Digital English Learning Research Articles

TECHNOLOGY INTEGRATION BELIEFS AND PRACTICES OF TURKISH NOVICE EFL TEACHERS AFTER ONLINE PRACTICUM

Although technology is a vital part of 21st-century education, teachers in English as a foreign language (EFL) contexts face challenges when using digital tools in their teaching. Studies have been conducted with in-service teachers to understand their beliefs and practices with digital learning of English. However, there is a gap in the literature about investigating the technology integration beliefs and practices of newly graduated EFL teachers who experienced online teaching practice during their pre-service education. Thus, this study aimed to investigate how novice teachers’ online practicum affects their teaching with technology in face-toface classrooms. To this end, this study adopted a qualitative case study research design and collected data through six open-ended questions from 20 Turkish novice EFL teachers who received their teaching practice and school experience courses online and conducted semi-structured interviews with 5 participants. The thematic analysis of the data showed that the participants were aware of the importance of technology use, and their online teaching practice experience helped them get familiar with teaching English with digital tools before graduating. However, the lack of resources and support in their current face-to-face teaching contexts prevented them from using technology. The findings revealed that teacher education programs should offer updated content and opportunities for creating digital material to prepare EFL teachers for the future.

Digital Learning of English: EFL Learners’ Perceptions and Teaching Activities

Digital learning is one way to overcome learning during a pandemic. There are several platforms that teachers can use in carrying out learning such as WhatsApp, YouTube and Google Classroom. This mixed method research aims to find out how were the teachers’ implementation of digital learning and how were EFL learners’ perception on teaching activities through digital learning of English. This research was conduct at Senior High School YPI Tunas Bangsa of Palembang. There were several samples including principal, one English teachers and eighty students’. The data obtained from interview, questionnaire, and documentation. Analyzed by using data reduction, data display and conclusion. The results showed that the implementation of platform and the students’ perception of learning English through digital technology. This research is expected to be one of the solutions to improve the way teachers implement learning through student perceptions.

Profiling the affective characteristics of EFL learners’ digital informal learning: A person-centered approach

ABSTRACT Purpose This study (1) used a person-centered approach to identify specific subgroups of 1,265 EFL learners who participated in Informal Digital Learning of English (IDLE) activities, and (2) looked at how different IDLE profiles are related to important affective variables. Design/Methodology : To identify IDLE profiles, we used cluster analysis. Findings The L2 motivation, L2 enjoyment, L2 anxiety, and grit levels of the IDLErs with distinct profiles differed significantly. When compared to Profiles 1 (Minimal IDLErs: 33%), 2 (Gaming-Entertainment IDLErs: 16%), and 3 (Entertainment IDLErs: 30%), both Profile 4 (Maximal IDLErs: 11%) and Profile 5 (Entertainment-socializing IDLErs: 10%) demonstrated significantly higher scores on Ideal L2 self, L2 enjoyment-self, L2 enjoyment-others, L2 communication anxiety-offline, and Grit. Profiles 4 and 5 made full use of out-of-school digital environment, which provided several affective benefits for EFL learners. Originality/value Methodologically, the analytical and statistical approach could help to move informal language learning research one step closer to being more person-centered. In practice, the various IDLE profiles identified in this study may be of interest to EFL teachers in order to better understand their students’ IDLE activities outside of school and to inform classroom teaching and learning.

Digital Learning of English Beyond Classroom: EFL Learners’ Perception and Teaching Activities

The shift of language learning from face-to-face classroom interaction to online learning beyond classroom amidst global pandemic of Covid-19 has changed how teachers and students deal with teaching and learning activities. To address the issue, the present study sheds some light on 71 EFL learners’ perception toward digital learning of English beyond classroom and a range of English learning activities in social distancing measures. Drawing on the data from a web-based survey and Focus Group Discussion, the results indicated that the students positively perceived the use of digital technology as a means of language learning amidst the global pandemic. It was also revealed that digital learning of English beyond classroom could potentially be conducted by means of available social networking sites such as Youtube, WhatsApp, Instagram, Google classroom, and Facebook. Some activities using digital learning of English beyond classroom are clearly highlighted. The results of this study contribute to the realm of language teaching in offering some insights for designing beyond classroom activities by augmenting the accessible social networking sites.

Digital Learning of English Beyond Classroom: EFL Learners’ Perception and Teaching Activities

The shift of language learning from face-to-face classroom interaction to online learning beyond classroom amidst global pandemic of Covid-19 has changed how teachers and students deal with teaching and learning activities. To address the issue, the present study sheds some light on 71 EFL learners’ perception toward digital learning of English beyond classroom and a range of English learning activities in social distancing measures. Drawing on the data from a web-based survey and Focus Group Discussion, the results indicated that the students positively perceived the use of digital technology as a means of language learning amidst the global pandemic. It was also revealed that digital learning of English beyond classroom could potentially be conducted by means of available social networking sites such as Youtube, WhatsApp, Instagram, Google classroom, and Facebook. Some activities using digital learning of English beyond classroom are clearly highlighted. The results of this study contribute to the realm of language teaching in offering some insights for designing beyond classroom activities by augmenting the accessible social networking sites.

A Pre-Service Teacher Experiences of Creating Vocabulary Quizzes for EFL Adult Learners: the ACTIONS Model

<div><div><div class="page" title="Page 1"><div class="section"><div class="layoutArea"><div class="column"><p><span>IDLE (Informal Digital Learning of English) is a worldwide phenomenon that represents one of the most significant advances in autonomous language learning outside the classroom in recent decades. This study examines the experiences of IDLE activities based on the ACTIONS model (Access, Cost, Teaching and learning, Interactivity and user-friendliness, Organizational issues, Novelty, and Speed) which focused on vocabulary. The results of the study are intended to be a self-reflection on the factors involved in creating English vocabulary quizzes on Instagram as IDLE sources for higher education students. The study aims to use social media, especially Instagram, as a learning tool in a digital context. The researcher uses written narratives that contain her experiences in creating such English vocabulary quizzes. For that reason, the study participant is the researcher herself, a 21-year-old female undergraduate student in the English Education Department. In the study, the researcher uses thematic analysis to analyse the narrative data. This includes three activities: 1) repeated reading of the data; 2) coding and categorising the data extracts; and 3) recognising the thematic headings. The results show that creating IDLE activities based on the ACTIONS model leads to flexibility of access, affordable costs, teaching and learning needs based on followers' feedback and correction, excellent interactivity and user-friendliness, no organisational issues, novelty, and speed. The study offers new insights into how English pre-service teachers' engagement with IDLE serves as a significant factor in their future teaching tasks. </span></p></div></div></div></div></div></div>

Digital learning of English as a foreign language among university students: How are approaches to learning linked to digital competence and technostress?

AbstractBackgroundIn view of the widespread use of digital technologies in English as a foreign language (EFL) learning and the importance of students' approaches to learning (SAL) and digital competence, as well as the threats of technostress in digital settings, digital EFL learning requires a critical examination.ObjectivesThis study sought to investigate the interrelationships among of SAL, students' digital competence, and the emerging technostress in digital learning of EFL.MethodsSurvey and EFL test data of 477 university students taking EFL courses were collected. Partial least square structural equation modelling and cluster analysis were employed to analyze these data.Results and ConclusionsThe results indicate that a surface approach to learning was significantly positively associated with technostress while negatively associated with digital competence. The deep and organized learning approaches positively predicted digital competence, which further negatively predicted technostress and burnout in digital learning of EFL. Technostress was found to be positively related to exhaustion and cynicism, with cynicism being negatively related to EFL learning outcomes. The cluster analysis identified three clusters of EFL learners and revealed that, overall, high scores in the deep and organized approaches to learning were generally aligned with strong digital competence, low technostress, low burnout, and high EFL learning outcomes.TakeawaysThe findings of this study carry important implications for practitioners of EFL learning and teaching in the design of strategies, pedagogies, and EFL learning technologies that improve EFL learning in digital settings while maintaining learners' wellbeing.

Informal digital learning of English and perceptions of using EIL materials: attitude toward varieties of English as a mediator

ABSTRACT This mixed-methods study aims to examine the mediating role of attitude toward English varieties in the relationship between Informal Digital Learning of English (IDLE) and perceptions of using English as an International Language (EIL) materials in pre-service English teachers. We collected and analyzed survey data from 434 Indonesian EFL pre-service teachers, using the Jamovi programme. Survey results showed that both receptive and productive IDLE activities had a significant impact on attitudes toward different forms of English, which in turn had a significant impact on views of using EIL resources. Individual interviews (n = 10) and stimulated recalls (n = 7) revealed that participation in IDLE activities (e.g. watching YouTube videos with different English accents and users) aided in maintaining a more positive attitude toward different varieties of English. As a result, pre-service EFL teachers became more open to using EIL materials, such as listening materials that employ different English accents. This study suggests that IDLE is an important factor in developing positive attitudes toward English varieties, an approach that may enable today's pre-service EFL teachers to become more open toward and tolerant of integrating EIL pedagogy into practice.

IDLE in the Classroom: Learner-Driven Strategies for English Language Learning

Informal Digital Learning of English (IDLE) is a global phenomenon that represents one of the greatest advances for autonomous language learning outside the classroom in the past few decades. The power of IDLE lies in its capacity to compensate for inherent problems in language learning in classrooms, due to the authenticity of input via social media; nurturance of learner autonomy; 24/7, open availability of resources to learners; and the wide variety of materials available to learners, offering relevant and engaging content to every student. Most important, we note the extent to which students in our research said that IDLE did not replace but rather complemented and extended their classroom experiences of learning. We discuss some possible challenges of adapting IDLE for classrooms and suggest three proven uses of media within classroom curriculum: (1) vlogging and podcasting; (2) uses of YouTube; and (3) becoming an ethnographer of IDLE with students. In conclusion, we note that IDLE has become a principal approach to the development of vocabulary and fluency in English by young learners across the globe, apart from formal education policy and practice, and that ignoring its potential within the classroom risks the vital role that classrooms play in developing English language competence.

IDLE Challenges: Playing Digital Games?

The purpose of this research is to examine the challenges faced by the learner and the activities they undertake concerning informal digital learning of English (IDLE) implementation in the English as foreign language (EFL) context. The impact of the COVID-19 on the education sector feels very challenging. Especially in EFL learning at the high/secondary school level, it is crucial since the skills are needed to support such level students' more complex need. It leads many experts to find the formal model's best alternative: playing digital games as IDLE. However, the current indications showed various challenges in the efforts of implementing IDLE within an academic context. As part of a more extensive sequential qualitative mixed-method study, seven high school students from various Indonesia parts were interviewed. From the findings, it is discovered that there were still some challenges regarding the implementation of IDLE in an academic context: physical and behavioural assumptions, dealing with the growth of physical and behavioural effect misconception and logical fallacy within the community; communal judgment, the a priori assumption of 'gaming stereotype' which massively wide-spread; and, technical challenges, regarding the implemental availability of the contemporary learning model. It is also recommended that finding solutions to these challenges requires many parties' involvement. It is due to some of the challenges were fundamentals. It is expected that many parties' involvement will make the resulting efforts to be a holistic solution.

EFL teachers� beliefs and practices about digital learning of English

The last two decades have been the witness of many studies reporting the disparity between EFL teachers� beliefs and practices in technology integration around the world. Notwithstanding the enormous studies on EFL teachers� beliefs and perceptions of digital technology use for language classroom, the literature has still been silent on the relation between Indonesian EFL teachers� beliefs and practices. The present study thus sheds some light on 15 EFL teachers� beliefs and practices about digital learning of English in Indonesia. Drawing on data from the written reflections and semi-structured interviews, the findings revealed that these EFL teachers were well equipped with the importance and objective of teaching English by means of digital devices, but appeared hesitant and lacked of preparation in their teaching practices. The semi-structured interview further depicted that their unconfident and lack of preparation was not only a result of inadequate training but also of limited resources and digital facilitation. The institutional supports influenced by environmental readiness also affected their efficacy for digital learning of English. The findings contribute to the realm of English language teaching with regards to offering literature of EFL teachers� professional development.

High School Students' Use of Learning Strategies and Affective Domains: Focusing on Digital English Learning Environment

High School Students' Use of Learning Strategies and Affective Domains: Focusing on Digital English Learning Environment

Factor Analysis of Digital English Learning Strategy Use for Korean College Students

Factor Analysis of Digital English Learning Strategy Use for Korean College Students

Perceptions of English as an international language by Korean English-major and non-English-major students

ABSTRACTThis study examined perceptions of English as an International Language (EIL) by Korean English-major and non-English-major students. It also investigated factors that influenced their perceptions. The EIL Perception Scale was employed to assess two dimensions of EIL (i.e. varieties of English [VE] and strategies for multilingual/multicultural communication [SMC]) between English majors (N = 206) and non-majors (N = 172) in three separate regions of South Korea. Follow-up interviews were administered to 20 English and 20 non-English-major students for the purpose of delving into factors that might have influenced the differences in their EIL perceptions. Results showed that English majors held more positive perceptions toward both VE and SMC than did their non-English-major counterparts. It was also found that the differences in their EIL perceptions were mainly influenced by a teacher-structured EIL pedagogy and student-directed EIL experience in various informal digital learning of English (IDLE) environments. These results suggest that the EIL experience that occurs in a formal language classroom setting can positively influence students’ EIL perceptions. Further, students’ engagement in IDLE activities – in which EIL teachers’ instructional intervention is absent – may also have a significant impact on their EIL perceptions.

한국 고등학생의 디지털 영어학습 환경 사용에 관한 연구: 언어학습 전략과 학습자 요인별 상호관련성 중심으로

한국 고등학생의 디지털 영어학습 환경 사용에 관한 연구: 언어학습 전략과 학습자 요인별 상호관련성 중심으로