BRIDGING TECHNOLOGY AND LANGUAGE LEARNING: ICT LITERACY IN INDONESIAN EFL COURSEBOOKS

Abstract

Nowadays, the knowledge of ICT becomes necessary for language learning since with it we access a range interactive tools and resources that enrich vocabulary acquisition, grammatical practice or communicative skill. This paper reports on a study that explored ICT literacy incorporated in the latest English Course book published by Indonesian Ministry of Education, Culture, Research and Technology for senior high school students. The texts and images provided in the English coursebook were taken by means of data selection based on reviews. The analysis grouped the ICT literacy representation suggested by Tomlinson (2014), which are hypermedia, multimedia and communication media. Secondly, the study examined the ICT literacy attributes identified by Educational Testing Service (2023), which indicates seven essential proficiencies including defining and accessing information; managing and integrating data for use across contexts; evaluating how this all maps to a goal or context as required in/for understanding before creating appropriate documents toward that aim within any area of interest. Results showed that development of ICT literacy in the coursebook was predominantly made by hypermedia and multimedia as well, normalizing a use in digital tools to identify information needs. The broader application of hypermedia and multimedia elements, combined with an enhanced range of ICT literacy skills could greatly contribute to improve the efficiency in education as well enabling students to attain better proficiency levels when it comes to language acquisition in digital age.