Cyber Fatigue in the Classroom: Unravelling the Complex Web of Technostress Among EFL Teachers
Abstract
The rapid technological change has affected education globally, ushering in both positive and negative consequences for teachers. This study focuses on the phenomenon of cyber fatigue among teachers, particularly in teaching English as a foreign language (EFL). Hence, it aims to comprehensively investigate the factors contributing to technostress, its effects on the teachers’ performance, and the strategies employed to cope with it, while also exploring the relationships among these variables. A mixed-method approach was employed, encompassing quantitative data collection through an online survey and qualitative insights gathered through interviews. The study involved 34 Indonesian EFL teachers spanning various educational levels. Findings revealed that the absence of a technology-based Teacher Professional Development (TPD) program, coupled with the rapid evolution of technology, heightened anxiety among EFL teachers and significantly impacted their teaching performance. However, the resilience and determination of these educators drove them to employ various coping mechanisms, which helped alleviate technostress to varying degrees. Interestingly, the study discovered that not all variables exhibited positive correlations. Specifically, coping strategies did not appear to be correlated with the factors triggering technostress or its effects, suggesting a complex and nuanced relationship in the realm of technostress management among teachers.
References
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Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3(May), 275–285. https://doi.org/10.1016/j.susoc.2022.05.004
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Hendartono, A., & Widilestari, C. (2022). Model hubungan technostress terhadap emotional exhaustion pada mahasiswa perguruan tinggi maritim selama pembelajaran online. Jurnal Saintek Maritim, 23(1), 1-14.
Huang, J. (2022). The Role of English as a Foreign Language Teachers ’ Mindfulness and Compassion in Fostering Students ’ Foreign Language Enjoyment. 13(May). https://doi.org/10.3389/fpsyg.2022.899298
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Khlaif, Z. N., Sanmugam, M., Joma, A. I., Odeh, A., & Barham, K. (2022). Factors Influencing Teacher’s Technostress Experienced in Using Emerging Technology: A Qualitative Study. In Technology, Knowledge and Learning (Vol. 28, Issue 2). Springer Netherlands. https://doi.org/10.1007/s10758-022-09607-9
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Livana, M., & Basthomi, Y. (2020). Penyebab stres mahasiswa selama pandemi COVID-19. Jurnal Ilmu Keperawatan Jiwa, 3(2), 203-208.
Muslimin, A. I., & Cahyono, B. Y. (2023). Online learning readiness, motivation, and English learning achievement in higher education. MEXTESOL, 47(3), 1-14. https://www.mextesol.net/journal/index.php?page=journal&id_article=46454
Muslimin, A. I., Mukminatien, N., & Ivone, F. M. (2023). TPACK-SAMR digital literacy competence, technostress, and teaching performance: Correlational study among EFL lecturers. Contemporary Educational Technology, 15(2), ep409. https://doi.org/10.30935/cedtech/12921
Nang, A. F. M., Maat, S. M., & Mahmud, M. S. (2022). Teacher Technostress and Coping Mechanisms During COVID-19 Pandemic: A Systematic Review. Pegem Egitim ve Ogretim Dergisi, 12(2), 200–212. https://doi.org/10.47750/pegegog.12.02.20
Nazari, F., Ghanizadeh, A., & Mirzaee, S. (2023). EFL teachers ’ coping strategies amidst the Covid ‑ 19 virtual education and their association with work engagement and teacher apprehension. Educational Research for Policy and Practice, 22(1), 1–22. https://doi.org/10.1007/s10671-022-09317-0
Schmidt, M., Frank, L., & Gimpel, H. (2021). How Adolescents Cope with Technostress : A Mixed-Methods Approach How Adolescents Cope with Technostress : A Mixed-Methods Approach. International Journal of Electronic Commerce, 25(2), 154–180. https://doi.org/10.1080/10864415.2021.1887696
Schober, P., & Boer, C. (2018). Correlation Coefficients: Appropriate Use and Interpretation. August. https://doi.org/10.1213/ANE.0000000000002864
Schoonenboom, J., & Johnson, R. B. (2017). How to Construct a Mixed Methods Research Design. 107–131. https://doi.org/10.1007/s11577-017-0454-1
Setyadi, H. J., Taruk, M., & Pakpahan, H. S. (2019). Analisis dampak penggunaan teknologi (technostress) kepada dosen dan staff karyawan yang berpengaruh terhadap kinerja di dalam organisasi (Studi kasus : perguruan tinggi di Kalimantan Timur). Informatika Mulawarman, 14(1), 1-14.
Seymour, V. (2016). The human-nature relationship and its impact on health: A critical review. Frontiers in Public Health, 4(NOV), 1–12. https://doi.org/10.3389/FPUBH.2016.00260
Shadiev, R., & Wang, X. (2022). A Review of Research on Technology-Supported Language Learning and 21st Century Skills. 13(July), 1–19. https://doi.org/10.3389/fpsyg.2022.897689
Sriwidharmanely, S., Sumiyana, S., Mustakini, J. H., & Nahartyo, E. (2022). Encouraging positive emotions to cope with technostress’s adverse effects: insights into the broaden-and-build theory. Behaviour and Information Technology, 41(10), 2187–2200. https://doi.org/10.1080/0144929X.2021.1955008
Tarafdar, M., Pullins, E. B., & Ragu-Nathan, T. S. (2015). Technostress: negative effect on performance and possible mitigations. Information Systems Journal, 25(2), 103–132.
Widiati, U., Suryati, N., & Hayati, N. (2018). Unraveling the challenges of Indonesian novice teachers of English. Indonesian Journal of Applied Linguistics, 7(3), 621-629. https://doi.org/10.17509/ijal.v7i3.9824
Wolff, J. (2021). How Is Technology Changing the World, and How Should the World Change Technology? Global Perspectives, 2(1), 1–5. https://doi.org/10.1525/gp.2021.27353
Cezar, B. G., &Maçada, A. C. G. (2021). Data literacy and the cognitive challenges of a data-rich business environment: an analysis of perceived data overload, technostress and their relationship to individual performance. Aslib Journal of Information Management.https://doi.org/10.1108/ajim-01-2021-0015.
Daniel, E. (2016). The Usefulness of Qualitative and Quantitative Approaches and Methods in Researching Problem-Solving Ability in Science Education Curriculum. 7(15), 91–100.
Dong, Y., & Xu, J. (2022). The Role of EFL Teachers’ Optimism and Commitment in Their Work Engagement: A Theoretical Review. Frontiers in Psychology, 12(February), 1–5. https://doi.org/10.3389/fpsyg.2021.830402
Efilti, E., & Çoklar, A. N. (2019). Teachers ’ Technostress Levels as an Indicator of Their Psychological Capital Levels. 7(2), 413–421. https://doi.org/10.13189/ujer.2019.070214
Farmania, A., Elsah, R. D., & Fortunisa, A. (2022). The phenomenon of technostress during the covid-19 pandemic due to work from home in Indonesia. Sustainability 2022, 14(14), 8669; https://doi.org/10.3390/su14148669
Gondwe, F. (2021). Technology professional development for teacher educators: A literature review and proposal for further research. In SN Social Sciences (Vol. 1, Issue 8). Springer International Publishing. https://doi.org/10.1007/s43545-021-00184-9
Gozali, I., Lie, A., &Tamah, S. M. (2023). Examining language teachers’ change in TPACK-HOTS self-perception during the COVID-19 pandemic in Indonesia. CALL-EJ, 24(1), 280-304. http://callej.org/journal/24-1/Gozali-Lie-Tamah2023.pdf
Graham, C., Borup, J., Tuiloma, S., MartÃnez Arias, A., Parra Caicedo, D., Larson, R. (2023). Institutional support for Academic Engagement in online and blended learning environments: Exploring affective, behavioral, and cognitive dimensions. Online Learning, 27(3), 4-40. https://doi.org/10.24059/olj.v27i3.4001
Gugushvili, N., Täht, K., Rozgonjuk, D., Raudlam, M., Ruiter, R., & Verduyn, P. (2020). Two dimensions of problematic smartphone use mediate the relationship between fear of missing out and emotional well-being. Cyberpsychology, 14(2). https://doi.org/10.5817/CP2020-2-3
Haleem, A., Javaid, M., Asim, M., & Suman, R. (2022). Understanding the role of digital technologies in education : A review. Sustainable Operations and Computers, 3(February), 275–285. https://doi.org/10.1016/j.susoc.2022.05.004
Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3(May), 275–285. https://doi.org/10.1016/j.susoc.2022.05.004
Henderson, J., & Corry, M. (2021). Teacher anxiety and technology change: a review of the literature. Technology, Pedagogy and Education, 30(4), 573–587. https://doi.org/10.1080/1475939X.2021.1931426
Hendartono, A., & Widilestari, C. (2022). Model hubungan technostress terhadap emotional exhaustion pada mahasiswa perguruan tinggi maritim selama pembelajaran online. Jurnal Saintek Maritim, 23(1), 1-14.
Huang, J. (2022). The Role of English as a Foreign Language Teachers ’ Mindfulness and Compassion in Fostering Students ’ Foreign Language Enjoyment. 13(May). https://doi.org/10.3389/fpsyg.2022.899298
Jameel Abo Mokh, A., Jameel Shayeb, S., Badah, A., Asim Ismail, I., Ahmed, Y., K. A. Dawoud, L., & Essam Ayoub, H. (2021). Levels of Technostress Resulting from Online Learning among Language Teachers in Palestine during Covid-19 Pandemic. American Journal of Educational Research, 9(5), 243–254. https://doi.org/10.12691/education-9-5-1
Khlaif, Z. N., Sanmugam, M., Joma, A. I., Odeh, A., & Barham, K. (2022). Factors Influencing Teacher’s Technostress Experienced in Using Emerging Technology: A Qualitative Study. In Technology, Knowledge and Learning (Vol. 28, Issue 2). Springer Netherlands. https://doi.org/10.1007/s10758-022-09607-9
Kim, D. G., Lee, C. W. (2021). Exploring the roles of self-efficacy and technical support in the relationship between techno-stress and counter-productivity. Sustainability, 13(8), 4349.
Livana, M., & Basthomi, Y. (2020). Penyebab stres mahasiswa selama pandemi COVID-19. Jurnal Ilmu Keperawatan Jiwa, 3(2), 203-208.
Muslimin, A. I., & Cahyono, B. Y. (2023). Online learning readiness, motivation, and English learning achievement in higher education. MEXTESOL, 47(3), 1-14. https://www.mextesol.net/journal/index.php?page=journal&id_article=46454
Muslimin, A. I., Mukminatien, N., & Ivone, F. M. (2023). TPACK-SAMR digital literacy competence, technostress, and teaching performance: Correlational study among EFL lecturers. Contemporary Educational Technology, 15(2), ep409. https://doi.org/10.30935/cedtech/12921
Nang, A. F. M., Maat, S. M., & Mahmud, M. S. (2022). Teacher Technostress and Coping Mechanisms During COVID-19 Pandemic: A Systematic Review. Pegem Egitim ve Ogretim Dergisi, 12(2), 200–212. https://doi.org/10.47750/pegegog.12.02.20
Nazari, F., Ghanizadeh, A., & Mirzaee, S. (2023). EFL teachers ’ coping strategies amidst the Covid ‑ 19 virtual education and their association with work engagement and teacher apprehension. Educational Research for Policy and Practice, 22(1), 1–22. https://doi.org/10.1007/s10671-022-09317-0
Schmidt, M., Frank, L., & Gimpel, H. (2021). How Adolescents Cope with Technostress : A Mixed-Methods Approach How Adolescents Cope with Technostress : A Mixed-Methods Approach. International Journal of Electronic Commerce, 25(2), 154–180. https://doi.org/10.1080/10864415.2021.1887696
Schober, P., & Boer, C. (2018). Correlation Coefficients: Appropriate Use and Interpretation. August. https://doi.org/10.1213/ANE.0000000000002864
Schoonenboom, J., & Johnson, R. B. (2017). How to Construct a Mixed Methods Research Design. 107–131. https://doi.org/10.1007/s11577-017-0454-1
Setyadi, H. J., Taruk, M., & Pakpahan, H. S. (2019). Analisis dampak penggunaan teknologi (technostress) kepada dosen dan staff karyawan yang berpengaruh terhadap kinerja di dalam organisasi (Studi kasus : perguruan tinggi di Kalimantan Timur). Informatika Mulawarman, 14(1), 1-14.
Seymour, V. (2016). The human-nature relationship and its impact on health: A critical review. Frontiers in Public Health, 4(NOV), 1–12. https://doi.org/10.3389/FPUBH.2016.00260
Shadiev, R., & Wang, X. (2022). A Review of Research on Technology-Supported Language Learning and 21st Century Skills. 13(July), 1–19. https://doi.org/10.3389/fpsyg.2022.897689
Sriwidharmanely, S., Sumiyana, S., Mustakini, J. H., & Nahartyo, E. (2022). Encouraging positive emotions to cope with technostress’s adverse effects: insights into the broaden-and-build theory. Behaviour and Information Technology, 41(10), 2187–2200. https://doi.org/10.1080/0144929X.2021.1955008
Tarafdar, M., Pullins, E. B., & Ragu-Nathan, T. S. (2015). Technostress: negative effect on performance and possible mitigations. Information Systems Journal, 25(2), 103–132.
Widiati, U., Suryati, N., & Hayati, N. (2018). Unraveling the challenges of Indonesian novice teachers of English. Indonesian Journal of Applied Linguistics, 7(3), 621-629. https://doi.org/10.17509/ijal.v7i3.9824
Wolff, J. (2021). How Is Technology Changing the World, and How Should the World Change Technology? Global Perspectives, 2(1), 1–5. https://doi.org/10.1525/gp.2021.27353
Published
2024-05-21
How to Cite
MUSLIMIN, Afif Ikhwanul; MUKMINATIEN, Nur; IVONE, Fransisca Maria.
Cyber Fatigue in the Classroom: Unravelling the Complex Web of Technostress Among EFL Teachers.
EDUCATION AND LINGUISTICS KNOWLEDGE JOURNAL, [S.l.], v. 6, n. 1, p. 38-57, may 2024.
ISSN 2686-1860.
Available at: <https://ejournal.uniska-kediri.ac.id/index.php/EDULINK/article/view/5192>. Date accessed: 22 jan. 2025.
doi: https://doi.org/10.32503/edulink.v6i1.5192.
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Articles
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https://orcid.org/0000-0001-9166-6040
