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Developed ICT Teaching Materials: Tools, Design, and Classroom Effectiveness

Diskusi 4 Innovation in ELT (English Language Teaching)

Many studies have been conducted to examine the advantages of integrating ICT into foreign language education. Therefore, integrating new ICT tools such as laptops, interactive whiteboards, LCD projectors, the internet, and social networks in education support will help learners use English in a natural, real, communicative, and stress-free language learning environment (Cakici, 2016).

Based on your teaching experience and knowledge, tell your ICT-based teaching materials you have developed, share, including what ICT tool you chose and what materials you designed,  and reflect on how effective it was in your classroom!

Please feel free to share your ideas and, if necessary, support your ideas with some relevant sources!

Have a fruitful discussion!

Answer 1 :

According to Cabero (2001), some examples of ICT tools that can be used to create teaching materials include multimedia authoring software, educational software, virtual learning environments, and web-based resources such as blogs, wikis, and online discussion forums.

The effectiveness of ICT-based teaching materials will depend on various factors such as the quality of the content, the design of the materials, and the level of engagement and interaction provided to students. Regular assessment and evaluation of the materials can help determine their effectiveness in the classroom. The integration of ICT tools in education, especially EFL classes, can provide many benefits for teachers and students, and can significantly enhance the language learning experience.

As stated by Cakici (2016) the integration of new ICT tools in education will help students use English in a more effective and tangible way. Tools such as laptops, interactive whiteboards, LCD projectors, the internet, and social networks can be used to create a more interactive learning environment and allow students to practice speaking, listening, reading and writing English in real situations. As ICTs offer different types of facilities and availability of teaching materials, EFL teachers only suggest and design these tools as complementary teaching materials (Cakici, 2016).

Based on my experience in teaching EFL by integrating ICT-based teaching materials, including ICT tools, that is, when I provide material with recount text topics, for example, I create a special WhatsApp group, and in that group, I share material via my personal website on the https://www.misslena.sch.id/2023/06/recount-text.html,  I will ask them to briefly study the material, and at the end of the material I have embedded quizizz game-based exercises, the results of which I can see directly on my quizizz account, and the use of Quizziz in my website has proven to be effective in enhancing student engagement and learning outcomes. Its features provide a fun and interactive way for students to learn and for teachers to track progress. The platform offers a game-like environment that motivates students to participate and learn. I also invite them to ask questions in the WhatsApp Group. 

In face-to-face learning, I have provided presentations using Powerpoint using a projector, and for assignments, I divided them into several groups, then invited them to the computer lab, where I provided one group using a Chromebook, then they could make a recount text based on personal experience. Regarding the outcome of their group's effort in producing a text recount, I requested that the physical copy be gathered while I instructed them to upload the digital copy to the Google form provided.

In this example, ICT tools such as laptops, Chromebooks, projectors, WhatsApp group media, personal blogs, and quizizz platforms can be used to help students develop their English skills actively and interactively.


Cabero, J. 2001. Educational technology: Design and use of media in education. Cambridge, Polite Press.

Çakıci, D. (2016). The use of ICT in teaching English as a foreign language. Participatory Educational Research (PER), Special Issue 2016-IV, 73-77. Retrieved from http://www.perjournal.com/archieve/spi_16_4/per_16_spi_4_10.pdf

Jati, A. Gumawang. 2018. Innovations in ELT. Tangerang Selatan, Banten: Universitas Terbuka.

Answer 2:

ICT-based teaching materials can be a great way to engage students and make foreign language learning more interactive and fun. In my teaching experience, I have used a variety of ICT tools, including laptops, interactive whiteboards, LCD projectors, the internet, and social networks.

One of the most effective ICT-based teaching materials I have developed was a series of interactive games for teaching vocabulary. The games were designed to be used on laptops or tablets, and they allowed students to practice their vocabulary in a fun and engaging way. The games were also highly motivating, and students really enjoyed playing them.

Another effective ICT-based teaching material I have developed was a series of video lessons. The video lessons were designed to teach grammar concepts, and they were accompanied by interactive exercises that allowed students to practice what they had learned. The video lessons were very effective in helping students understand grammar concepts, and they were also very engaging.

I have also used ICT tools to create interactive learning environments. For example, I have used interactive whiteboards to create virtual classrooms where students can work together on projects. I have also used the internet to create online resources for students, such as websites with quizzes, games, and other interactive activities.

Overall, I have found that ICT-based teaching materials can be a very effective way to engage students and make foreign language learning more interactive and fun. ICT tools can also be used to create interactive learning environments that allow students to work together and collaborate on projects.

Some benefits of using ICT-based teaching materials in foreign language education:

  • Increased engagement: ICT-based materials can be more engaging than traditional teaching methods, as they allow students to interact with the material in a more active way.
  • Improved learning outcomes: Studies have shown that students who use ICT-based materials tend to have better learning outcomes than those who do not.
  • Increased motivation: ICT-based materials can be more motivating for students, as they allow them to learn in a more personalized and self-directed way.
  • Improved collaboration: ICT-based materials can help students collaborate with each other more effectively, as they allow them to share and discuss information in a more convenient way.

Cakici, H. (2016). The role of ICT in foreign language education. International Journal of Instruction, 9(1), 209-222.

Chapelle, C. A. (2001). Computer-assisted language learning: An introduction. Cambridge University Press.