EFL STUDENTS’ LIVED EXPERIENCES OF FIRST-TIME ICT INTEGRATION IN RURAL INDONESIA

Authors

DOI:

https://doi.org/10.22460/eltin.v14i2.p521-536

Keywords:

English language learning, Eastern Indonesia, ICT integration, Lived experiences, Rural education

Abstract

This phenomenological study explores junior high school students’ lived experiences of first-time Information and Communication Technology (ICT) integration in English language learning in a rural area of Kupang, East Nusa Tenggara, Indonesia. The study aims to understand how students in a rural area experience and make meaning of ICT-supported English instruction during their initial exposure to digital learning tools. Data were collected through classroom observation and semi-structured interviews with eight-grade students, using field notes and open-ended questions. Thematic analysis revealed four major themes: (1) students’ positive experiences with ICT in language learning, (2) experiencing personal growth through ICT-Assisted Learning (3) challenges including technical issues, usability difficulties, and issues with understanding pronunciation from instructional videos, and (4) learning to adapt to ICT through guidance and practice. While students responded positively to ICT integration, findings suggest the need for adequate infrastructure and sustained instructional support and scaffolding. This study contributes to the growing discourse on inclusive digital education in under-resourced contexts and provides implications for ICT-based language teaching policies. The study demonstrates that meaningful ICT integration can foster positive learning experiences when supported by appropriate resources and pedagogical guidance.

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2026-09-02

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Vol. 14 No. 2 (2026): VOLUME 14, ISSUE 2, OCTOBER 2026

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