ICT INTEGRATION IN ENGLISH
TEACHING: ANALYSIS OF DOCUMENTS
AND SYLLABI
INTEGRACIÓN DE LAS TIC EN LA ENSEÑANZA DEL
INGLÉS: ANÁLISIS DE DOCUMENTOS Y PROGRAMAS DE
ESTUDIO
Julio Vicente Chumbay Guncay
Universidad Nacional de Educación (UNAE)
Willian Patricio Garcia Padilla
Unidad Educativa Miguel Moreno Ordoñez
pág. 16916
DOI: https://doi.org/10.37811/cl_rcm.v9i5.21202
ICT Integration in English Teaching: Analysis of Documents and Syllabi
Julio Vicente Chumbay Guncay1
julio.chumbay@unae.edu.ec
https://orcid.org/0000-0002-9720-2180
Universidad Nacional de Educación (UNAE)
Willian Patricio Garcia Padilla
willy3561@gmail.com
https://orcid.org/0009-0001-8997-2513
Unidad Educativa Miguel Moreno Ordoñez
ABSTRACT
This research analyzes the national and international regulations for integrating Information and
Communication Technology (ICT) in English Language Teaching (ELT) and the digital tools educators
at the Language Center of Universidad Nacional de Educación (UNAE), Ecuador, include in the syllabi
for language skill development. This qualitative study uses thematic content analysis to explore ICT
integration in ELT. Researchers manually coded selected national and international regulations for ICT
in ELT, as well as the UNAE Language Center syllabi. Open and axial coding were used to identify key
themes related to ICT's role in language skill development. Findings show that official documents
emphasized policy frameworks for inclusive ICT education, ICT's role in quality education, and
language inclusion. Syllabi analysis revealed the use of LMS platforms like UNAE EVEA and digital
tools like TED Talks, Quizlet, Zoom, and Padlet for language skill development. It is concluded that the
UNAE Language Center program shows strong policy support for ICT integration in ELT. Syllabi
include various digital tools for language skills development. Further research should examine syllabus
implementation and learner experiences.
Keywords: english language teaching, ICT, legal documents, policies, syllabi
1 Autor principal
Correspondencia: julio.chumbay@unae.edu.ec
DOI: https://doi.org/10.37811/cl_rcm.v9i5.21202
ICT Integration in English Teaching: Analysis of Documents and Syllabi
Julio Vicente Chumbay Guncay1
julio.chumbay@unae.edu.ec
https://orcid.org/0000-0002-9720-2180
Universidad Nacional de Educación (UNAE)
Willian Patricio Garcia Padilla
willy3561@gmail.com
https://orcid.org/0009-0001-8997-2513
Unidad Educativa Miguel Moreno Ordoñez
ABSTRACT
This research analyzes the national and international regulations for integrating Information and
Communication Technology (ICT) in English Language Teaching (ELT) and the digital tools educators
at the Language Center of Universidad Nacional de Educación (UNAE), Ecuador, include in the syllabi
for language skill development. This qualitative study uses thematic content analysis to explore ICT
integration in ELT. Researchers manually coded selected national and international regulations for ICT
in ELT, as well as the UNAE Language Center syllabi. Open and axial coding were used to identify key
themes related to ICT's role in language skill development. Findings show that official documents
emphasized policy frameworks for inclusive ICT education, ICT's role in quality education, and
language inclusion. Syllabi analysis revealed the use of LMS platforms like UNAE EVEA and digital
tools like TED Talks, Quizlet, Zoom, and Padlet for language skill development. It is concluded that the
UNAE Language Center program shows strong policy support for ICT integration in ELT. Syllabi
include various digital tools for language skills development. Further research should examine syllabus
implementation and learner experiences.
Keywords: english language teaching, ICT, legal documents, policies, syllabi
1 Autor principal
Correspondencia: julio.chumbay@unae.edu.ec
pág. 16917
Integración de las TIC en la enseñanza del inglés: Análisis de documentos y
programas de estudio
RESUMEN
Este estudio examina la normativa nacional e internacional sobre la integración de las Tecnologías de
la Información y la Comunicación (TIC) en la Enseñanza del Inglés (ELT) y las herramientas digitales
incluidas en los programas del Centro de Idiomas de la Universidad Nacional de Educación (UNAE),
Ecuador. A través de un análisis cualitativo de contenido temático, se codificaron manualmente
regulaciones y sílabos, aplicando codificación abierta y axial para identificar temas clave sobre el papel
de las TIC en el desarrollo de habilidades lingüísticas. Los hallazgos destacan que los documentos
oficiales enfatizan políticas de educación TIC inclusiva y su impacto en la calidad educativa. Además,
los sílabos del Centro de Idiomas reflejan el uso de plataformas LMS como UNAE EVEA y
herramientas digitales como TED Talks, Quizlet, Zoom y Padlet. Se concluye que el programa del
Centro de Idiomas sigue las regulaciones TIC en ELT y que sus sílabos incorporan diversas herramientas
digitales. Se recomienda investigar la implementación de los sílabos y la experiencia estudiantil.
Palabras Clave: documentos legales, enseñanza del inglés, políticas, silabo, TIC.
Artículo recibido 26 septiembre 2025
Aceptado para publicación: 29 octubre 2025
Integración de las TIC en la enseñanza del inglés: Análisis de documentos y
programas de estudio
RESUMEN
Este estudio examina la normativa nacional e internacional sobre la integración de las Tecnologías de
la Información y la Comunicación (TIC) en la Enseñanza del Inglés (ELT) y las herramientas digitales
incluidas en los programas del Centro de Idiomas de la Universidad Nacional de Educación (UNAE),
Ecuador. A través de un análisis cualitativo de contenido temático, se codificaron manualmente
regulaciones y sílabos, aplicando codificación abierta y axial para identificar temas clave sobre el papel
de las TIC en el desarrollo de habilidades lingüísticas. Los hallazgos destacan que los documentos
oficiales enfatizan políticas de educación TIC inclusiva y su impacto en la calidad educativa. Además,
los sílabos del Centro de Idiomas reflejan el uso de plataformas LMS como UNAE EVEA y
herramientas digitales como TED Talks, Quizlet, Zoom y Padlet. Se concluye que el programa del
Centro de Idiomas sigue las regulaciones TIC en ELT y que sus sílabos incorporan diversas herramientas
digitales. Se recomienda investigar la implementación de los sílabos y la experiencia estudiantil.
Palabras Clave: documentos legales, enseñanza del inglés, políticas, silabo, TIC.
Artículo recibido 26 septiembre 2025
Aceptado para publicación: 29 octubre 2025
pág. 16918
INTRODUCTION
The United Nations Educational, Scientific, and Cultural Organization (UNESCO, 2024a) considers
education to be a human right that all individuals possess throughout their lives. It asserts that member
countries worldwide must provide access to various levels of instruction for their inhabitants and, above
all, ensure a quality education. To achieve quality education, UNESCO (2023) advocates for the use of
information and communication technologies within the classroom, as they are essential for creating a
sustainable future for all. However, UNESCO not only refers to the use of information and
communication technologies in the classroom but also emphasizes that its member states should include
the teaching of at least two languages, apart from the mother tongue, in their curricula UNESCO (2022).
This is to ensure an inclusive, equitable, and high-quality education and to promote lifelong learning
opportunities for all.
In this regard, in accordance with the Constitution of the Republic of Ecuador, LOES (Organic Law of
Higher Education (LOES, 2018), and Academic Regime Regulations (CES, 2022) states in its Chapter
III, Article 61, the inclusion and use of Information and Communication Technologies (ICT) within the
teaching-learning process in higher education to ensure high-quality higher education. Similarly,
Chapter V, Article 64 of the same Academic Regime Regulations indicates that undergraduate students
must present a certification of proficiency in English at level B1, following the Common European
Framework for Languages, as a graduation requirement.
Based on the mentioned regulations, the educational-pedagogical model of UNAE establishes that
educators should use Information and Communication Technologies (ICT) as an interactive tool to
address content and achieve learning outcomes set in the syllabi. It recognizes the importance of
analyzing and reflecting on what, how, and why to use ICT in the teaching and learning processes as a
complement to integrate theory and practice. Under this panorama, the UNAE Language Center, created
in 2019, plays a fundamental role given the fact that it provides structured language instruction, and
enhances learners' proficiency, communication skills, and cultural understanding in the English
language (UNAE, 2019).
While the center aims to develop language skills through its programs, it is unclear how effectively
official documents and English language teaching syllabi address the practical integration of ICT for
INTRODUCTION
The United Nations Educational, Scientific, and Cultural Organization (UNESCO, 2024a) considers
education to be a human right that all individuals possess throughout their lives. It asserts that member
countries worldwide must provide access to various levels of instruction for their inhabitants and, above
all, ensure a quality education. To achieve quality education, UNESCO (2023) advocates for the use of
information and communication technologies within the classroom, as they are essential for creating a
sustainable future for all. However, UNESCO not only refers to the use of information and
communication technologies in the classroom but also emphasizes that its member states should include
the teaching of at least two languages, apart from the mother tongue, in their curricula UNESCO (2022).
This is to ensure an inclusive, equitable, and high-quality education and to promote lifelong learning
opportunities for all.
In this regard, in accordance with the Constitution of the Republic of Ecuador, LOES (Organic Law of
Higher Education (LOES, 2018), and Academic Regime Regulations (CES, 2022) states in its Chapter
III, Article 61, the inclusion and use of Information and Communication Technologies (ICT) within the
teaching-learning process in higher education to ensure high-quality higher education. Similarly,
Chapter V, Article 64 of the same Academic Regime Regulations indicates that undergraduate students
must present a certification of proficiency in English at level B1, following the Common European
Framework for Languages, as a graduation requirement.
Based on the mentioned regulations, the educational-pedagogical model of UNAE establishes that
educators should use Information and Communication Technologies (ICT) as an interactive tool to
address content and achieve learning outcomes set in the syllabi. It recognizes the importance of
analyzing and reflecting on what, how, and why to use ICT in the teaching and learning processes as a
complement to integrate theory and practice. Under this panorama, the UNAE Language Center, created
in 2019, plays a fundamental role given the fact that it provides structured language instruction, and
enhances learners' proficiency, communication skills, and cultural understanding in the English
language (UNAE, 2019).
While the center aims to develop language skills through its programs, it is unclear how effectively
official documents and English language teaching syllabi address the practical integration of ICT for
pág. 16919
this purpose. Furthermore, considering the global disparities in access to technology and the specific
challenges faced by communities with limited resources (as highlighted by the UN's Sustainable
Development Goals report) (UN, 2023) a question raises: How do official documents and English
language teaching syllabi at the UNAE Language Center address ICT integration for language skill
development? In this context, it is of tremendous importance to analyze in depth the national and
international regulations for using ICT in ELT and the digital tools educators include in the syllabi at
the Language Center for language skill development.
This research contributes to the field of ICT and language education by critically analyzing the
alignment between national and international ICT integration policies and ELT practices at the UNAE
Language Center. Examining ICT integration in English language syllabi offers valuable findings for
improving curriculum design, teacher training, and institutional strategies to enhance digital literacy and
language proficiency.
Literature Review
Theoretical and Pedagogical Frameworks for ICT in ELT
Several learning theories provide a foundation for understanding the role of ICT in ELT. Constructivism
of Piaget and Vygotsky emphasizes active learning and knowledge construction through interaction and
collaboration. Then ICT tools can facilitate collaborative projects, online discussions, and authentic
communication, fostering learner autonomy and critical thinking (Charania, 2021) Connectivism of
Siemens highlights the importance of networks and connections in learning. ICT enables learners to
connect with resources, communities of practice, and native speakers beyond the traditional classroom,
promoting continuous learning and knowledge sharing (Dziubaniuk, 2023). Social Cognitive Theory
emphasizes the role of observation, modeling, and self-efficacy in learning. ICT can provide access to
diverse models of language use, facilitate self-assessment through feedback tools, and boost learner
confidence through personalized learning experiences (Schneider et al., 2022).
Building on theoretical foundations, several pedagogical frameworks guide ICT integration in ELT.
Task-Based Learning (TBL) focuses on meaningful tasks that encourage communicative interaction,
with ICT tools supporting access to authentic materials, collaborative task completion, and online
publication (Lopes, 2022). Project-Based Learning (PBL) immerses learners in extended, inquiry-driven
this purpose. Furthermore, considering the global disparities in access to technology and the specific
challenges faced by communities with limited resources (as highlighted by the UN's Sustainable
Development Goals report) (UN, 2023) a question raises: How do official documents and English
language teaching syllabi at the UNAE Language Center address ICT integration for language skill
development? In this context, it is of tremendous importance to analyze in depth the national and
international regulations for using ICT in ELT and the digital tools educators include in the syllabi at
the Language Center for language skill development.
This research contributes to the field of ICT and language education by critically analyzing the
alignment between national and international ICT integration policies and ELT practices at the UNAE
Language Center. Examining ICT integration in English language syllabi offers valuable findings for
improving curriculum design, teacher training, and institutional strategies to enhance digital literacy and
language proficiency.
Literature Review
Theoretical and Pedagogical Frameworks for ICT in ELT
Several learning theories provide a foundation for understanding the role of ICT in ELT. Constructivism
of Piaget and Vygotsky emphasizes active learning and knowledge construction through interaction and
collaboration. Then ICT tools can facilitate collaborative projects, online discussions, and authentic
communication, fostering learner autonomy and critical thinking (Charania, 2021) Connectivism of
Siemens highlights the importance of networks and connections in learning. ICT enables learners to
connect with resources, communities of practice, and native speakers beyond the traditional classroom,
promoting continuous learning and knowledge sharing (Dziubaniuk, 2023). Social Cognitive Theory
emphasizes the role of observation, modeling, and self-efficacy in learning. ICT can provide access to
diverse models of language use, facilitate self-assessment through feedback tools, and boost learner
confidence through personalized learning experiences (Schneider et al., 2022).
Building on theoretical foundations, several pedagogical frameworks guide ICT integration in ELT.
Task-Based Learning (TBL) focuses on meaningful tasks that encourage communicative interaction,
with ICT tools supporting access to authentic materials, collaborative task completion, and online
publication (Lopes, 2022). Project-Based Learning (PBL) immerses learners in extended, inquiry-driven
pág. 16920
projects, fostering critical thinking, problem-solving, and real-world application through ICT-supported
research, collaboration, and project management platforms (Williamson, 2023; Meng, 2023). Flipped
learning reverses traditional classroom models by using ICT tools like YouTube and Khan Academy for
self-paced learning, LMS (Learning Management System) platforms for material organization, and
interactive tools like Padlet and Flipgrid for collaboration. These approaches enhance engagement and
facilitate personalized and active learning (Sumadevi, 2023). Clear instructions and integration of
flipped learning principles in course syllabi are essential for its success (Kim et al., 2021).
ICT on English Language Skill Development
Studies increasingly emphasize the significant influence of Information and Communication
Technology (ICT) on English Language Teaching (ELT). Sibi (2020) highlights ICT's potential to
enhance all four language skills—listening, reading, writing, and speaking—suggesting the use of
syllabus-related videos and readily available resources like TED Talks and subtitled English movies to
engage learners and foster proficiency. Sibi underscores the importance of consistent practice and
learner motivation for effective language acquisition. Focusing on classroom practices, Adeliani (2021)
explored the specific ICT tools used in ELT, revealing the prevalent use of PDF readers for reading
activities, E-learning platforms for writing, YouTube for listening comprehension, and zoom for
speaking practice. Interestingly, writing enhancement tools like Grammarly and collaborative platforms
such as Google Drive were less frequently utilized across the observed classes. Similarly, Martyushev
et. al (2021) examined the integration of ICT among teachers in an English language program, finding
that tools like Skype, Zoom, WhatsApp, and other interactive technologies were employed to support
students' language development. Zoom emerged as a particularly popular platform due to its advanced
features, including a built-in interactive whiteboard and commenting tools, facilitating dynamic and
engaging lessons.
Official Documents related to ICT in ELT
Hafifah and Sulistyo (2020), in their study Teachers' ICT Literacy and ICT Integration in ELT in the
Indonesian Higher Education Setting, emphasize that ICT literacy and the consistent integration of
technology into English language teaching are essential for a meaningful teaching-learning process. This
study was done in Indonesia where Indonesia's education policy includes digital literacy in the national
projects, fostering critical thinking, problem-solving, and real-world application through ICT-supported
research, collaboration, and project management platforms (Williamson, 2023; Meng, 2023). Flipped
learning reverses traditional classroom models by using ICT tools like YouTube and Khan Academy for
self-paced learning, LMS (Learning Management System) platforms for material organization, and
interactive tools like Padlet and Flipgrid for collaboration. These approaches enhance engagement and
facilitate personalized and active learning (Sumadevi, 2023). Clear instructions and integration of
flipped learning principles in course syllabi are essential for its success (Kim et al., 2021).
ICT on English Language Skill Development
Studies increasingly emphasize the significant influence of Information and Communication
Technology (ICT) on English Language Teaching (ELT). Sibi (2020) highlights ICT's potential to
enhance all four language skills—listening, reading, writing, and speaking—suggesting the use of
syllabus-related videos and readily available resources like TED Talks and subtitled English movies to
engage learners and foster proficiency. Sibi underscores the importance of consistent practice and
learner motivation for effective language acquisition. Focusing on classroom practices, Adeliani (2021)
explored the specific ICT tools used in ELT, revealing the prevalent use of PDF readers for reading
activities, E-learning platforms for writing, YouTube for listening comprehension, and zoom for
speaking practice. Interestingly, writing enhancement tools like Grammarly and collaborative platforms
such as Google Drive were less frequently utilized across the observed classes. Similarly, Martyushev
et. al (2021) examined the integration of ICT among teachers in an English language program, finding
that tools like Skype, Zoom, WhatsApp, and other interactive technologies were employed to support
students' language development. Zoom emerged as a particularly popular platform due to its advanced
features, including a built-in interactive whiteboard and commenting tools, facilitating dynamic and
engaging lessons.
Official Documents related to ICT in ELT
Hafifah and Sulistyo (2020), in their study Teachers' ICT Literacy and ICT Integration in ELT in the
Indonesian Higher Education Setting, emphasize that ICT literacy and the consistent integration of
technology into English language teaching are essential for a meaningful teaching-learning process. This
study was done in Indonesia where Indonesia's education policy includes digital literacy in the national
pág. 16921
curriculum. However, despite having this policy, there is a gap between Indonesian EFL teachers'
positive attitudes toward ICT and their actual classroom practices. While many educators acknowledge
the benefits of ICT in language teaching, they often lack the necessary pedagogical skills for effective
implementation due to limited training. Therefore, the research indicates that professional development
programs, including ICT training, can enhance teachers' technological competence and instructional
effectiveness, which means to improve ICT literacy and pedagogical application in the English language
education.
In the same vein, the significance of ICT is highlighted as a valuable educational tool, particularly in
English language teaching and learning. Recognizing this, the government of Nepal has recently
emphasized the need for ICT integration to enhance the overall quality of education across all subjects,
especially in English. The implementation of ICT in education within developing countries remains
slow, and in Nepal, its integration in higher education, including English language teaching, is still in
its early stages. Thus, these technologies support educators in sourcing teaching materials, designing
and delivering lessons, enhancing student engagement, fostering interactive learning environments, and
providing timely feedback. Similarly, ICTs benefit students by facilitating access to learning resources,
promoting interaction and collaboration, increasing exposure to the English language, and fostering
learner autonomy. Through these contributions, ICT integration plays a crucial role in improving both
teaching effectiveness and student learning experiences in the higher education context (Poudel, 2022).
In a similar way, according to Tessema (2024), the government of Ethiopia has been working on an
effort to expand the use of ICTs in Education by supporting teachers and investing in infrastructure at
the universities. In fact, English language teachers are required to develop proficiency in integrating ICT
into their classroom practices to create an authentic learning environment and incorporate real-life
contexts through multimedia applications. Additionally, universities must offer both technical and
pedagogical support to help teachers effectively implement their positive attitudes toward ICT use in
English language teaching (ELT). Collaborative efforts between the English department and university
administration should focus on providing continuous, hands-on training to enhance teachers' ICT
competencies, enabling them to utilize available resources such as: Learning Management Systems
(LMS) and digital language laboratories.
curriculum. However, despite having this policy, there is a gap between Indonesian EFL teachers'
positive attitudes toward ICT and their actual classroom practices. While many educators acknowledge
the benefits of ICT in language teaching, they often lack the necessary pedagogical skills for effective
implementation due to limited training. Therefore, the research indicates that professional development
programs, including ICT training, can enhance teachers' technological competence and instructional
effectiveness, which means to improve ICT literacy and pedagogical application in the English language
education.
In the same vein, the significance of ICT is highlighted as a valuable educational tool, particularly in
English language teaching and learning. Recognizing this, the government of Nepal has recently
emphasized the need for ICT integration to enhance the overall quality of education across all subjects,
especially in English. The implementation of ICT in education within developing countries remains
slow, and in Nepal, its integration in higher education, including English language teaching, is still in
its early stages. Thus, these technologies support educators in sourcing teaching materials, designing
and delivering lessons, enhancing student engagement, fostering interactive learning environments, and
providing timely feedback. Similarly, ICTs benefit students by facilitating access to learning resources,
promoting interaction and collaboration, increasing exposure to the English language, and fostering
learner autonomy. Through these contributions, ICT integration plays a crucial role in improving both
teaching effectiveness and student learning experiences in the higher education context (Poudel, 2022).
In a similar way, according to Tessema (2024), the government of Ethiopia has been working on an
effort to expand the use of ICTs in Education by supporting teachers and investing in infrastructure at
the universities. In fact, English language teachers are required to develop proficiency in integrating ICT
into their classroom practices to create an authentic learning environment and incorporate real-life
contexts through multimedia applications. Additionally, universities must offer both technical and
pedagogical support to help teachers effectively implement their positive attitudes toward ICT use in
English language teaching (ELT). Collaborative efforts between the English department and university
administration should focus on providing continuous, hands-on training to enhance teachers' ICT
competencies, enabling them to utilize available resources such as: Learning Management Systems
(LMS) and digital language laboratories.
pág. 16922
Syllabi Design and ICT Integration
Technology integration on the syllabi requires a stronger emphasis on experiential learning cycles and
continuous reflective practices. Ultimately, a balanced approach that combines autonomous exploration
with structured training is essential for effective ICT implementation in the English language teaching
(Haerazi, 2023). Indeed, syllabi must be well structured when the ICT is integrated. So, a focus must be
placed on modern teaching principles, where holistic approaches, learner-centered instruction, and
social interaction are emphasized, all of which are enhanced by ICT tools such as computers,
whiteboards, and tablets. In other words, these technologies improve students' linguistic and
communicative competencies, motivation, and engagement. ICT fosters interactive, flexible learning,
benefiting both students and teachers by enhancing professional competence and lesson effectiveness
(Lameshchenco-Lagoda et al., 2020).
Research Design
This qualitative study explores the integration of Information and Communication Technologies (ICT)
in English Language Teaching (ELT) within the English Language Program at the Universidad Nacional
de Educación (UNAE) in Ecuador. The research focuses on analyzing key documents, including 2023
Sustainable Development Goals Report - Objective 4 (UN, 2023); UNESCO issues urgent call for
appropriate use of technology in education (UNESCO, 2023); Why does UNESCO consider
multilingual education and multilingualism so important? (UNESCO, 2024b); European Parliament fact
sheet on language policy (EU, 2024); Trends in Educational Policies in Latin America: A Comparative
Overview (SITEAL, 2021); Ecuadorian Constitution (2008); Organic Law of Higher Education (LOES,
2018); Academic Regime Regulations (CES, 2022); UNAE Educational-Pedagogical (UNAE, 2024);
UNAE Language Center Resolution (UNAE, 2019). Documents were selected based on their relevance
to ICT integration, availability, and role in shaping ELT practices at UNAE. The study employs thematic
content analysis, utilizing manual coding to identify recurring themes and categories within the
documents (Delve y Limpaecher, 2023). This manual coding process involves open coding followed by
axial coding to group codes into broader themes. Manual coding was chosen to allow for a more nuanced
and flexible interpretation of emerging themes (Williams y Moser, 2019). The researchers knew they
might have biases about technology in English language teaching. They thought about their own views
Syllabi Design and ICT Integration
Technology integration on the syllabi requires a stronger emphasis on experiential learning cycles and
continuous reflective practices. Ultimately, a balanced approach that combines autonomous exploration
with structured training is essential for effective ICT implementation in the English language teaching
(Haerazi, 2023). Indeed, syllabi must be well structured when the ICT is integrated. So, a focus must be
placed on modern teaching principles, where holistic approaches, learner-centered instruction, and
social interaction are emphasized, all of which are enhanced by ICT tools such as computers,
whiteboards, and tablets. In other words, these technologies improve students' linguistic and
communicative competencies, motivation, and engagement. ICT fosters interactive, flexible learning,
benefiting both students and teachers by enhancing professional competence and lesson effectiveness
(Lameshchenco-Lagoda et al., 2020).
Research Design
This qualitative study explores the integration of Information and Communication Technologies (ICT)
in English Language Teaching (ELT) within the English Language Program at the Universidad Nacional
de Educación (UNAE) in Ecuador. The research focuses on analyzing key documents, including 2023
Sustainable Development Goals Report - Objective 4 (UN, 2023); UNESCO issues urgent call for
appropriate use of technology in education (UNESCO, 2023); Why does UNESCO consider
multilingual education and multilingualism so important? (UNESCO, 2024b); European Parliament fact
sheet on language policy (EU, 2024); Trends in Educational Policies in Latin America: A Comparative
Overview (SITEAL, 2021); Ecuadorian Constitution (2008); Organic Law of Higher Education (LOES,
2018); Academic Regime Regulations (CES, 2022); UNAE Educational-Pedagogical (UNAE, 2024);
UNAE Language Center Resolution (UNAE, 2019). Documents were selected based on their relevance
to ICT integration, availability, and role in shaping ELT practices at UNAE. The study employs thematic
content analysis, utilizing manual coding to identify recurring themes and categories within the
documents (Delve y Limpaecher, 2023). This manual coding process involves open coding followed by
axial coding to group codes into broader themes. Manual coding was chosen to allow for a more nuanced
and flexible interpretation of emerging themes (Williams y Moser, 2019). The researchers knew they
might have biases about technology in English language teaching. They thought about their own views
pág. 16923
during the research to reduce their effect on the analysis. Ethical considerations were carefully
addressed, including securing permission from the UNAE English Language Center director to analyze
institutional documents and ensuring the confidentiality of sensitive information.
RESULTS AND DISCUSSION
This analysis examines official regulations related to ICT integration and English as a foreign language
(EFL) instruction, focusing on their relevance to ICT integration, accessibility, and influence on ELT
practices.
Table 1: Regulations of ICT Implementation and Foreign Language Teaching
Source: Elaborated by the authors
The table above presents the results of a thematic content analysis of official documents related to ICT
integration, language inclusion, and higher education. Using open and axial coding, the analysis revealed
several interconnected themes. Open coding initially identified specific concepts such as: ICT
implementation, ICT teacher training for ELT, and lifelong learning. Axial coding then explored the
relationships between these codes, leading to broader, overarching themes. As Hafifah and Sulistyo
during the research to reduce their effect on the analysis. Ethical considerations were carefully
addressed, including securing permission from the UNAE English Language Center director to analyze
institutional documents and ensuring the confidentiality of sensitive information.
RESULTS AND DISCUSSION
This analysis examines official regulations related to ICT integration and English as a foreign language
(EFL) instruction, focusing on their relevance to ICT integration, accessibility, and influence on ELT
practices.
Table 1: Regulations of ICT Implementation and Foreign Language Teaching
Source: Elaborated by the authors
The table above presents the results of a thematic content analysis of official documents related to ICT
integration, language inclusion, and higher education. Using open and axial coding, the analysis revealed
several interconnected themes. Open coding initially identified specific concepts such as: ICT
implementation, ICT teacher training for ELT, and lifelong learning. Axial coding then explored the
relationships between these codes, leading to broader, overarching themes. As Hafifah and Sulistyo
pág. 16924
(2020) suggest, professional development in ICT enhances teachers' technological competence and
positively impacts its application in English language education.
One fundamental theme is "Policy and Legal Frameworks for Inclusive Education." This theme
encompasses several key documents and initiatives, including the 2023 Sustainable Development Goals
Report - Objective 4, UNESCO Regulations, SITEAL, the Ecuadorian Constitution, the LOES,
Academic Regime Regulations, and UNAE statutes. These sources collectively establish a robust legal
and policy framework to guide ICT integration and language inclusion in higher education. For example,
the Ecuadorian Constitution emphasizes education in one's own language and cultural context, while the
LOES emphasizes interculturality. Furthermore, CES regulations mandate ICT integration and English
proficiency requirements. This aligns with Poudel's (2022) argument that ICT integration in English
language teaching fosters learner autonomy and contributes to English proficiency, thereby supporting
the government's guarantee of quality education.
Another key theme is “ICT Integration for Quality and Relevant Education.” The documents emphasize
ICT as a crucial tool for enhancing the quality and relevance of education. SITEAL's focus on aligning
ICT policies with the Education 2030 Agenda and sustainable development goals underscores the
broader societal implications of ICT integration. UNAE's pedagogical model exemplifies this theme by
highlighting the use of ICTs as interactive tools to enrich the teaching-learning process, diversify
resources, and cater to diverse learning styles. This integration is supported by constructivist learning
theories (Charania, 2021) which emphasize interaction and collaboration, connectivism (Dziubaniuk,
2023) which highlights networks and knowledge sharing, and social cognitive theory (Schneider et al.,
2022) which emphasizes observation, modeling and self-efficacy.
A third emergent theme is “Language Inclusion and Proficiency.” The documents emphasize the
importance of language inclusion, not only in preserving ancestral languages as mandated by the
Constitution and LOES, but also in promoting English proficiency as a necessary skill for higher
education graduates. The establishment of UNAE's Language Center demonstrates a concrete
commitment to achieving this goal by providing targeted English language programs and ensuring
students reach the required B1 level. This supports Tessema's (2024) view that English departments
must provide resources and recognize multilingualism as a valuable asset in our interconnected world.
(2020) suggest, professional development in ICT enhances teachers' technological competence and
positively impacts its application in English language education.
One fundamental theme is "Policy and Legal Frameworks for Inclusive Education." This theme
encompasses several key documents and initiatives, including the 2023 Sustainable Development Goals
Report - Objective 4, UNESCO Regulations, SITEAL, the Ecuadorian Constitution, the LOES,
Academic Regime Regulations, and UNAE statutes. These sources collectively establish a robust legal
and policy framework to guide ICT integration and language inclusion in higher education. For example,
the Ecuadorian Constitution emphasizes education in one's own language and cultural context, while the
LOES emphasizes interculturality. Furthermore, CES regulations mandate ICT integration and English
proficiency requirements. This aligns with Poudel's (2022) argument that ICT integration in English
language teaching fosters learner autonomy and contributes to English proficiency, thereby supporting
the government's guarantee of quality education.
Another key theme is “ICT Integration for Quality and Relevant Education.” The documents emphasize
ICT as a crucial tool for enhancing the quality and relevance of education. SITEAL's focus on aligning
ICT policies with the Education 2030 Agenda and sustainable development goals underscores the
broader societal implications of ICT integration. UNAE's pedagogical model exemplifies this theme by
highlighting the use of ICTs as interactive tools to enrich the teaching-learning process, diversify
resources, and cater to diverse learning styles. This integration is supported by constructivist learning
theories (Charania, 2021) which emphasize interaction and collaboration, connectivism (Dziubaniuk,
2023) which highlights networks and knowledge sharing, and social cognitive theory (Schneider et al.,
2022) which emphasizes observation, modeling and self-efficacy.
A third emergent theme is “Language Inclusion and Proficiency.” The documents emphasize the
importance of language inclusion, not only in preserving ancestral languages as mandated by the
Constitution and LOES, but also in promoting English proficiency as a necessary skill for higher
education graduates. The establishment of UNAE's Language Center demonstrates a concrete
commitment to achieving this goal by providing targeted English language programs and ensuring
students reach the required B1 level. This supports Tessema's (2024) view that English departments
must provide resources and recognize multilingualism as a valuable asset in our interconnected world.
pág. 16925
The theme of "Higher Education's Role in National Development" highlights the LOES's mandate for
universities to align their programs with societal needs and national development goals. This involves
fostering innovation, supporting research, and promoting lifelong learning. Critically, the integration of
ICT and language learning is considered essential for preparing graduates to contribute to Ecuador's
social, economic, and cultural progress in a globalized world. These findings demonstrate a
comprehensive approach to educational development, emphasizing policy, ICT, language inclusion, and
higher education's vital role in national advancement.
Using open and axial coding, thematic content analysis of the English Language Center syllabi from
first to sixth semester at UNAE revealed key themes related to digital tool integration in language
teaching. Open coding identified specific digital tools and platforms, representing the raw data of digital
tools employed by educators. Axial coding then grouped these individual tools into broader categories
based on their function and purpose within the language learning process, leading to the emergence of
several key themes.
The theme of "Higher Education's Role in National Development" highlights the LOES's mandate for
universities to align their programs with societal needs and national development goals. This involves
fostering innovation, supporting research, and promoting lifelong learning. Critically, the integration of
ICT and language learning is considered essential for preparing graduates to contribute to Ecuador's
social, economic, and cultural progress in a globalized world. These findings demonstrate a
comprehensive approach to educational development, emphasizing policy, ICT, language inclusion, and
higher education's vital role in national advancement.
Using open and axial coding, thematic content analysis of the English Language Center syllabi from
first to sixth semester at UNAE revealed key themes related to digital tool integration in language
teaching. Open coding identified specific digital tools and platforms, representing the raw data of digital
tools employed by educators. Axial coding then grouped these individual tools into broader categories
based on their function and purpose within the language learning process, leading to the emergence of
several key themes.
pág. 16926
Table 2: Digital Tools employed by Language Center teachers
Source: Elaborated by the authors
The first prominent theme is Learning Management Systems (LMS) and Platforms. These platforms,
shown above, serve as the central hub for online learning, providing a structured environment for
delivering content, managing assignments, and facilitating communication between teachers and
students (Sumadevi, 2023). This structured approach aligns with the need for well-structured syllabi
when integrating ICT, emphasizing modern teaching principles like holistic, learner-centered
instruction, and social interaction (Haerazi, 2023). The frequent use of UNAE EVEA and the Headway
Platform across all English levels indicates their importance as foundational tools in the program's online
learning strategy.
A second major theme is digital tools for Listening. These digital tools, shown above, provide authentic
listening materials, exposing students to diverse accents, language styles, and real-world contexts. The
prevalence of podcasts and TED Talks suggests a focus on engaging and informative content that can
enhance students' listening skills and cultural awareness. This is in line with Sibi (2020), who claims
that while TED focuses on listening, it also fosters overall language proficiency.
The theme of digital tools for reading emerged. These tools, shown above, offer a variety of reading
materials and activities designed to improve reading comprehension skills, vocabulary acquisition, and
critical thinking. The inclusion of platforms like Quizlet and ReadTheory, which offer interactive
exercises and assessments, highlights the focus on active learning and personalized feedback. This result
Table 2: Digital Tools employed by Language Center teachers
Source: Elaborated by the authors
The first prominent theme is Learning Management Systems (LMS) and Platforms. These platforms,
shown above, serve as the central hub for online learning, providing a structured environment for
delivering content, managing assignments, and facilitating communication between teachers and
students (Sumadevi, 2023). This structured approach aligns with the need for well-structured syllabi
when integrating ICT, emphasizing modern teaching principles like holistic, learner-centered
instruction, and social interaction (Haerazi, 2023). The frequent use of UNAE EVEA and the Headway
Platform across all English levels indicates their importance as foundational tools in the program's online
learning strategy.
A second major theme is digital tools for Listening. These digital tools, shown above, provide authentic
listening materials, exposing students to diverse accents, language styles, and real-world contexts. The
prevalence of podcasts and TED Talks suggests a focus on engaging and informative content that can
enhance students' listening skills and cultural awareness. This is in line with Sibi (2020), who claims
that while TED focuses on listening, it also fosters overall language proficiency.
The theme of digital tools for reading emerged. These tools, shown above, offer a variety of reading
materials and activities designed to improve reading comprehension skills, vocabulary acquisition, and
critical thinking. The inclusion of platforms like Quizlet and ReadTheory, which offer interactive
exercises and assessments, highlights the focus on active learning and personalized feedback. This result
pág. 16927
contrasts with Adeliane (2021), who suggests that PDF readers are effective for improving reading skills.
However, PDF reader tasks are not included by UNAE educators.
Digital tools for writing constituted another key theme. In contrast to Adeliani (2021), whose study did
not find Grammarly or Google Docs used for writing instruction, the present results also do not include
these tools. However, as shown in the table above, Padlet and Linoit are included in the syllabi, likely
because they support various aspects of the writing process, from brainstorming and drafting to editing
and revising. These collaborative platforms suggest an emphasis on peer feedback and collaborative
writing activities.
Digital tools for speaking, including the prominent use of Zoom (Martyushev et al., 2021) offer UNAE
students opportunities to practice. Effective ICT integration, however, requires a balance of autonomous
exploration and structured training, emphasizing experiential learning and reflection (Haerazi, 2023;
Lameshchenco-Lagoda et al., 2020). This approach enhances students' linguistic and communicative
skills, motivation, and engagement, fostering interactive and flexible learning.
CONCLUSION
In conclusion, based on the analysis conducted, this study has drawn several key conclusions regarding
the critical need to examine both national and international regulations surrounding ICT use in ELT, as
well as the specific digital tools incorporated into the Language Center's syllabi for language skill
development.
This study explored the integration of ICT in English Language Teaching (ELT) at UNAE's Language
Center through an analysis of official documents and syllabi. The findings reveal robust policy support
for ICT integration, evidenced by international regulations, the Ecuadorian Constitution, the LOES, and
UNAE's statutes, all emphasizing ICT's importance in enhancing ELT.
Syllabi analysis highlighted the use of various digital tools, such as LMS platforms like UNAE EVEA,
TED Talks for listening, Quizlet for reading, Padlet and Linoit for writing, zoom for speaking, and many
other digital tools that educators include in their planning. However, similar to previous research
(Adeliani, 2021), the study identified gaps, such as the underutilization of advanced writing tools like
Grammarly and Google Docs.
contrasts with Adeliane (2021), who suggests that PDF readers are effective for improving reading skills.
However, PDF reader tasks are not included by UNAE educators.
Digital tools for writing constituted another key theme. In contrast to Adeliani (2021), whose study did
not find Grammarly or Google Docs used for writing instruction, the present results also do not include
these tools. However, as shown in the table above, Padlet and Linoit are included in the syllabi, likely
because they support various aspects of the writing process, from brainstorming and drafting to editing
and revising. These collaborative platforms suggest an emphasis on peer feedback and collaborative
writing activities.
Digital tools for speaking, including the prominent use of Zoom (Martyushev et al., 2021) offer UNAE
students opportunities to practice. Effective ICT integration, however, requires a balance of autonomous
exploration and structured training, emphasizing experiential learning and reflection (Haerazi, 2023;
Lameshchenco-Lagoda et al., 2020). This approach enhances students' linguistic and communicative
skills, motivation, and engagement, fostering interactive and flexible learning.
CONCLUSION
In conclusion, based on the analysis conducted, this study has drawn several key conclusions regarding
the critical need to examine both national and international regulations surrounding ICT use in ELT, as
well as the specific digital tools incorporated into the Language Center's syllabi for language skill
development.
This study explored the integration of ICT in English Language Teaching (ELT) at UNAE's Language
Center through an analysis of official documents and syllabi. The findings reveal robust policy support
for ICT integration, evidenced by international regulations, the Ecuadorian Constitution, the LOES, and
UNAE's statutes, all emphasizing ICT's importance in enhancing ELT.
Syllabi analysis highlighted the use of various digital tools, such as LMS platforms like UNAE EVEA,
TED Talks for listening, Quizlet for reading, Padlet and Linoit for writing, zoom for speaking, and many
other digital tools that educators include in their planning. However, similar to previous research
(Adeliani, 2021), the study identified gaps, such as the underutilization of advanced writing tools like
Grammarly and Google Docs.
pág. 16928
Despite gaps in the use of specific tools, UNAE's Language Center syllabi align with national and
international policies that emphasize the role of ICT in English language teaching, fostering quality
education for national development in a globalized world.
Future research should investigate both the implementation of the analyzed syllabi and learners'
experiences with the incorporated digital tools. This will provide valuable insights into the effectiveness
of ICT integration at UNAE and inform continuous improvement of language teaching practices.
REFERENCES
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Dziubaniuk, O., Ivanova-Gongne, M., & Nyholm, M. (2023). Learning and teaching sustainable
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Despite gaps in the use of specific tools, UNAE's Language Center syllabi align with national and
international policies that emphasize the role of ICT in English language teaching, fostering quality
education for national development in a globalized world.
Future research should investigate both the implementation of the analyzed syllabi and learners'
experiences with the incorporated digital tools. This will provide valuable insights into the effectiveness
of ICT integration at UNAE and inform continuous improvement of language teaching practices.
REFERENCES
Adeliani, C., Harahap, A., Sofyan, D., Kurniawan, I., & Lubis, A. A. (2021). The access to and use of
ICT in learning English: A case of university students. SALTeL Journal (Southeast Asia
Language Teaching and Learning), 4(2), 37-48. https://doi.org/10.35307/saltel.v4i2.79
CES (2022). Reglamento De Régimen Académico. https://www.ces.gob.ec/wp-
content/uploads/2022/08/Reglamento-de-Re%CC%81gimen-Acade%CC%81mico-vigente-a-
partir-del-16-de-septiembre-de-2022.pdf
Charania, A., Bakshani, U., Paltiwale, S., Kaur, I., & Nasrin, N. (2021). Constructivist teaching and
learning with technologies in the COVID‐19 lockdown in Eastern India. British journal of
educational technology, 52(4), 1478-1493. https://doi.org/10.1111/bjet.13111
Delve, H. L., & Limpaecher, A. (2023). What Is Thematic Content Analysis in Qualitative Research.
Dziubaniuk, O., Ivanova-Gongne, M., & Nyholm, M. (2023). Learning and teaching sustainable
business in the digital era: a connectivism theory approach. International Journal of
Educational Technology in Higher Education, 20(1), 20. https://www.unesco.org/gem-
report/en/articles/unesco-issues-urgent-call-appropriate-use-technology-
education#:~:text=The%20digital%20revolution%20holds%20immeasurable,no%20substitute
%20for%20human%20interaction.
Haerazi, H. (2023). ICT integration into English language teaching-learning: Insights from some private
higher education institutions. Englisia: Journal of Language, Education, and Humanities, 11
(2), 48-66. https://doi.org/10.22373/ej.v11i2.19913
pág. 16929
Hafifah, G. & Sulistyo, G. (2020). Teachers' ICT Literacy and ICT Integration in ELT in the Indonesian
Higher Education Setting. Turkish online Journal of Distance Education, 21 (3), 186-198.
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Kim, N. H., So, H. J., & Joo, Y. J. (2021). Flipped learning design fidelity, self-regulated learning,
satisfaction, and continuance intention in a university flipped learning course. Australasian
Journal of Educational Technology, 37(4), 1-19. https://doi.org/10.14742/ajet.6046
Lameshchenco-Lagoda, V., Krivonos, I. & Kolodii, O. (2020). Integration of information and
communication technologies into the process of learning the course of English for specific
purposes as one of the requirements for sustainable future development. E3S Web of
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LOES (2018). Ley Orgánica de Educación Superior.
https://www.gob.ec/sites/default/files/regulations/2021-
10/Ley_educaci%C3%B3n_superior.pdf
Lopes Jr, J. A. (2022). EXPLORING TASK-BASED LEARNING. Revista Linguagem &
Ensino, 25(especial), 125-140. https://doi.org/10.15210/10.15210/RLE.V25especial.4440
Martyushev, N., Shutaleva, A., Malushko, E., Nikonova, Z., & Savchenko, I. (2021). Online
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Meng, N., Dong, Y., Roehrs, D., & Luan, L. (2023). Tackle implementation challenges in project-based
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Poudel, A. (2022). Information and Communication Technology in English Language Teaching: Some
Opportunities and Challenges. Journal of Comparative & International Higher Education, 14
(4), 103-116. DOI: 10.32674/jcihe.v14i4.3874| https://ojed.org/jcihe
Schneider, S., Beege, M., Nebel, S., Schnaubert, L., & Rey, G. D. (2022). The cognitive-affective-social
theory of learning in digital environments (CASTLE). Educational Psychology Review, 34(1),
1-38. https://doi.org/10.1007/s10648-021-09626-5
Hafifah, G. & Sulistyo, G. (2020). Teachers' ICT Literacy and ICT Integration in ELT in the Indonesian
Higher Education Setting. Turkish online Journal of Distance Education, 21 (3), 186-198.
https://dergipark.org.tr/en/download/article-file/1181894
Kim, N. H., So, H. J., & Joo, Y. J. (2021). Flipped learning design fidelity, self-regulated learning,
satisfaction, and continuance intention in a university flipped learning course. Australasian
Journal of Educational Technology, 37(4), 1-19. https://doi.org/10.14742/ajet.6046
Lameshchenco-Lagoda, V., Krivonos, I. & Kolodii, O. (2020). Integration of information and
communication technologies into the process of learning the course of English for specific
purposes as one of the requirements for sustainable future development. E3S Web of
Conferences, 166, 1-9. https://doi.org/10.1051/e3sconf/202016610005
LOES (2018). Ley Orgánica de Educación Superior.
https://www.gob.ec/sites/default/files/regulations/2021-
10/Ley_educaci%C3%B3n_superior.pdf
Lopes Jr, J. A. (2022). EXPLORING TASK-BASED LEARNING. Revista Linguagem &
Ensino, 25(especial), 125-140. https://doi.org/10.15210/10.15210/RLE.V25especial.4440
Martyushev, N., Shutaleva, A., Malushko, E., Nikonova, Z., & Savchenko, I. (2021). Online
communication tools in teaching foreign languages for education
sustainability. Sustainability, 13(19), 11127.
Meng, N., Dong, Y., Roehrs, D., & Luan, L. (2023). Tackle implementation challenges in project-based
learning: a survey study of PBL e-learning platforms. Educational technology research and
development, 71(3), 1179-1207. https://doi.org/10.1007/s11423-023-10202-7
Poudel, A. (2022). Information and Communication Technology in English Language Teaching: Some
Opportunities and Challenges. Journal of Comparative & International Higher Education, 14
(4), 103-116. DOI: 10.32674/jcihe.v14i4.3874| https://ojed.org/jcihe
Schneider, S., Beege, M., Nebel, S., Schnaubert, L., & Rey, G. D. (2022). The cognitive-affective-social
theory of learning in digital environments (CASTLE). Educational Psychology Review, 34(1),
1-38. https://doi.org/10.1007/s10648-021-09626-5
pág. 16930
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SITEAL (2021). Trends in Educational Policies in Latin America: A Comparative Overview.
https://siteal.iiep.unesco.org/eje/educacion_y_tic
Sumadevi, S. (2023). EFFECTIVE USE OF DIVERSE TECHNOLOGY TOOLS IN FLIPPED
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S/publication/374782937_EFFECTIVE_USE_OF_DIVERSE_TECHNOLOGY_TOOLS_IN_
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Williams, M., & Moser, T. (2019). The art of coding and thematic exploration in qualitative research.
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https://forthworthjournals.org/journals/index.php/EJE/article/view/26