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Using a quantitative approach, 30 English teachers from rural Bandung were randomly selected. Data were gathered through questionnaires and analyzed with mixed quantitative and qualitative procedures. Results indicate classroom technology use is beneficial and schools’ tools and facilities support teachers’ ability, yet several implementation challenges remain.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teachers-perceptions-in-implementing-technologies-in-language-teaching-and-learning/588941/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teachers-perceptions-in-implementing-technologies-in-language-teaching-and-learning/588941.png","ImageObject",300,407,{"name":92,"@type":93},"Chumphorn","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-07","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the study?","Question",{"text":112,"@type":113},"The study aims to identify the challenges encountered when implementing technologies in language teaching and learning in Indonesia, focusing on teachers’ perceptions.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the research conducted and who participated?",{"text":117,"@type":113},"The research used a quantitative method with 30 randomly chosen teachers from rural Bandung. 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Katemba  \n[linakatemba@gmail.com](linakatemba@gmail.com)  \nUniversitas Advent Indonesia, Bandung-Indonesia  \nAbstract  \nTechnologies have swept the world in every aspect of life including the education system. And therefore, the purpose of this research is to find the Challenges Encountered in implementing technologies in Language Teaching and Learning in Indonesia. This study was a quantitative method in nature. The participants of the study were randomly chosen 30 teachers from Bandung in the rural area. The data were collected by using questionnaires and were analyzed by using mix method that is quantitative and qualitative procedures.  \nThe result showed that using technology in the classroom was helpful. In addition to that, more tools and facilities provided by schools are increasingly helping them improve their ability to use technology. Though the school has prepared facilities there were several challenges found in the implementation of technologies in the Language Learning classrooms. Additional results of this study give meaningful insights for policymakers about the implementation of ICT for teaching and learning in the classroom.  \nKeywords: Teacher’s beliefs and perception, Challenges in Technology, educational technology  \nINTRODUCTION  \nTeaching English using technology is not a new concept or practice for teachers around the world, especially when English is taught in non-native speaking countries. There are two effective ways to improve students’ language skills; staying abroad and using multimedia (Muslem & Abbas, 2017) . The last two decades witnessed a worldwide proliferation of information and communication technologies (ICT), henceforth it penetrates into the field of education. The global adoption of ICT into education has often been premised on the potential of the new technological tools to revolutionize an out modeled educational system, better prepare students for the information age, and/or accelerate national development efforts. In developing countries, in particular, the above promises have generated a whole set of wild speculations about the necessity of educational reforms that will accommodate the new tools (Pelgrum, 2001) . Governments in most developing countries have responded to the challenge by initiating national programs to introduce computers into education.  \nOne developing country that is currently pursuing the technological track in education is Indonesia included Bandung. Bandung is in the west of Java island and is known as a student city, its students come from several cities across the nation and there are many prestigious schools and universities in Bandung. Therefore, every school competes healthily and one of the criteria people are looking for it has complete facilities including technological facilities following the progress of the era. In fact, increasing numbers of teachers are using computers and the internet in their classrooms (katemba 2019) .  \nin addition to facilities, schools also demand teachers who are not outdated in the sense of being able to follow and use technology fluently, especially in the classroom at the time of teaching. However, as time goes by, there are still some teachers who have not been able to use technology in the classroom while teaching or do not need technology. In the context of  \ntechnology use in the classroom, studies have also shown that teacher beliefs and attitudes influence teachers’ use of computers in the classroom (Ertmer & Hruskocy, 1999; Marcinkiewicz, 1994; Tearle, 2004 ; Katemba 2019), and there is a relationship between teachers’ beliefs and their instructional decisions (Haney, Czerniak, & Lumpe, 1996; Mumtaz, 2000). For example, teachers are more likely to adopt new technology if they can use it following their existing beliefs and practices (Veen, 1993) . Many teachers encountered the problem of perception when using ICT i","cbCaisQYI2KmyjMM","https://ap.wps.com/l/cbCaisQYI2KmyjMM","pdf",567579,15,"English","# Abstract\n# Introduction\n# Literature Review","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"The study aims to identify the challenges encountered when implementing technologies in language teaching and learning in Indonesia, focusing on teachers’ perceptions.\"},{\"question\":\"How was the research conducted and who participated?\",\"answer\":\"The research used a quantitative method with 30 randomly chosen teachers from rural Bandung. Data were collected via questionnaires and analyzed using mixed quantitative and qualitative procedures.\"},{\"question\":\"What results did the study find about using technology in language classrooms?\",\"answer\":\"Using technology in the classroom was reported as helpful, and increased school tools and facilities helped teachers improve their ability to use technology. However, challenges still existed in implementation.\"}]","Teachers’ Perceptions in Implementing Technologies in Language Teaching and Learning | PDF",1792066236,38]