Abstract
English as Second Language (ESL) teachers’ ability to integrate technologies has an insightful impact on students’ language performance as well as their educational development. Thus, inquiring teachers’ level of knowledge and readiness in their practice of integrating Industrial Revolution 4.0 (4IR) into their teaching practices is necessary. Besides reviewing past literature on teachers’ level of knowledge in 4IR and factors that affect teachers’ level of readiness, this paper provided a conceptual framework that can be useful to measure teachers’ level of knowledge and readiness in integrating 4IR into their teaching. The determinants highlighted are analysed mainly using theoretical framework based on TAM3 model. The research questions formed are derived from two variables—level of knowledge and level of readiness among ESL primary school teachers. It is hoped that this study could highlight the effectiveness of the framework in analysing ESL primary teachers’ level of knowledge and readiness in integrating 4IR in their teaching practices.
Highlights
Education is one of the thrusts that help enhance the present development in Malaysia
Since TAM3 is generally applicable across various research regarding technologies, there is a need for the writing of this conceptual paper in order to provide another theoretical framework which focuses solely on the level of knowledge and readiness of English as Second Language (ESL) teachers in integrating 4IR into their teaching practices
In order to investigate the level of knowledge and readiness in integrating 4IR in their teaching practices among ESL primary school teachers, the authors proposed the use of TAM3 model as a guideline in obtaining the data needed
Summary
Education is one of the thrusts that help enhance the present development in Malaysia. Teachers find data-based customization much easier and effective as teachers can monitor their pupils’ language learning process as learning can happen anytime and anywhere through e-learning tools (Anaelka, 2018) e.g. Google Classroom, where teachers can track their pupils’ progress in completing tasks and give suitable grade or marks based on their performance This shows that 4IR has greater impact in teachers’ teaching practice, especially in ESL classrooms since English is more prominently important in local or global communication. The conceptual framework is derived from variables; perceived ease of use and perceived usefulness to assess ESL teachers’ level of knowledge and readiness in integrating 4IR in their teaching practices This framework would assist the authors to interpret the conceptual scope, systemize relation among concepts and identify gaps in the literature. Recommendation for the future research will be proffered after the authors identified variables based on the review of the related literature
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