Abstract
High digital literacy is significantly needed by English teachers in the trend of industrial revolution 4.0 to promote a better quality of English teaching and learning. However, a significant number of English teachers, as well as pre-service teachers, still had low digital literacy scale and they were not ready to implement digital technologies into English teaching and learning process. This study was aimed to describe the digital literacy scale of graduate school students of English Education Department in a state university in Yogyakarta as pre-service teachers and their readiness toward the application of digital technologies in teaching and learning contexts. The research used mix-methods to collect both quantitative and qualitative data through Likert-scale questionnaires and interviews. The study revealed that the research participants had high digital literacy scales and readiness toward the application of digital technologies. Thus, those graduate school students as pre-service teachers could fulfill the requirements of professional English teachers in terms of digital literacy and improve the quality of English teaching and learning output by integrating digital technologies.
Highlights
Digital literacy has been a prevalent issue among language researchers since the fourth IndustrialRevolution (IR 4.0) era was born with the rapid growth of digital technology and information and communication technology (ICT) in the last decade [1,2,3,4,5]
Those graduate school students as pre-service teachers could fulfill the requirements of professional English teachers in terms of digital literacy and improve the quality of English teaching and learning output by integrating digital technologies
The skills included in digital literacy encompass the competence to analyze information critically so called information literacy [13, 14], interprete visual media known as visual literacy [15, 16], operate digital contents or software literacy [17], and utilize computers and technologies [18,19,20,21,22]
Summary
Digital literacy has been a prevalent issue among language researchers since the fourth IndustrialRevolution (IR 4.0) era was born with the rapid growth of digital technology and information and communication technology (ICT) in the last decade [1,2,3,4,5]. English teachers in the IR 4.0 era are expected to have high digital literacy scale and readiness toward the application of digital technologies as an effort to fulfill the necessities of millenial or digital native generation in the classroom. This generation grew up or live with the loads of digital technology invention and they always keep in touch with digital technologies[23, 24]. Many studies have shown the benefits of utilizing digital technologies to improve students’ English proficiency [25,26,27,28,29], for instance, creating effective learning
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