EFL students’ engagement in the post-pandemic teaching: Does technology matter?

Abstract

Nowadays, in the post-pandemic educational landscape, it is intriguing to investigate whether technological supports are still relevant and necessary. This article critically summarizes and reviews the effect of technology utilization on students' engagement presented in a study by Yu et al. (2022). Then, using a mixed-methods design, this study explored English as a foreign language (EFL) students’ engagement with technological tools in the post-pandemic situation. Data were collected by using questionnaires and semi-structured interviews. The questionnaire data were analyzed descriptively to analyze students’ responses from four dimensions of engagement with technological tools. Meanwhile, the interview data were analyzed thematically. The results show that several types of technological tools, ranging from learning management systems (LMS), student response systems (SRS), and social media to gamification tools, are utilized as means to engage students more in Indonesian EFL classrooms. Additionally, it can be revealed that the utilization of technology has positive impacts on students' engagement levels, with the behavioral domain showing the highest value. In essence, this study provides a roadmap for educators and policymakers to harness technological advancements strategically, fostering enhanced student engagement and meaningful learning outcomes in the ever-evolving landscape of education in the post-pandemic era.