Factors Contributing to Teachers’ Resistence in Integrating ICT in EFL Classroom in Senior High School

Abstract

ICT has become powerful media for teaching English, especially in improving
students’ learning autonomy. However, studies have revealed that English
teachers are sometimes resistant to ICT integration in the class, in which the
resistance fails the effective ICT integration. The purpose of this study is to
explain English teachers’ resistance towards ICT integration in the class by
presenting and the categories of the resistance. There were seven teachers from
six different senior high schools investigated in this study. Using semi-guided
interview, observation and documentation, the study yielded the findings.
There were three categories of resistance found; extreme, moderate and
zero resistance. The factors contributing to the resistance were coming from
external and internal, such as the unwillingness to learn and use ICT, lack of
ICT competence and pedagogical knowledge, concerns about ICT for students,
and unsupportive school facilities. It was also found that age might not matter
much in contributing to the resistance and that the teachers’ perception is not
always reflected in their teaching practice.
Keywords: ICT integration, teacher’s resistance, factors of resistance, category
of resistance.