The Integration of Technology in ESP Classroom : Teachers’ Perception

Abstract

In recent times, the integration of technology into English for Specific Purposes
(ESP) classrooms has gained significant traction, driven by the necessity to equip students with
relevant technological skills for their future careers. Warschauer and Healey (1998) assert
that educational technology, when applied to language learning, can act as a potent catalyst
for pedagogical transformation. This suggests that integrating technology into language
classrooms can enhance the overall teaching and learning experience. This study aims to
explore teachers' perceptions regarding the integration of technology in ESP classrooms. The
researcher employed a descriptive qualitative design, selecting two English Language Education
Study Program (ELESP) teachers specializing in ESP subjects at the University of Lambung
Mangkurat. The research employed interviews and questionnaires as data collection methods,
and the findings were organized into four categories: (1) Performance expectation, (2) Effort
expectation, (3) Social expectation, and (4) Facilitating conditions. Each category was
described in detail, highlighting how technology enables teachers to foster creativity in their
teaching approaches and expand their knowledge of useful apps for online and offline
learning. It is crucial for teachers to view technology as a supplementary tool rather than a
replacement for traditional teaching methods. Additionally, teachers should ensure that the
technology they utilize aligns with the learning objectives and addresses the specific needs of
their students.