سواددیجیتالی اساتید زبان انگلیسی برای اهداف آکادمیک: چالش ها، فرصت ها و وضعیت کنونی

نوع مقاله : علمی پژوهشی(عادی)

نویسندگان

1 گروه زبان انگلیسی، دانشکده زبانها و ادبیات خارجی، دانشگاه تهران، تهران، ایران

2 دانشگاه تهران

چکیده

با ظهور آموزش زبان به کمک رایانه (CALL)، سواد دیجیتال دانش آموزان و معلمان موردتوجه بسیاری از مطالعات قرارگرفته است. بااین‌حال، آموزش انگلیسی برای اهداف آکادمیک یک حوزه نادیده گرفته‌شده است وتحقیقات بسیار محدودی در این زمینه انجام‌شده است. هدف از انجام این مطالعه، مشخص کردن سطوح سواد دیجیتال اساتید آموزش زبان انگلیسی برای اهداف آکادمیک و شناسایی موانع محدودکننده ارتقاء سواد دیجیتال اساتید بود. در راستای نیل به اهداف مطالعه، 79 نفر از اساتید ایرانی آموزش زبان انگلیسی برای اهداف ویژه در تکمیل پرسشنامه ها و 29 نفر از آنان در پاسخ به سوالات مصاحبه شرکت داشتند. یافته‌های پژوهش نشان داد که استادان ایرانی آموزش زبان انگلیسی برای اهداف ویژه دارای سطح متوسطی از سواد دیجیتال هستند و از انواع محدودی از ابزارها و برنامه‌های کامپیوتری استفاده می‌کنند. بااین‌حال، اساتید آگاه بودند که سطح سواد دیجیتال آن‌ها برای اهداف آموزشی ممکن است پایین‌تر از سطح سواد دیجیتال آن‌ها برای اهداف عمومی و شخصی باشد. این مطالعه همچنین نشان داد که این اساتید به دلیل برخی عوامل مانند کمبود زمان، محدودیت‌های برنامه آموزشی و عدم توجه مدیران آموزشی تصمیم به تقویت سواد دیجیتال خود نمی‌گیرند. هرچند که آن‌ها دیدگاه مثبتی نسبت به ارتقاء سواد دیجیتال خود داشتند. علاوه بر این، بر اساس نتایج به‌دست‌آمده اساتید آموزش زبان انگلیسی برای اهداف آکادمیک سواد دیجیتال خود را از طریق تجربه شخصی کسب کرده‌اند و هیچ آموزش رسمی به آن‌ها ارائه نشده است.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Digital literacy for Iranian EAP instructors: Challenges, opportunities, and current practices

نویسندگان [English]

  • Seyed Reza Dashtestani 1
  • Shamimeh Hojatpanah 2
1 English Department, Faculty of Foreign Languages and Literature University of Tehran, Iran
2 University of Tehran
چکیده [English]

With the emergence of computer-assisted language learning (CALL), digital literacy of students and teachers has become the focus of many studies. However, EAP instruction has been a neglected field in that very limited studies have been carried out in this realm. This study uncovered the digital literacy levels of Iranian EAP instructors and identified the barriers restricting the promotion of EAP instructors’ digital literacy. A total of 79 Iranian EAP instructors participated in this study. The findings suggested that Iranian EAP instructors perceived to have an intermediate level of digital literacy and use a limited range of computer tools and applications. However, the instructors were aware that their level of digital literacy for teaching purposes might be lower than their level of digital literacy for common and personal purposes. The study also revealed that Iranian EAP instructor do not decide to foster their digital literacy due to some factors such as lack of time, curricular restrictions, and lack of attention of educational authorities. It was indicated that Iranian EAP instructors had a positive perspective on promoting their digital literacy. The results suggested that Iranian EAP instructors have acquired their digital literacy through personal experience and no formal training was provided for the instructors. The study can have several implications and applications for improving EAP instructors’ digital literacy and paving the way for a more successful implementation of CALL in EAP courses.

کلیدواژه‌ها [English]

  • EAP instructors
  • digital literacy
  • limitations
  • formal training
  • perspectives
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