The Use Of Ict Media In Building The Communicative Interaction In Rural English Classroom: A Systematic Literature Review

Abstract

The integration of Information and Communication Technology (ICT) in English language teaching has created opportunities to enhance students’ communicative interaction and learning motivation. However, the use of ICT in rural English classrooms remains challenging due to limited technological competence, access, and students’ reluctance to communicate in English. This systematic literature review examines the use of ICT media in building communicative interaction in rural English classrooms and identifies teacher and student strategies for optimizing ICT use. The review employed a systematic literature review approach supported by Publish or Perish, VOSviewer, Mendeley, and the PRISMA framework. The literature search identified 200 publications published between 2019 and 2023 using the keywords “ICT media,” “communicative interaction,” and “rural area.” After screening and applying inclusion and exclusion criteria, 10 relevant articles were selected for analysis. The findings indicate that ICT media generally contributes positively to students’ willingness to communicate, classroom participation, learning motivation, and interaction with teachers and peers. ICT also supports teachers in creating more varied and engaging learning environments and encourages greater creativity in teaching. However, the reviewed studies show that the effectiveness of ICT depends on appropriate media selection, teacher competence, student familiarity, and contextual conditions. The review also identifies a research gap because several selected studies were conducted outside rural settings. Therefore, further empirical research is needed to examine ICT-supported communicative interaction specifically in rural English classrooms.