Deiniatur, Much (2023) Efl teachers' beliefs and practices in integrating digital literacy in the classrooms / Much Deiniatur. Doctoral thesis, Universitas Negeri Malang.
Full text not available from this repository.Abstract
Digital literacy is one of the skills that should be mastered in the 21st century. It is the skills knowledge and understanding that enable people to have criticality creativity and safe practices when engaging with digital technology in all aspects of life. In addition digital literacy is considered not just a technical skill to operate digital tools but more about using digital technology wisely. Digital literacy can be implemented within the existing curriculum by involving digital technology in the classroom. The integration of digital literacy into the classroom is influenced by the teachers rsquo beliefs. Teachers beliefs are assumptions of educational issues as the filter for instructional decisions and actions. There has been limited exploration of teachers beliefs and practices in the integration of digital literacy in the EFL classroom. Therefore this research explores EFL teachers beliefs about digital literacy the digital literacy practice the alignment between beliefs and practices and the challenges in integrating digital literacy into the classroom. This case study exerted four data collection techniques questionnaire interview observation and documentation. Two stages were used to conduct the study. The first stage is a survey. Twenty EFL teachers from three universities in Lampung were sent a questionnaire to determine their beliefs on digital literacy. Four active informants were chosen to participate in further interviews and observations based on their responses to the questionnaire. The second stage involved data collection through observation interviews and document analysis. Nvivo 12 was used to code and transcribe the data. It was used to classify categorize and identify essential data from interviews observation checklists and other supporting documents. The findings were classified and described to analyze teachers classroom activities and experiences. Member checking from the participants and triangulation were used to increase the trustworthiness and reliability of the data. This study found the beliefs of EFL teachers based on the decomposed theory of planned behavior. Their beliefs were categorized into behavioral normative and control beliefs. Under behavioral beliefs three indicators were identified perceived usefulness ease of use and compatibility. Participants believed that integrating digital literacy could benefit EFL teaching by facilitating effective communication finding digital materials and enhancing students creativity and critical thinking. They also found digital technology easy to use and compatible with EFL teaching. Their normative beliefs were influenced by peers and superiors who supported the integration of digital literacy into the classroom. Control beliefs included self-efficacy resource availability and technology availability. EFL teachers rsquo self-efficacy was found to be essential for successful integration requiring good preparation and pedagogical and technical knowledge. Teachers believed that staff members were available to assist with digital technology-related problems and relevant training had been provided to improve their digital skills. The study emphasized the importance of technology availability including adequate infrastructure and access to campus applications for successful digital literacy integration in EFL teaching. EFL teachers utilized a variety of tools to integrate digital literacy practices in the classrooms. These tools are used for functional skills creativity critical thinking and evaluation cultural understanding collaboration communication finding information and e-safety. For functional skills teachers used applications like word processing spreadsheets and presentation tools as well as online learning management systems social media and video conference platforms. To enhance creativity teachers used presentation and graphic designer tools and provided articles and videos to promote critical thinking and evaluation. Tools such as online video sharing and informative websites were used to facilitate cross-cultural understanding. Collaboration among students was promoted through instant messaging and video conference tools. The teachers facilitated the students in finding information using reliable sources and online dictionaries. Plagiarism checkers and reference management tools were used to prevent plagiarism. The study showed that EFL teachers consistently aligned their beliefs and practices in integrating digital literacy. However they faced challenges such as internet connectivity digital literacy competencies and managing students focus during digital activities. In conclusion teachers with positive beliefs are more likely to use technology effectively to deliver curricular content. Given the importance of teacher beliefs they need to recognize the potential benefits of digital media in education. The findings show that there is a considerable level of integration and agreement on the benefits of incorporating digital literacy in teaching and learning activities as well as ample support from the environment and technology availability to do so. Regular workshops and training sessions must be organized to accommodate the diverse backgrounds and experiences of teachers. This is crucial to encourage a technology-rich environment that aligns with the students needs and the teachers expertise. Neglecting this will hinder meeting the academic demands of the 21st century.
| Item Type: | Thesis (Doctoral) |
|---|---|
| Subjects: | P Language and Literature > PN Literature (General) |
| Divisions: | Fakultas Matematika dan IPA (FMIPA) > Departemen Matematika (MAT) > S3 Pendidikan Matematika |
| Depositing User: | library UM |
| Date Deposited: | 16 Aug 2023 04:29 |
| Last Modified: | 12 Sep 2025 01:52 |
| URI: | http://repository.um.ac.id/id/eprint/349330 |
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