A Conceptual Framework for Leveraging English language teachers’ Awareness of Digital Literacy

Abstract

Many factors drive the education to adopt digital technology. Globalization, rapid advancement of technology, global pandemic and generation z go together to support quick transformation of traditional method to technology enhanced learning. This situation demands English language teachers to be digitally literate. Myriad studies have discussed the issue of digital literacy practices within EFL/ESL context. Yet, limited of the studies provide a conceptual framework guiding English language teachers to view the practices of digital literacy in a holistic way. Correspondingly, this study provides a conceptual framework that enhances English language teachers’ awareness of some core aspects of practicing digital literacy. The framework consists of five simultaneous components: knowing the notion of digital literacy, classifying digital tools, navigating purposes of using digital tools, applying digital literacy skills, and identifying possible challenges. Understanding the basic concept of digital literacy and its position among the grand theories of literacy provides a strong foundation that drives the English language teachers to always keep on the track of performing the practices of digital literacy. Classifying and navigating the purposes of utilizing digital tools assist the English language teachers to link and match the functions of digital tools to their teaching context. Subsequently, applying skills of digital literacy and identifying its possible challenges lead the English language teachers to perform a well-prepared management of digital contents. Essentially, the framework can guide the English language teachers on how to deal with digital literacy practices in real classroom contexts.