Exploring the Transformative Impact of ICT Integration in the EFL Classroom

Jose Alfredo Torres Duque; Antonio Lenín Argudo Garzón

doi:10.46652/rgn.v9i40.1172

Jose Alfredo Torres Duque Universidad Católica de Cuenca | Cuenca | Ecuador
Antonio Lenín Argudo Garzón Universidad Católica de Cuenca | Cuenca | Ecuador

DOI: https://doi.org/10.46652/rgn.v9i40.1172

Keywords: ICT Integration; EFL Classroom; Benefits of ICT; ICT Challenges; ICT tools.

Abstract

This article examines the transformative impact of Information and Communication Technology (ICT) in English as a Foreign Language (EFL) classrooms. ICT facilitates effective learning by providing access to diverse information, allowing students to relate it to their courses and engage in discussions with peers and educators. The benefits extend to EFL teachers, enabling a shift towards learner-centered approaches through multimedia resources and direct contact with English speakers around the world. The objectives of the study encompass the analysis of the transformative use of ICT in ILE classrooms, the identification of best practices and tools used by educators, and the recognition of challenges associated with this integration. The article selection process involved filtering those related to ICT in EFL classrooms, excluding those focused solely on the COVID-19 pandemic to maintain a perspective in which ICT was not the only resource available. ProQuest served as the primary database, supplemented with cross-referencing in ResearchGate, Scopus, Web of Science, and Google Scholar. The review covers articles published between 2018 and 2024, using a variety of research methodologies, including quantitative, qualitative, and mixed studies. Three key research themes emerge benefits of ICT use in EFL classrooms, challenges in ICT integration, and ICT methodologies and tools employed. In addition, frequency tables are presented detailing the distribution of articles by research topic and country.

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Author Biographies

Jose Alfredo Torres Duque, Universidad Católica de Cuenca | Cuenca | Ecuador

Licenciado en Ciencias de la Educación mención Lengua Inglesa y Lingüística.

Antonio Lenín Argudo Garzón, Universidad Católica de Cuenca | Cuenca | Ecuador

Docente-investigador del Centro de Idiomas de la Universidad Católica de Cuenca. Licenciado en Ciencias de la Educación en la especialización de Lengua y Literatura Inglesa. Licenciado en Ciencias de la Educación en la especialización de Filosofía, Sociología y Economía. Maestría en Migración, Derechos Humanos y Política Pública.

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