Pre-Service Teachers' Technology Integration in English Language Teaching During Apprenticeship Program: Practices and Perceptions

Abstract

This study investigates how pre-service teachers integrate technology into English language teaching during their apprenticeship program and examines their perceptions of technology use in the classroom. Employing a qualitative descriptive approach, six English education students from the 2020 cohort who had completed internships at various schools in Indramayu participated in the study. Data were collected through classroom video observations, questionnaires measuring attitudes (11 items) and self-confidence (5 items) toward technology integration, and in-depth interviews. Findings reveal that pre-service teachers utilized diverse digital tools, including PowerPoint and Canva for material presentation, and web-based quiz platforms such as Kahoot, Wordwall, and Baamboozle for topic review activities. Questionnaire results indicated a very high positive attitude toward technology integration at 88.6%, and a very high level of self-confidence at 90%. These results suggest that pre-service teachers are well-prepared and enthusiastic in adopting digital technologies within English language instruction. Future research may explore the long-term impact of technology integration on student learning outcomes and expand the participant pool across diverse educational contexts.