EFL teachers' digital literacy: the role of contextual factors in their literacy development.
EFL teachers' digital literacy: the role of contextual factors in their literacy development.
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DOI：
10.3389/fpsyg.2023.1153339
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发表时间：
2023
影响因子：
3.8
通讯作者：
Zhang, Jie
中科院分区：
文献类型：
--
作者：
Zhang, Jie
数字技术可以对语言教育产生重大影响。这一效果使英语教师更好地向学生传授学科知识，也提高了教师的教育质量。本研究的目的是评估英语教师的数字素养，并调查英语教师的数字素养与性别、教育程度和教学经验之间的差异。为了进行这项研究，研究者邀请了2,110名英语教师填写《教师数字素养问卷》。研究人员使用SPPS和AMOS对获得的数据进行分析。研究结果表明，教师的情境因素并不影响他们的数字素养技能。此外，研究表明，教师对技术的态度、他们使用技术的技能以及他们获得技术的机会都会显著影响教师的数字素养。本文进一步讨论了这项研究的意义。
Digital technology can have significant effects on language education. This effect makes the English language teachers teach the subjects better to the students and also improves the quality of teachers’ education. The purpose of this research is to evaluate the digital literacy of English language teachers and to investigate the difference between digital literacy and their gender, education level, and teaching experience. To conduct the study, the researcher invited 2,110 EFL teachers to fill out the Teachers’ Digital Literacy questionnaire. The researchers used SPPS and AMOS in analyzing the obtained data. The results of the study indicated that teachers’ contextual factors do not influence their digital literacy skills. In addition, the study showed that teachers’ attitudes toward technology, their skill to use technology, and their access to technology can significantly affect teachers’ digital literacy. Implications of the study are further discussed in this paper.
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