STUDENTS’ PERCEPTIONS OF ICT BASED ACTIVITIES IN EFL COURSES

Abstract

This research investigates students' perceptions of Information and Communication Technology (ICT) integration in English as a Foreign Language (EFL) courses, using the SAMR model (Substitution, Augmentation, Modification, and Redefinition) as an evaluative framework to assess the depth and quality of digital technology use in learning. Using a descriptive quantitative approach, data were collected through questionnaires and interviews from 73 students at the Language Development Center (LDC) of Muhammadiyah University of Purwokerto. The findings reveal a very high level of technological proficiency, with 97.3% of students regularly using smartphones, social media, Zoom, and Microsoft Word, while 95.9% demonstrated competency in operating laptops and email services. ICT integration among teachers was predominantly observed at the Substitution and Augmentation stages of the SAMR model, with more experienced teachers reaching the Modification stage through the use of interactive platforms such as Kahoot, Quizizz, and Padlet. Students reported predominantly positive perceptions of ICT, noting improvements in learning effectiveness, flexibility, and academic autonomy. However, challenges related to self-regulation, particularly in time management and concentration, were also identified. These findings underscore the importance of aligning ICT choices with student profiles and capabilities, and suggest that institutional and pedagogical support is essential for advancing toward more transformative levels of digital integration in higher education EFL contexts.