EFL teachers' digital literacy: the role of contextual factors in their literacy development

• Published in: Frontiers in psychology Vol. 14; p. 1153339
• Main Author: Zhang, Jie
• Format: Journal Article
• Language: English
• Published: Switzerland Frontiers Media S.A 24-07-2023
• Subjects: digital literacy; EFL; Psychology; teachers’ beliefs; teaching experience; technology-based teaching; EFL; teaching experience; technology-based teaching; digital literacy; teachers’ beliefs
• ISSN: 1664-1078; 1664-1078
• DOI: 10.3389/fpsyg.2023.1153339

Digital technology can have significant effects on language education. This effect makes the English language teachers teach the subjects better to the students and also improves the quality of teachers' education.
The purpose of this research is to evaluate the digital literacy of English language teachers and to investigate the difference between digital literacy and their gender, education level, and teaching experience. To conduct the study, the researcher invited 2,110 EFL teachers to fill out the Teachers' Digital Literacy questionnaire. The researchers used SPPS and AMOS in analyzing the obtained data.
The results of the study indicated that teachers' contextual factors do not influence their digital literacy skills. In addition, the study showed that teachers' attitudes toward technology, their skill to use technology, and their access to technology can significantly affect teachers' digital literacy.
Implications of the study are further discussed in this paper.