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All Journal TLEMC (Teaching and Learning English in Multicultural Contexts) Indonesian Journal of EFL and Linguistics
Hening Laksani
Universitas Sebelas Maret
Education Languange, Linguistic, Communication & Media Social Sciences

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TEACHER’S BELIEF ABOUT DIGITAL LITERACY BASED ON THEORY OF PLANNED BEHAVIOR Hening Laksani
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 3, No 2 (2019): Teaching and Learning English in Multicultural Contexts
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v3i2.1269

Abstract

Digital literacy is a significant component of 21st-century learning the teachers need to possess. In the education context, however, the impact of the rapid development of digital technologies requires teachers as learning facilitators and motivators to employ digital literacy to prepare the students in digital environments. In spite of its importance, research observing teachers’ belief about digital literacy in English Language Teaching context is limited. Hence, this study aims to investigate teachers’ belief about the integration of digital literacy in English Language Teaching particularly through three aspects of teacher’s belief namely teacher’s behavioral belief, normative belief and control belief. Accordingly, a descriptive study on English in-service teachers is used in this research. In this matter, the participants were purposively selected based on the consideration that the participants could give sufficient information to answer the research questions. In order to examine the topic, five English in-service teachers considered as the participants were examined through interviews as the data collecting techniques. The findings indicated that the behavioral belief was related to the implementation of the concept of digital literacy in terms of developing students’ 21st-century skills, normative belief dealt with the expectation in social context both administrators and parents, while control belief was about the availability of particular digital technology to be implemented in the classroom. The findings of this study expected to provide an overview of the teacher’s belief which drives the integration of digital literacy in the classroom. This study provides an overview of teachers’ beliefs in integrating digital literacy which help teachers to personalize their professional development to adjust the digital era into teaching-learning instructions.
Teachers’ Beliefs in Integrating Digital Literacy in EFL Classroom: Decomposed Theory of Planned Behavior Perspectives Hening Laksani; Endang Fauziati; Agus Wijayanto
Indonesian Journal of EFL and Linguistics Indonesian Journal of EFL and Linguistics, 5(2), November 2020
Publisher : Pusat Pelatihan, Riset, dan Pembelajaran Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (349.428 KB) | DOI: 10.21462/ijefl.v5i2.285

Abstract

The need for integrating digital technology into learning instructions has been acknowledge as a most prominent aspect in 21st Century learning. With emerging technology rising in prevalence, a digital consciousness to select and manage digital resources safely, appropriately, and efficiently for digital learning instruction is crucial. This present study is intended to explore teachers’ beliefs in the integration of digital literacy in EFL classroom using Decomposed Theory of Planned Behavior (DTPB) perspectives. The study was a qualitative study by means of case study research design to obtain a reliable understanding of the phenomenon. The data were collected using semi-structured interview, open-ended survey, and documentation. The data were retrieved from the purposively chosen informants based on the familiarity with digital technology. The results indicate relatively high levels of integration and consistent beliefs about the advantages, support from the environment, and the technology availability to integrate digital literacy into teaching learning activities. Recommendations are suggested to advance schools equipment to mediate the better support in constructing technology-enhanced classroom for teachers.
Co-Authors Agus Wijayanto Endang Fauziati