ICT Integration in Teaching English to Young Learners in Rural Settings: A Teacher’s Narrative Inquiry

Adawiyah, Robiatul (2026) ICT Integration in Teaching English to Young Learners in Rural Settings: A Teacher’s Narrative Inquiry. Other thesis, Universitas Nurul Jadid.

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Abstract

Advances in Information and Communication Technology (ICT) have brought about significant changes in the education sector, including the teaching of English as a foreign language (EFL). However, the implementation of ICT in primary schools located in rural areas still faces various challenges, such as limited infrastructure, internet access, technological facilities, and teachers’ digital skills. These conditions highlight the need for a more in-depth study of teachers’ experiences in integrating ICT into the learning process. This study aims to explore the experiences of an EFL teacher in integrating ICT into English language teaching for primary school pupils in a rural area, to identify the challenges faced, and to uncover the adaptive strategies developed during this process. This research employs a qualitative approach using a narrative inquiry design. The subject of this study is an EFL teacher at Semampir 1 State Primary School, who uses the pseudonym, “Reyhan”. Data collection was carried out through semi-structured interviews, classroom observations and documentation, which were subsequently analysed based on the three dimensions of narrative inquiry temporality, sociality and place to understand the teacher’s experiences in a more contextual and in-depth manner. The research findings indicate that the integration of ICT is a process that develops gradually through teaching experience, reflection, self-directed learning and professional development. Teachers faced challenges such as limited digital skills initially, unstable internet access, a shortage of devices and facilities, and the characteristics of pupils in rural school environments. To overcome these obstacles, teachers developed adaptive strategies through self-directed learning, attending training sessions and webinars, utilising learning resources suited to the school’s conditions, and adapting teaching methods to pupils’ needs. It can therefore be concluded that the successful integration of ICT in rural locations depends not only on the availability of technology, but also on teachers’ ability to continue learning, adapting and reflecting on their teaching practices, thereby creating English language learning that is more meaningful, creative and relevant to the local context.

Item Type:	Thesis (Other)
Uncontrolled Keywords:	Information and Communication Technology (ICT), EFL teachers, narrative inquiry, primary schools, rural areas.
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education P Language and Literature > PE English
Divisions:	Fakultas Sosial dan Humaniora > S1 Pendidikan Bahasa Inggris
Depositing User:	Unnamed user with email biaadawiyah2@gmail.com
Date Deposited:	26 Oct 2026 02:31
Last Modified:	26 Oct 2026 02:31
URI:	https://repository.unuja.ac.id/id/eprint/5258

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