Is Traditional Media Still Relevant in English Language Teaching?: Perceptions and Challenges
DOI:
https://doi.org/10.36312/jolls.v4i2.1929Keywords:
Traditional media; Digital media; English language teaching; Blended learningAbstract
The relevance of traditional media in English Language Teaching (ELT) has come under increasing scrutiny due to the proliferation of digital technologies. This study aims to investigate whether traditional media still hold relevance in the modern ELT classroom, amidst widespread adoption of digital tools. Employing a mixed-methods approach, the research integrates quantitative surveys of 100 students and qualitative interviews with five English lecturers at Padang State Polytechnic, Indonesia. The survey results indicate varied perceptions: while traditional media are valued for their structured and reliable content, they lack the interactivity and engagement offered by digital media. Findings reveal that 65% of students find digital media easier to understand, and 70% prefer digital tools over traditional resources. Interviews with lecturers highlight the necessity of a balanced, blended approach that integrates both traditional and digital media to enhance learning outcomes and cater to diverse student needs. The study concludes that a blended approach is optimal, combining the stability and reliability of traditional resources with the dynamic, engaging capabilities of digital tools. The implications of this study underscore the importance of digital literacy training for educators and suggest future research should focus on the long-term effects of blended learning, addressing accessibility and equity issues in digital media use.
Downloads
References
Babalola, B. K. (2013). The place of educational media in the effective utilization of the new curriculum module in Nigeria. Journal of Research in Education and Society, 4(1), 108-114.
Baepler, P., Walker, J. D., & Driessen, M. (2014). Blended learning and flipped classrooms. Educational Technology Research and Development. https://www.researchgate.net/publication/265724947-Blended-Learning-and-Flipped-Classrooms
Bayaksud, N., Dian, P., Degeng, D., & Razali, K. A. (2024). JOLLS: Journal of Language and Literature Studies The Use of Quizlet for Vocabulary Learning: A Lesson from Innovative Application. JoLLS: Journal of Language and Literature Studies, 4(1), 244–255. https://doi.org/10.36312/jolls.v4i1.1823
Bazelais, P., & Doleck, T. (2018). Academic achievements in blended learning. Educational Technology Journal. https://www.springeropen.com/articles/10.1186/s41239-018-0103-4
British Council. (2021). The use of the media in English language teaching. British Council.
Brown, H. D. (2007). Principles of language learning and teaching. Pearson Longman.
Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). Sage Publications.
Denzin, N. K., & Lincoln, Y. S. (2018). The SAGE handbook of qualitative research (5th ed.). Sage Publications.
Dudeney, G., & Hockly, N. (2012). ICT in ELT: How did we get here and where are we going? ELT Journal, 66(4), 533–542. https://doi.org/10.1093/elt/ccs050
Grabe, W., & Stoller, F. L. (2019). Teaching and researching reading. Routledge.
Graham, C. R. (2004). Blended learning systems: Definition, current trends, and future directions. https://www.researchgate.net/publication/258834966
Harmer, J. (2007). The practice of English language teaching. Pearson Longman.
Inal, Y., & Korkmaz, O. (2019). Achievement in blended learning. Frontiers in Psychology. https://www.frontiersin.org/articles/10.3389/fpsyg.2019.00234/full
Kessler, G. (2018). Technology and the future of language teaching. Foreign Language Annals, 51(1), 205–218. https://doi.org/10.1111/flan.12318
Kurniati, E., Zaim, M., Jufrizal, & Jufri. (2021). The effectiveness of audio media for English learning based on scripted song at the fifth grade of elementary school. Ilkogretim Online - Elementary Education Online, 20(1), 208-216. https://doi:10.17051/ilkonline.2021.01.023
Monteiro, C., & Morrison, K. (2014). Engagement in blended learning. International Journal of Educational Technology in Higher Education. https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-019-0174-6
Muftah, M. (2023). Impact of social media on learning English language during the COVID-19 pandemic. PSU Research Review. https://doi.org/10.1108/PRR-10-2021-0060
Novasyari, R., & Fauziah, D. (2021). The use of media in ELT. Ilkogretim Online - Elementary Education Online, 20(1), 208-216. https://doi:10.17051/ilkonline.2021.01.023
Prensky, M. (2001). Digital Natives, Digital Immigrants (Vol. 9, Issue 5). MCB University Press.
Rahaman, A., Javed Hassan, A., & Malika Tridane Manu, S. (2024). JOLLS: Journal of Language and Literature Studies The Use of Picture-Based English Materials to Improve Students’ Vocabulary Mastery for States Elementary Schools. JoLLS: Journal of Language and Literature Studies, 4(1), 135–149. https://doi.org/10.36312/jolls.v4i1.1795 ]
Richards, J. C. (2015). Key issues in language teaching. Cambridge University Press.
Rose, H., & Galloway, N. (2019). Global englishes for language teaching. In Global Englishes for Language Teaching. Cambridge University Press. https://doi.org/10.1017/9781316678343
Salaberry, M. R. (2001). The use of technology for second language learning and teaching: A retrospective. Modern Language Journal, 85(1), 39–56. https://doi.org/10.1111/0026-7902.00096
Selwyn, N. (2022). Education and technology: Key issues and debates (3rd ed.). Bloomsbury Academic.
Sukma Suwanda, B., Harmanto, B., & Maghfiroh, A. (2024). | 974 of Indonesian Migrant Workers Children in Malaysia. JOLLT Journal of Languages and Language Teaching, 12(2), 974–984. https://doi.org/10.33394/jollt.v%vi%i.10869
Susanti, L., & Junining, E. (2021). Investigating The Implementation Of Google Classroom To Improve Reading Comprehension: Advantage And Disadvantage. JOLLT Journal of Languages and Language Teaching, 9(2), 204. https://doi.org/10.33394/jollt.v%vi%i.3491
Tashakkori, A., & Teddlie, C. (2008). Mixed methodology: Combining qualitative and quantitative approaches. Sage Publications.
Tomlinson, B. (2011). Materials development in language teaching (2nd ed.). Cambridge University Press.
Warschauer, Mark. (2003). Technology and social inclusion?: rethinking the digital divide. MIT Press.
Zebua, J., & Katemba, C. V. (2024). JOLLS: Journal of Language and Literature Studies Students’ Perceptions of Using the OpenAI ChatGPT Application in Improving Writing Skills. JoLLS: Journal of Language and Literature Studies, 4(1), 110–123. https://doi.org/10.36312/jolls.v4i1.1805
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Gema Febriansyah, Muhammad Zaim, Harris Effendi Thahar
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with JOLLS agree to the following terms:
- For all articles published in JOLLS, copyright is retained by the authors. Authors permit the publisher to announce the work with conditions. When the manuscript is accepted for publication, the authors agree to implement a non-exclusive transfer of publishing rights to the journals.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License 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 (See The Effect of Open Access).
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
