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

Document Type : research article

Authors

1 English Department, Faculty of Foreign Languages and Literature University of Tehran, Iran

2 University of Tehran

Abstract

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.

Keywords

Main Subjects


Alavi, S. M., Borzabadi, D., & Dashtestani, R. (2016). Computer Literacy in Learning Academic English: Iranian EAP Students' and Instructors' Attitudes and Perspectives. Teaching English with Technology, 16(4), 56-77. Retrieved from https://files.eric.ed.gov/fulltext/EJ1135676.pdf
Alqahtani, Z. R. (2013). Alsafeer software for teaching computer literacy. Unpublished MA Thesis. Retrieved from dc.ewu.edu/cgi/viewcontent.cgi?article=1111&context=theses
Álvarez, J. F., & Cervera, M. G. (2015). Grado de alfabetización informacional del profesorado de Secundaria en España: Creencias y autopercepciones. Comunicar: Revista científica iberoamericana de comunicación y educación, 45 (23), 187-194.
Al-Emran, M., & Salloum, S. A. (2017). Students' attitudes towards the use of mobile technologies in e-evaluation. International Journal of Interactive Mobile Technologies, 11(5), 195-202.
Arno, E. (2012). The role of technology in teaching languages for specific purposes courses. Modern Language Journal, 95, 88-103.
Balta, N. & Duran, M. (2015). Attitudes of students and teachers towards the use of interactive whiteboards in elementary and secondary school classrooms. Turkish Online Journal of Educational Technology, 14(2), 15-21.
Bates, A. W., & Poole, G. (2003). Effective Teaching with Technology in Higher Education: Foundations for Success. Jossey-Bass, an Imprint of Wiley. 10475 Crosspoint Blvd, Indianapolis, IN 46256.
Bhebhe, S. & Maphosa, C. (2016). Examining teachers’ computer literacy and utilization of ICTs in teaching and learning at primary school level. Journal of Communication, 7(2), 231-240.
Bodnar, S., Cucchiarini, C., Strik, H., & van Hout, R. (2016). Evaluating the motivational impact of CALL systems: Current practices and future directions. Computer Assisted Language Learning, 29(1), 186–212.
Bryant, S. M., & Hunton, J. E. (2000). The use of technology in the delivery of instruction: Implications for accounting educators and education researchers. Issues in Accounting Education, 15(1), 129-162.
Çam, E., & Kiyici, M. (2017). Perceptions of Prospective Teachers on Digital Literacy. Malaysian Online Journal of Educational Technology, 5(4), 29-44.
Christensen, R. (2002). Effects of technology integration education on the attitudes of teachers and students. Journal of Research on technology in Education, 34(4), 411-433.
Corbel, C., & Gruba, P. (2004). Teaching computer literacy. Sydney: National Centre for English Language Teaching and Research. Retrieved from http://scholar.googleusercontent.com/scholar?q=cache:twtYzpl0BhEJ:scholar.google.com/&hl=en&as_sdt=0,5
Dashtestani, R. (2012). Barriers to the implementation of CALL in EFL courses: Iranian EFL teachers’ attitudes and perspectives. The JALT CALL Journal, 8(2), 55-70. Retrieved from journal.jaltcall.org/articles/8_2_Dashtestani.pdf
Dashtestani, R. (2014). Computer literacy of Iranian teachers of English as a foreign language: Challenges and obstacles. International Journal of Pedagogies and Learning, 9(1), 87-100.
Dashtestani, R., & Stojkovic, N. (2016). The use of technology in English for Specific Purposes (ESP) instruction: A literature review. Journal of Teaching English for Specific and Academic Purposes, 3(3), 435-456.
Dashtestani, S., &  Karami, H. (2019). An analysis of Iranian online EFL teachers' technological, pedagogical, and evaluation skills. Foreign Language Research Journal, 9(3), 815-830. doi: 10.22059/jflr.2019.261193.528
Earle, R. S. (2002). The integration of instructional technology into public education: Promises and challenges. Educational Technology, 42(1), 5-13.
Ejiaku, S. A. (2015). Factors influencing students’ attitudes to computer utilization in tertiary institutions: An exploratory study. Journal of International Technology and Information Management, 24(1), 6.
Flowerdew, J., & Peacock, M. (2001). Issues in EAP: A preliminary perspective. In J. Flowerdew and M. Peacock (eds.), Research Perspectives on English for Academic Purposes (pp. 8-24). Cambridge: Cambridge University Press.
Garcia-Martin, J., & Garcia-Sanchez, J. N. (2017). Pre-service teachers' perceptions of the competence dimensions of digital literacy and of psychological and educational measures. Computers & Education, 107, 54-67.
Heckel, C., & Ringeisen, T. (2019). Pride and anxiety in online learning environments: Achievement emotions as mediators between learners' characteristics and learning outcomes. Journal of Computer Assisted Learning, 35(5), 667–677.
Hernández-Ramos, P. (2005). If not here, where? Understanding teachers’ use of technology in Silicon Valley schools. Journal of Research on Technology in education, 38(1), 39-64.
Hsu, L. (2016). An empirical examination of EFL learners’ perceptual learning styles and acceptance of ASR-based computer-assisted pronunciation training. Computer Assisted Language Learning, 29(5), 881–900.
Hussain, T. & Akhter, M. (2016). Students' attitude towards technology: A study from Pakistan. Bulletin of Education and Research, 38(1). Retrieved from pu.edu.pk/images/journal/ier/PDF.../2_Tariq%20&%20Mumtaz_v38_1_2016.pdf
Kakar, A. K. (2017). How do perceived enjoyment and perceived usefulness of a soft-ware product interact over time to impact technology acceptance?. Interacting with Computers, 29(4), 467–480.
Kadiyala, M., & Crynes, B. L. (2000). A review of literature on effectiveness of use of information technology in education. Journal of engineering education, 89(2), 177-189.
Konan, N. (2010). Computer literacy levels of teachers. Procedia-Social and Behavioral Sciences, 2(2), 2567-2571.
Kretschmann, R. (2015). Effect of physical education teachers’ computer literacy on technology use in physical education. Physical Educator, 72(5), 261-277.
Legris, P., Ingham, J., & Collerette, P. (2003). Why do people use information technology? A critical review of the technology acceptance model. Information & management, 40(3).
Leh, A. S., Myers, P., & Fisher, C. (2000). Levels of Computer Literacy of School Teachers and Students: Case Studies.191-204. Retrieved from https://scholar.googleusercontent.com/scholar?q=cache:znu6nqN-x8sJ:scholar.google.com/&hl=en&as_sdt=0,5
McMillan, J. H., & Schumacher, S. (2010). Research in education: Evidence-based inquiry. MyEducationLab Series. Pearson.
Means, B. (2010). Technology and education change: Focus on student learning. Journal of research on technology in education, 42(3), 285-307.
Mugo, D. G., Njagi, K., & Chemwei, B. (2017). Technological preferences, levels of utilization and attitude of students towards mobile learning technologies in Chartered Universities, Kenya. International Journal of Education and Literacy Studies, 5(4), 98-110. Retrieved from http://journals.aiac.org.au/index.php/IJELS/article/view/3929.
Ogundele, M. O., & Etejere, P. A. O. (2013). Computer Literacy and Secondary School Teachers’ Job Effectiveness in Kwara State. African Journal of Teacher Education, 3(1). Retrieved from https://journal.lib.uoguelph.ca/index.php/ajote/article/view/1958/2886
Plastina, A. F. (2003). CALL-ing EAP Skills. Teaching English with Technology, 3(3), 16-30. Retrieved from http://yadda.icm.edu.pl/yadda/element/bwmeta1.element.desklight-8aac32fa-9d2f-41d1-9271-0237df69358f/c/9._CALL-ing_EAP_Skills__by_Anna_Franca_Plastina__2003-3_.pdf.
Sen, E. A. (2017). Teacher Perceptions of Digital Literacy in an L2 Classroom. Retrieved from    https://muep.mau.se/bitstream/handle/2043/23380/EnesThesis90%20BS.pdf?...2
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. Retrieved from https://eprints.usq.edu.au/18371/
Teo, T. (2009). Modelling technology acceptance in education: A study of pre-service teachers. Computers & Education, 52(2), 302-312. Retrieved from https://www.sciencedirect.com/science/article/pii/S0360131508001358
Turan, İ. (2010). Student attitudes toward technology enhanced history education: Comparison between Turkish and American students. Journal of Social Studies Education Research, 1(1), 152-167.
Tyger, R. L. (2011). Teacher candidates' digital literacy and their technology integration efficacy. Unpublished PhD thesis. Georgia Southern university. Retrieved from https://digitalcommons.georgiasouthern.edu/cgi/viewcontent.cgi?article=1557...etd
Yücel, A. S., & Koçak, C. (2010). Evaluation of the basic technology competency of the teachers candidate according to the various variables. Procedia-Social and Behavioral Sciences 2(2),1310-1315. Retrieved from: https://scholar.googleusercontent.com/scholar?q=cache:12pWAab39nIJ:scholar.google.com/&hl=en&as_sdt=0,5