TPACK-SAMR Digital Literacy Competence, Technostress, and Teaching Performance: Correlational Study among EFL Lecturers

Autor/inn/en	Muslimin, Afif Ikhwanul; Mukminatien, Nur; Ivone, Francisca Maria
Titel	TPACK-SAMR Digital Literacy Competence, Technostress, and Teaching Performance: Correlational Study among EFL Lecturers
Quelle	In: Contemporary Educational Technology, 15 (2023) 2, S.409 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Muslimin, Afif Ikhwanul) ORCID (Mukminatien, Nur) ORCID (Ivone, Francisca Maria)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Pedagogical Content Knowledge; Technological Literacy; Digital Literacy; Competence; Stress Variables; Teacher Effectiveness; English (Second Language); Second Language Instruction; Language Teachers; College Faculty; Correlation; Foreign Countries; Indonesia + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Technisches Wissen; Kompetenz; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Fakultät; Korrelation; Ausland; Indonesien
Abstract	This study aimed to scrutinize the correlation between English as a foreign language (EFL) lecturers' digital literacy competence (DLC) based on the TPACK-SAMR framework and their technostress. In addition, this study revealed how the variables correlated to the lecturers' EFL teaching performances. Therefore, a correlational design with a descriptive explanation model was conducted. The participants were six EFL lecturers from six different universities in various cities in East Java Province, Indonesia. The data were collected by administering TPACK-SAMR DLC and technostress questionnaires, conducting a semi-structured interview, and documenting the teaching scenarios. The results showed that most participants were more confident with their pedagogical knowledge and content knowledge. They claimed it was hard to mingle them into harmonious teaching performances with technology that challenged them to achieve the higher TPACK-SAMR DLC level. Relevant to this finding, their DLC had a negative 'very high' correlation with technostress, shown by -0.824 Pearson correlation coefficient. Henceforth, their EFL teaching performances reflected the minimum operation of technology, according to SAMR stages, to mediate EFL teaching by substituting and augmenting the technology. Therefore, this study highlights the importance of DLC training to escalate the positive outcomes of EFL teaching with technology and minimize technostress. (As Provided).
Anmerkungen	Contemporary Educational Technology. Faculty of Communication Sciences, Anadolu University, Yunus Emre Campus, Eskisehir 26470, Turkey. e-mail: editor@cedtech.net; Web site: http://www.cedtech.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01