Teachers' Perspectives and Challenges on the Use of Digital Technology in the EFL Online Classes

supiat, m.pd; hamzah puadi ilyas, ph.d.; dr. syaadiah arifin, m.pd.;

This study aims to facilitate English teachers assigned in Jakarta, Bogor, Depok, Tangerang, and Bekasi to see the use of digital technology in the EFL online classes and its challenges during the Covid 19 pandemic. This research used an online survey method (google form) combined with interviews with respondents through open-ended questions and applying the Technology Acceptance Model approach (Usefulness, Perceive of Use, Attitude, and Behaviorism) for analysis. The research results using the TAM method for the Usefulness parameter showed a supportive relationship from previous theories and studies where digital technology could support teachers' performance during the teaching and learning process. Few respondents realized that mastery of technology could support careers or other benefits for teachers. In
the Perceived of Use parameter, all respondents stated that the use of digital technology was easy even though there were differences with the previous studies where to master the technology required particular technical expertise or assistance from other parties. However, in this study, it was found that the use of digital technology did not require outstanding mastery or assistance from other parties due to the teachers were used to make use of applications available on smartphones. For the Attitude parameter of digital technology, the study results showed the same results as the previous study. On average, the respondents gave positive feedback even though there was a minor rejection because face-to-face teaching felled better than online classes. Previous studies showed a low level in the Behaviorism parameter
because the technology's adoption was low. For this study's results, Behaviorism was high because there was no other alternative other than to use digital technology in delivering English classes during a pandemic. Several findings maintained previous ones where internet network factors dominated online classroom difficulties to question the challenges of using digital technology in EFL online classes. Nevertheless, other new problems had arisen, for example, in quotas and disruptions during the teaching practice because the activities were performed mostly at home, both teachers and students.