Pre-Service English Language Teachers' 21st Century Skills: A Mixed-Methods Study on Digital Literacy

Autor/inn/en	Atar, Cihat; Bagci, Hakki
Titel	Pre-Service English Language Teachers' 21st Century Skills: A Mixed-Methods Study on Digital Literacy
Quelle	5 (2023) 1, S.245-258 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Atar, Cihat) ORCID (Bagci, Hakki)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2687-5713
Schlagwörter	Preservice Teachers; Language Teachers; Teacher Education Programs; Second Language Learning; Second Language Instruction; Digital Literacy; 21st Century Skills; Learning Management Systems; Student Attitudes; Teaching Methods; Technological Literacy; Pedagogical Content Knowledge; Foreign Countries; English (Second Language); Measures (Individuals); Turkey + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Technisches Wissen; Pädagogische Kompetenz; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Messdaten; Türkei
Abstract	Despite an increasing number of studies on pre-service teachers' digital literacy, there are few studies on pre-service English as a second/foreign language teachers. In the existing studies, there are issues especially regarding sample size, methodology, and analyzing different variables. Hence, this study recruits more participants from different institutions and investigates the effects of five variables, which are gender, grade, daily amount of time spent on digital platforms, the most used device, and year of digital platform use. The participants were 186 pre-service teachers from Türkiye. The quantitative data were collected via the Digital Literacy Scale and analyzed by Statistical Package for the Social Sciences (SPSS) 25.0 via independent samples t-test and one-way variance analysis. The qualitative data were collected via semi-structured interviews and analyzed by Descriptive Analysis. The findings showed that the participants had a medium to high level of digital literacy, while they reported higher levels in the interviews. The analysis of the survey indicated that the most used device and year of digital platform use had a significant effect on the participants' digital literacy levels. The interview results combined with the survey implied that the vital point in digital literacy training is to ensure "learning how to exploit digital skills" rather than gaining knowledge on all the available tools, applications, and resources. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01