://doi.org/10.37547/tajssei/volume02issue09-49

Sudimantara, L. B. (2023). Perspectives and experiences of Indonesian pre-service English teachers in developing digital learning resources. English Review: Journal of English Education, 11(3), 609–628. https://doi.org/10.25134/erjee.v11i3.7919

Susanti, Y. D., Wahyuni, S., & Sakhiyya, Z. (2023). Unraveling EFL pre-service teachers’ TPACK through self-report data. English Education Journal, 13(2), 246–257. https://doi.org/10.15294/eej.v13i2.72586

Tiwari, H. P. (2023). Learning English across borders: Nepali students’ experiences in Nepal and Australia. JO-ELT: Journal of English Language Teaching, 10(2), 192. https://doi.org/10.33394/jo-elt.v10i2.9348

Triwibowo, F. D. (2023). Enhancing English proficiency: The impact of communicative language teaching on second language learners. Tomorrow’s Education Journal, 1(2). https://doi.org/10.58660/tej.v1i2.40

Wright, W. (2020). Within, without, and amidst: A review of literacy educators’ perceptions of participatory media technologies. Journal of Media Literacy Education, 12(2), 1–12. https://doi.org/10.23860/jmle-2020-12-2-1

Wu, H., Su, H., Yan, M., & Zhuang, Q. (2023). Perceptions of grammar-translation method and communicative language teaching method used in English classrooms. Journal of English Language Teaching and Applied Linguistics, 5(2), 96–104. https://doi.org/10.32996/jeltal.2023.5.2.12

Yang, M. (2023). Teaching methods in Spanish foreign language education and their effects evaluation. EDU, 6(10), 144. https://doi.org/10.31058/j.edu.2023.61017