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İngilizce öğretmenlerinin görüşlerine göre yabancı dil olarak İngilizce öğretiminde dijital okuryazarlığın rolünün belirlenmesi

Year 2022, Issue: 29, 966 - 986, 21.08.2022
https://doi.org/10.29000/rumelide.1164991

Abstract

Yabancı dil olarak İngilizce (EFL) öğretiminde dijital teknolojilerin kullanımı konusu yeterince ele alınmamıştır. COVID-19 pandemisi yabancı dil olarak İngilizce öğretimi alanında dijital teknolojinin ve dijital okuryazarlığın önemini gözler önüne sermiştir. Bu noktadan hareketle bu çalışma ortaokul ve lise düzeyinde çalışmakta olan İngilizce öğretmenlerinin dijital okuryazarlığın İngilizce öğretimindeki rolünü belirlemek üzere görüşlerini ortaya koymayı amaçlamaktadır. Ayrıca, İngilizce öğretmenlerinin dijital okuryazarlık seviyeleri ve bu seviyelerin öğretimlerindeki etkileri ile dijital teknolojilerin kullanımlarının getirdiği olumlu ve olumsuz yönler ortaya çıkarılmaya çalışılmıştır. Bunlara ek olarak ortaokul ve lise öğretmenleri arasında bahsi geçen kavramlar bağlamında fark olup olmadığı da aydınlatılmaya çalışılmıştır. Bu amaçlara ulaşmak için, bu çalışmada nitel bir paradigma kullanılmıştır. Araştırma sonucunda öncelikle lise düzeyinde çalışan öğretmenlerin ortaokul düzeyinde çalışanlara göre dijital okuryazarlık kavramını daha iyi bildikleri, iki grup öğretmenin de dijital teknolojileri rahat bir şekilde kullanabildikleri belirlenmiştir. İkinci olarak, dijital okuryazarlığın yabancı dil öğretiminde olumlu etkileri olduğu ortaya çıkmıştır. Üçüncü olarak araştırmaya katılan tüm öğretmenlerin üzerinde mutabık oldukları bir durum da dijital teknolojilerin dil öğretimini kolaylaştırdığıdır. Son olarak birçok avantajı bulunmasına rağmen dijital teknolojilerin bazı dezavantajlarının da bulunduğu belirlenmiştir. Sonuç olarak tüm sonuçlar göz önüne alındığında dijital okuryazarlığın yabancı dil olarak İngilizce öğretiminde çok önemli bir yere sahip olduğu ve de öğretmenlerinin bu beceriyi etkili bir şekilde kullanmaları gerektiği ortaya çıkmıştır. Öğretmenlerin Web 2 araçları gibi farklı teknolojilerle derslerini çeşitlendirmelerinin ve de bu alanda öğretmenlerde var olan eksiklikleri gidermek için yapılacak eğitimlerin faydalı olacağı gibi önerilerde bulunulmuştur.

References

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  • Al-Shehab, M. (2020). The Role of Mobile-Assisted Language Learning (MALL) in Enhancing the Writing Skills of Intermediate IEP Students: Expectations vs Reality. Language Teaching Research Quarterly, 20, 1-18.
  • Alshumaimeri, Y. A. (2008). Perceptions and attitudes toward using CALL in English classrooms among Saudi secondary EFL teachers. The JALT Call Journal, 4(2), 29-46.
  • Arnone, G., & Wagner, D. A. (2011). Review of Agneta Lind, Literacy for All: Making a Difference and John Oxenham, Effective Literacy Programmes: Options for Policy-Makers.
  • Bezemer, J., & Kress, G. (2015). Multimodality, learning and communication: A social semiotic frame: Routledge.
  • Burns, N. & Grove, S.K. (2003). Understanding nursing research. 3rd ed. Philadelphia: Saunders Company.
  • Cisotto, G., & Pupolin, S. (2018). Evolution of ICT for the improvement of quality of life. IEEE Aerospace and Electronic Systems Magazine, 33(5-6), 5–6.
  • Choi, L.; Chung, S.J.S. (2021). Navigating Online Language Teaching in Uncertain Times: Challenges and Strategies of EFL Educators in Creating a Sustainable Technology-Mediated Language Learning Environment. Sustainability 13, 76, 64.
  • Cole, K. (2019 May 23 ). The Epic Guide to Digital Literacy in Education. from https://www.schoology.com/blog/epic-guide-digital-literacy-education
  • Corbin, J., & Strauss, A. (2008). Memos and diagrams. Basics of Qualitative Research 3e. London: Sage, 117-141.
  • Cullen, R. (2017). The Use of ICT in the Health Sector in Pacific Island Countries. In R. Cullen & G. Hassall (Eds.), Achieving Sustainable E-Government in Pacific Island States. Public Administration and Information Technology (pp. 305-335). Springer Cham.
  • Çelik, S., & Aytin, K. (2014). Teachers' Views on Digital Educational Tools in English Language Learning: Benefits and Challenges in the Turkish Context. Tesl-Ej, 18(2), n2.
  • Dashtestani, R. (2014). Exploring English as a foreign language (EFL) teacher trainers' perspectives on challenges to promoting computer literacy of EFL teachers. JALT CALL Journal, 10(2), 139-151.
  • Dudeney, G., & Hockly, N. (2016). Literacies, technology and language teaching. FARR, F.; MURRAY, L. The Routledge Handbook of Language Learning and Technology. Abingdon/New York: Routledge, 115-126.
  • Edhlund, B., & McDougall, A. (2019). NVivo 12 essentials: Lulu. com
  • Gunawan, G., Kristiawan, M., Risdianto, E., & Monicha, R. E. (2021). Application of the Zoom Meeting Application in Online Learning During the Pandemic. Education Quarterly Reviews, 4(2).
  • Ilomaki, L. (2008). The effects of ICT on school: teacher’s and student’s perspective. Retrieved from https:// pdfs.semanticscholar.org/09a6/2d0c51d773656626d90122a5601e5003050b.pdf
  • Jebril, W. A. (2012). The viability of Palestinian EFL teachers to effectively apply ICT as an educational medium in Palestinian basic schools in the Gaza Strip: A pedagogical perspective: State University of New York at Albany.
  • Kitzinger, J. (1995). Qualitative research: introducing focus groups. Bmj, 311(7000), 299-302.
  • Krippendorff, K. (2004). Reliability in content analysis: Some common misconceptions and recommendations. Human communication research, 30(3), 411-433.
  • Krueger, R. A. (2014). Focus groups: A practical guide for applied research: Sage publications.
  • Krueger, R. A., & Casey, M. A. (2000). A practical guide for applied research. A practical guide for applied research.
  • Krueger, R. A., & Casey, M. A. (2002). Designing and conducting focus group interviews: Citeseer.
  • Kukulska-Hulme, A., Lee, H., & Norris, L. (2017). Mobile learning revolution: Implications for language pedagogy. The handbook of technology and second language teaching and learning, 217-233.
  • Levitt, H. M., Motulsky, S. L., Wertz, F. J., Morrow, S. L., & Ponterotto, J. G. (2017). Recommendations for designing and reviewing qualitative research in psychology: Promoting methodological integrity. Qualitative psychology, 4(1), 2.
  • Levy, M. (2009). Technologies in use for second language learning. Mod. Lang. J. 93, 769–782.
  • Linda, A. (2008). Literacy for all: Making a difference. from https://unesdoc.unesco.org/ark:/48223/pf0000159785/PDF/159785eng.pdf.multi
  • Lortie, K. (2020). Impact of Modern Technology on Education. IDOSR JOURNAL OF CURRENT ISSUES IN SOCIAL SCIENCES, 6(1), 40-44.
  • Lotherington, H., & Jenson, J. (2011). Teaching multimodal and digital literacy in L2 settings: New literacies, new basics, new pedagogies. Annual review of applied linguistics, 31, 226.
  • Lowenthal, P., Borup, J., West, R., & Archambault, L. (2020). Thinking beyond Zoom: Using asynchronous video to maintain connection and engagement during the COVID-19 pandemic. Journal of Technology and Teacher Education, 28(2), 383-391.
  • Manu, B. ( 2018 March 26). 3 Qualitative Research Methods You Should Know. from https://humansofdata.atlan.com/2018/03/3-qualitative-research-mehods/
  • Martin, A., & Grudziecki, J. (2006). DigEuLit: Concepts and Tools for Digital Literacy Development. Innovation in Teaching and Learning in Information and Computer Sciences, 249-267.
  • Mollaei, F., & Riasati, M. J. (2013). Teachers’ perceptions of using technology in teaching EFL. International Journal of Applied Linguistics and English Literature, 2(1), 13-22.
  • Morse, J. M., Barrett, M., Mayan, M., Olson, K., & Spiers, J. (2002). Verification strategies for establishing reliability and validity in qualitative research. International journal of qualitative methods, 1(2), 13-22.
  • Mudra, H. (2020). Digital literacy among young learners: how do EFL teachers and learners view its benefits and barriers? Teaching English with Technology, 20(3), 3-24. Cote, T., & Milliner, B. (2018a). A survey of EFL teachers’ digital literacy: a report from a Japanese university. Teaching English with Technology, 18(4), 71-89.
  • Nash, C. (2020). Report on Digital Literacy in Academic Meetings during the 2020 COVID-19 Lockdown. Challenges, 11, 20.
  • Nim Park, C., & Son, J.-B. (2009). Implementing computer-assisted language learning in the EFL classroom: Teachers’ perceptions and perspectives. International Journal of Pedagogies and Learning, 5(2), 80-101.
  • Peachey, N. (2017). Digital tools for teachers. PeacheyPublications. com.
  • Purnama, S.; Ulfah, M.; Machali, I.; Wibowo, A.; Narmaditya, B.S. (2021). Does digital literacy influence students’ online risk? Evidence from Covid-19. Heliyon, 7, e07406.
  • Quintana, M. G. B., & Zambrano, E. P. (2014). E-mentoring: The effects on pedagogical training of rural teachers with complex geographical accesses. Computers in human behavior, 30, 629-636.
  • Onwuegbuzie, A. J., Dickinson, W. B., Leech, N. L., & Zoran, A. G. (2009). A qualitative framework for collecting and analyzing data in focus group research. International journal of qualitative methods, 8(3), 1-21.
  • Reddy, P., Sharma, B., & Chaudhary, K. (2020). Digital Literacy: A Review of Literature. International Journal of Technoethics (IJT), 11(2), 65-94. http://doi.org/10.4018/IJT.20200701.oa1
  • Saglam, A. L. G., & Sert, S. (2012). Perceptions of in-service teachers regarding technology integrated English language teaching. Turkish Online Journal of Qualitative Inquiry, 3(3), 1-14.
  • Sánchez-Cruzado, C.; Santiago Campión, R.; Sánchez-Compaña, M. (2021). Teacher Digital Literacy: The Indisputable Challenge after COVID-19. Sustainability, 13, 1858.
  • Sarkar, S. (2012). The Role of Information and Communication Technology (ICT) in Higher Education for the 21st Century. The Science Probe, 30-41.
  • Sharma, B., & Reddy, P. (2015). Effectiveness of tablet learning in online courses at the University of the South Pacific. In 2nd Asia-Pacific World Congress on Computer Science and Engineering (pp. 1-9). Suva, Fiji: IEEE.
  • Son, J.-B., Robb, T., & Charismiadji, I. (2011). Computer literacy and competency: A survey of Indonesian teachers of English as a foreign language. Computer-Assisted Language Learning Electronic Journal (CALL-EJ), 12(1), 26-42.
  • Theisen, T., Fulton–Archer, L., Smith, M., Sauer, T., Small, H., & Abbott, M. (2011). 21st century skills world languages map. ACTFL & the Partnership for 21st Century Skills.
  • Turan, Z., & Akdag-Cimen, B. (2020). Flipped classroom in English language teaching: a systematic review. Computer assisted language learning, 33(5-6), 590-606.
  • Uluuysal, B., Demiral, S., KURT, A. A., & ŞAHİN, Y. L. (2014). Bir öğretmenin teknoloji entegrasyonu yolculuğu. Turkish Online Journal of Qualitative Inquiry, 5(4), 12-22.
  • Warschauer, M., & Healey, D. (1998). Computers and language learning: An overview. Language teaching, 31(2), 57-71.
  • Zheng, X., & Borg, S. (2014). Task-based learning and teaching in China: Secondary school teachers’ beliefs and practices. Language teaching research, 18(2), 205-221

Determining the role of digital literacy in EFL teaching concerning the views of Turkish EFL Teachers

Year 2022, Issue: 29, 966 - 986, 21.08.2022
https://doi.org/10.29000/rumelide.1164991

Abstract

The use of digital technologies in English as a foreign language (EFL) teaching has not been addressed enough. Furthermore, the COVID-19 pandemic has emphasized the significance of digital technology and digital literacy in EFL field. This study aims at finding out EFL in-service secondary school (SS) and high school (HS) teachers’ views on the role of digital literacy in their EFL teaching; revealing the level of EFL teachers’ digital literacy and its effects on their teaching, and understanding the facilities of the digital tools and challenges in EFL teachers’ instructions. Further, this study aims to examine the difference between the thoughts of SS teachers and HS teachers about the role of digital literacy in EFL. To achieve these aims, this study utilized a qualitative paradigm to determine the role of digital literacy in EFL classes concerning the views of Turkish EFL teachers, and their perceptions about digital teaching and learning tools in their instruction. First it was found that HS teachers knew the term digital literacy more than the SS teachers. Both SS and HS teachers were confident using digital tools and being digitally literate although some of them could not define the term properly. Secondly digital literacy was claimed to have positive effects on language teaching. Thirdly, all the participants agreed with the fact that the innovations of the digital technologies facilitated their language instruction. Lastly, digital tools had many challenges due to some problems besides their advanteages. All in all, when taken together, the results of this study confirmed the vital role of digital literacy in EFL teaching in the digital age that teachers should acquire and use it actively. Therefore, EFL teachers should incorporate digital literacy in using different digital technologies such as Web 2 tools having several facilities into their instructions. The EFL teachers also admitted the need for trainings and seminars to help them using those tools and become digital natives.

References

  • Akayoglu, S., Satar, H. M., Dikilitas, K., Cirit, N. C., & Korkmazgil, S. (2020). Digital literacy practices of Turkish pre-service EFL teachers. Australasian Journal of Educational Technology, 36(1), 85-97.
  • Al-Shehab, M. (2020). The Role of Mobile-Assisted Language Learning (MALL) in Enhancing the Writing Skills of Intermediate IEP Students: Expectations vs Reality. Language Teaching Research Quarterly, 20, 1-18.
  • Alshumaimeri, Y. A. (2008). Perceptions and attitudes toward using CALL in English classrooms among Saudi secondary EFL teachers. The JALT Call Journal, 4(2), 29-46.
  • Arnone, G., & Wagner, D. A. (2011). Review of Agneta Lind, Literacy for All: Making a Difference and John Oxenham, Effective Literacy Programmes: Options for Policy-Makers.
  • Bezemer, J., & Kress, G. (2015). Multimodality, learning and communication: A social semiotic frame: Routledge.
  • Burns, N. & Grove, S.K. (2003). Understanding nursing research. 3rd ed. Philadelphia: Saunders Company.
  • Cisotto, G., & Pupolin, S. (2018). Evolution of ICT for the improvement of quality of life. IEEE Aerospace and Electronic Systems Magazine, 33(5-6), 5–6.
  • Choi, L.; Chung, S.J.S. (2021). Navigating Online Language Teaching in Uncertain Times: Challenges and Strategies of EFL Educators in Creating a Sustainable Technology-Mediated Language Learning Environment. Sustainability 13, 76, 64.
  • Cole, K. (2019 May 23 ). The Epic Guide to Digital Literacy in Education. from https://www.schoology.com/blog/epic-guide-digital-literacy-education
  • Corbin, J., & Strauss, A. (2008). Memos and diagrams. Basics of Qualitative Research 3e. London: Sage, 117-141.
  • Cullen, R. (2017). The Use of ICT in the Health Sector in Pacific Island Countries. In R. Cullen & G. Hassall (Eds.), Achieving Sustainable E-Government in Pacific Island States. Public Administration and Information Technology (pp. 305-335). Springer Cham.
  • Çelik, S., & Aytin, K. (2014). Teachers' Views on Digital Educational Tools in English Language Learning: Benefits and Challenges in the Turkish Context. Tesl-Ej, 18(2), n2.
  • Dashtestani, R. (2014). Exploring English as a foreign language (EFL) teacher trainers' perspectives on challenges to promoting computer literacy of EFL teachers. JALT CALL Journal, 10(2), 139-151.
  • Dudeney, G., & Hockly, N. (2016). Literacies, technology and language teaching. FARR, F.; MURRAY, L. The Routledge Handbook of Language Learning and Technology. Abingdon/New York: Routledge, 115-126.
  • Edhlund, B., & McDougall, A. (2019). NVivo 12 essentials: Lulu. com
  • Gunawan, G., Kristiawan, M., Risdianto, E., & Monicha, R. E. (2021). Application of the Zoom Meeting Application in Online Learning During the Pandemic. Education Quarterly Reviews, 4(2).
  • Ilomaki, L. (2008). The effects of ICT on school: teacher’s and student’s perspective. Retrieved from https:// pdfs.semanticscholar.org/09a6/2d0c51d773656626d90122a5601e5003050b.pdf
  • Jebril, W. A. (2012). The viability of Palestinian EFL teachers to effectively apply ICT as an educational medium in Palestinian basic schools in the Gaza Strip: A pedagogical perspective: State University of New York at Albany.
  • Kitzinger, J. (1995). Qualitative research: introducing focus groups. Bmj, 311(7000), 299-302.
  • Krippendorff, K. (2004). Reliability in content analysis: Some common misconceptions and recommendations. Human communication research, 30(3), 411-433.
  • Krueger, R. A. (2014). Focus groups: A practical guide for applied research: Sage publications.
  • Krueger, R. A., & Casey, M. A. (2000). A practical guide for applied research. A practical guide for applied research.
  • Krueger, R. A., & Casey, M. A. (2002). Designing and conducting focus group interviews: Citeseer.
  • Kukulska-Hulme, A., Lee, H., & Norris, L. (2017). Mobile learning revolution: Implications for language pedagogy. The handbook of technology and second language teaching and learning, 217-233.
  • Levitt, H. M., Motulsky, S. L., Wertz, F. J., Morrow, S. L., & Ponterotto, J. G. (2017). Recommendations for designing and reviewing qualitative research in psychology: Promoting methodological integrity. Qualitative psychology, 4(1), 2.
  • Levy, M. (2009). Technologies in use for second language learning. Mod. Lang. J. 93, 769–782.
  • Linda, A. (2008). Literacy for all: Making a difference. from https://unesdoc.unesco.org/ark:/48223/pf0000159785/PDF/159785eng.pdf.multi
  • Lortie, K. (2020). Impact of Modern Technology on Education. IDOSR JOURNAL OF CURRENT ISSUES IN SOCIAL SCIENCES, 6(1), 40-44.
  • Lotherington, H., & Jenson, J. (2011). Teaching multimodal and digital literacy in L2 settings: New literacies, new basics, new pedagogies. Annual review of applied linguistics, 31, 226.
  • Lowenthal, P., Borup, J., West, R., & Archambault, L. (2020). Thinking beyond Zoom: Using asynchronous video to maintain connection and engagement during the COVID-19 pandemic. Journal of Technology and Teacher Education, 28(2), 383-391.
  • Manu, B. ( 2018 March 26). 3 Qualitative Research Methods You Should Know. from https://humansofdata.atlan.com/2018/03/3-qualitative-research-mehods/
  • Martin, A., & Grudziecki, J. (2006). DigEuLit: Concepts and Tools for Digital Literacy Development. Innovation in Teaching and Learning in Information and Computer Sciences, 249-267.
  • Mollaei, F., & Riasati, M. J. (2013). Teachers’ perceptions of using technology in teaching EFL. International Journal of Applied Linguistics and English Literature, 2(1), 13-22.
  • Morse, J. M., Barrett, M., Mayan, M., Olson, K., & Spiers, J. (2002). Verification strategies for establishing reliability and validity in qualitative research. International journal of qualitative methods, 1(2), 13-22.
  • Mudra, H. (2020). Digital literacy among young learners: how do EFL teachers and learners view its benefits and barriers? Teaching English with Technology, 20(3), 3-24. Cote, T., & Milliner, B. (2018a). A survey of EFL teachers’ digital literacy: a report from a Japanese university. Teaching English with Technology, 18(4), 71-89.
  • Nash, C. (2020). Report on Digital Literacy in Academic Meetings during the 2020 COVID-19 Lockdown. Challenges, 11, 20.
  • Nim Park, C., & Son, J.-B. (2009). Implementing computer-assisted language learning in the EFL classroom: Teachers’ perceptions and perspectives. International Journal of Pedagogies and Learning, 5(2), 80-101.
  • Peachey, N. (2017). Digital tools for teachers. PeacheyPublications. com.
  • Purnama, S.; Ulfah, M.; Machali, I.; Wibowo, A.; Narmaditya, B.S. (2021). Does digital literacy influence students’ online risk? Evidence from Covid-19. Heliyon, 7, e07406.
  • Quintana, M. G. B., & Zambrano, E. P. (2014). E-mentoring: The effects on pedagogical training of rural teachers with complex geographical accesses. Computers in human behavior, 30, 629-636.
  • Onwuegbuzie, A. J., Dickinson, W. B., Leech, N. L., & Zoran, A. G. (2009). A qualitative framework for collecting and analyzing data in focus group research. International journal of qualitative methods, 8(3), 1-21.
  • Reddy, P., Sharma, B., & Chaudhary, K. (2020). Digital Literacy: A Review of Literature. International Journal of Technoethics (IJT), 11(2), 65-94. http://doi.org/10.4018/IJT.20200701.oa1
  • Saglam, A. L. G., & Sert, S. (2012). Perceptions of in-service teachers regarding technology integrated English language teaching. Turkish Online Journal of Qualitative Inquiry, 3(3), 1-14.
  • Sánchez-Cruzado, C.; Santiago Campión, R.; Sánchez-Compaña, M. (2021). Teacher Digital Literacy: The Indisputable Challenge after COVID-19. Sustainability, 13, 1858.
  • Sarkar, S. (2012). The Role of Information and Communication Technology (ICT) in Higher Education for the 21st Century. The Science Probe, 30-41.
  • Sharma, B., & Reddy, P. (2015). Effectiveness of tablet learning in online courses at the University of the South Pacific. In 2nd Asia-Pacific World Congress on Computer Science and Engineering (pp. 1-9). Suva, Fiji: IEEE.
  • Son, J.-B., Robb, T., & Charismiadji, I. (2011). Computer literacy and competency: A survey of Indonesian teachers of English as a foreign language. Computer-Assisted Language Learning Electronic Journal (CALL-EJ), 12(1), 26-42.
  • Theisen, T., Fulton–Archer, L., Smith, M., Sauer, T., Small, H., & Abbott, M. (2011). 21st century skills world languages map. ACTFL & the Partnership for 21st Century Skills.
  • Turan, Z., & Akdag-Cimen, B. (2020). Flipped classroom in English language teaching: a systematic review. Computer assisted language learning, 33(5-6), 590-606.
  • Uluuysal, B., Demiral, S., KURT, A. A., & ŞAHİN, Y. L. (2014). Bir öğretmenin teknoloji entegrasyonu yolculuğu. Turkish Online Journal of Qualitative Inquiry, 5(4), 12-22.
  • Warschauer, M., & Healey, D. (1998). Computers and language learning: An overview. Language teaching, 31(2), 57-71.
  • Zheng, X., & Borg, S. (2014). Task-based learning and teaching in China: Secondary school teachers’ beliefs and practices. Language teaching research, 18(2), 205-221
There are 52 citations in total.

Details

Primary Language English
Subjects Linguistics
Journal Section World languages, cultures and litertures
Authors

Kwestan Hussein Ahmed This is me 0000-0002-8403-8529

Seçil Tümen Akyıldız This is me 0000-0003-4116-7344

Publication Date August 21, 2022
Published in Issue Year 2022 Issue: 29

Cite

APA Ahmed, K. H., & Tümen Akyıldız, S. (2022). Determining the role of digital literacy in EFL teaching concerning the views of Turkish EFL Teachers. RumeliDE Dil Ve Edebiyat Araştırmaları Dergisi(29), 966-986. https://doi.org/10.29000/rumelide.1164991