Abstract
The purpose of this study was to validate instruments regarding digital technology access among Indonesian English as a Foreign Language (EFL) faculty members during the Corona Virus Disease 2019 (COVID-19). An EFL Faculty member’s Access to Digital Technology (EFL-FADT) scale was adopted from previous relevant studies consisting of Motivation, Skills, and Use. A total of 235 EFL faculty members from three public and three private universities in Indonesia participated in this study, selected through cluster random sampling. A survey design was applied to examine the factor structure of the EFL-FADT. The survey data were computed through the steps of Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) with IBM SPSS 23 and SPSS AMOS 23. Through the EFA with Varimax rotation, two factors emerged from Motivation, three from Skills, and two from Use. The result successfully mapped the proposed model. The CFA approach verified the instrument which was satisfactory for Indonesian EFL faculty members. The findings informed 25 valid and reliable indicators. The measured scale achieves psychometric properties. It can provide future studies with a tool to capture EFL faculties’ access to digital technology.
Highlights
Since the great Spanish flu epidemic, humanity has faced many difficult times (Gries, 2005; Taubenberger et al, 2019)
Instead of replacing with a single value, the distribution of the observed data was applied in estimating multiple values reflecting the uncertainty of the true value
The current study aims at developing and validating the English as a Foreign Language (EFL)-FADT scale to assess EFL faculty members’ access to digital technology
Summary
Since the great Spanish flu epidemic, humanity has faced many difficult times (Gries, 2005; Taubenberger et al, 2019). The technology fundamentally differentiates the current situation from the past, changing the history of quarantine. In this COVID-19 situation, the needs to engage technology for any aspect of life are unavoidable. The empirical reports of access to technology for students, teachers, and other educational stakeholders are still limited. Ramsetty and Adams (2020) reported a brief review of the impact of the digital divide during COVID-19. Since not everyone possesses equal access to technology that causes a digital divide, limited technology access leads to participation in society as less effective than those with better technology access during the COVID-19. More studies regarding the digital divide in technology integration during COVID-19 should be encouraged, especially in developing countries
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