Assessment of Language Education Lecturers’ Computer and Digital Literacy Skills towards E-Learning
DOI:
https://doi.org/10.23887/ijerr.v5i2.47466Keywords:
Language Education, Computer, Digital LiteracyAbstract
Computer literacy is just as important in our modern world twenty-first century, digital literacies effectively prepare learners to acquire develop and prepare for better job prospects. The aims of this study analyses assessment of language education lecturers’ computer and digital literacy skills towards e-learning. The study adopted descriptive research of the survey type. The population for the study consisted all lecturers in the department of Language Education Lecturers. Eight language lecturers were purposefully selected for the study. The instrument for data collection was an adapted questionnaire. Descriptive statistics were used to answer the research question with the aid of stastistical product and service solution (SPSS) version 20.0 at 0.05 level of significant. The findings indicated that some of these language education lecturers, though had some knowledge and skills in computers and digital literacy but their depth of applications of computer and digital knowledge and skills was limited or unsophisticated, and therefore did not meet the required computer and digital literacy skill competencies for language teaching and learning in the twenty-first century. This study concluded that computer, digital literacy and communication skills are compulsory requirements for twenty-first century education and job opportunities and Limited knowledge, skills and confidence in certain applications of some tools that are necessary and very relevant for effective use of them in teaching and learning. The study recommends that training in computer-assisted language learning should be included in language teacher education for both pre-service and in-service teachers.
References
Agustini, D., Lian, B., & Sari, A. P. (2020). School’S Strategy for Teacher’S Professionalism Through Digital Literacy in the Industrial Revolution 4.0. International Journal of Educational Review, 2(2), 160–173. https://doi.org/10.33369/ijer.v2i2.10967.
Anderson, J., Chung, Y.-C., & Macleroy, V. (2018). Creative and critical approaches to language learning and digital technology: findings from a multilingual digital storytelling project. Language and Education, 32(3), 195–211. https://doi.org/10.1080/09500782.2018.1430151.
Aydoğan, H., & Akbarov, A. A. (2014). The four basic language skills, whole language & intergrated skill approach in mainstream university classrooms in Turkey. Mediterranean Journal of Social Sciences, 5(9), 672. https://doi.org/10.5901/mjss.2014.v5n9p672.
Bimmel, P., & Van Schooten, E. (2004). The relationship between strategic reading activities and reading comprehension. L1-Educational studies in Language and Literature. 4(1), 85–102. https://doi.org/10.1023/B:ESLL.0000033844.88918.e7.
Chai, C. S., & Kong, S.-C. (2017). Professional learning for 21st century education. Journal of Computers in Education, 4(1), 1–4. https://doi.org/10.1007/s40692-016-0069-y.
Damar, E., Gursoy, E., & Korkmaz, S. C. (2017). Teaching English to young learners: through the eyes of EFL teacher trainers. International Association of Research in Foreign Language Education and Applied Linguistics ELT Research Journal, 2(3), 95–110. https://dergipark.org.tr/en/pub/eltrj/issue/5479/74411.
Dashtestani, R. (2014). Exploring English as a foreign language (EFL) teacher trainers’ perspectives on challenges to promoting computer literacy of EFL teachers. ,. JALT CALL Journal, 10(2), 139–151. https://eric.ed.gov/?id=EJ1107924.
Dewanti, P., Supuwiningsih, N. N., & Saridewi, D. P. (2021). Utilizing Educational Technologies to Optimize Student and Teacher Learning at Dharma Laksana Mataram Orphanage. Journal of Innovation and Community Engagement, 2(1), 11–20. https://doi.org/10.28932/jice.v2i1.3601.
Ellis, R., Zhu, Y., Shintani, N., & Roever, C. (2021). A study of Chinese learners’ ability to comprehend irony. Journal of Pragmatics, 172, 7–20. https://doi.org/10.1016/j.pragma.2020.11.003.
Evans, R., & Cleghorn, A. (2022). Do student teachers see what learners see? – Avoiding instructional dissonance when designing worksheets. South African Journal of Childhood Education, 12(1). https://doi.org/10.4102/sajce.v12i1.1015.
Fen, C., & Poh, K. (2015). A Review of Intrinsic and Extrinsic Motivations of ESL Learners. International Journal of Languages, Literature and Linguistics, 1(2), 98–105. https://doi.org/10.7763/ijlll.2015.v1.20.
Fernandes, P. R. D. S., Jardim, J., & Lopes, M. C. D. S. (2021). The soft skills of special education teachers: Evidence from the literature. Education Sciences, 11(3), 125. https://doi.org/10.3390/educsci11030125.
Ferri, F., Grifoni, P., & Guzzo, T. (2020). Online learning and emergency remote teaching: Opportunities and challenges in emergency situations. Societies, 10(4), 1–18. https://doi.org/10.3390/soc10040086.
Hamutoğlu, N. B., Savaşçi, M., & Sezen-Gültekin, G. (2019). Digital literacy skills and attitudes towards e-learning. Journal of Education and Future, 16, 93–107. https://doi.org/10.30786/jef.509293.
Hitchcock, M., & Dann, G. M. S. (1998). The Language of Tourism: A Sociolinguistic Perspective. In The Journal of the Royal Anthropological Institute (Vol. 4, Issue 3). Cab International. https://doi.org/10.2307/3034171.
Hong, J. C., Hsiao, H. S., Chen, P. H., Lu, C. C., Tai, K. H., & Tsai, C. R. (2021). Critical attitude and ability associated with students’ self-confidence and attitude toward “predict-observe-explain” online science inquiry learning. Computers and Education, 166(February), 104172. https://doi.org/10.1016/j.compedu.2021.104172.
Inko-Tariah, D. C. (2014). Assessment of Literacy and Numeracy Levels of Junior Secondary School Students in Rivers State of Nigeria. Journal of Education and Practice, 5(19), 150–155. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.994.8803&rep=rep1&type=pdf.
Istri Aryani, I. G. A., & Rahayuni, N. K. S. (2016). Innovation of Teaching and Learning English Applied to Animal Sciences’ Student with the Combination of Computer Media and Audio Visual. International Journal of Linguistics, Literature and Culture, 2(1). https://doi.org/10.21744/ijllc.v2i1.5.
Khalid, M. S. (2011). ICT in Education: Secondary Technical Vocational Education and Training Institute Centered Diffusion of Innovation in Rural Bangladesh. In International Technology, Education and Development Conference (pp. 1126–1134). International Association of Technology, Education and Development (IATED). https://vbn.aau.dk/en/publications/ict-in-education-secondary-technical-vocational-education-and-tra.
Kivunja, C. (2014). Teaching students to learn and to work well with 21st Century skills: Unpacking the career and life skills domain of the new learning paradigm. International Journal of Higher Education, 4(1), 1–11. https://doi.org/10.5430/ijhe.v4n1p1.
Kljun, M., Geroimenko, V., & Čopič Pucihar, K. (2020). Augmented Reality in Education: Current Status and Advancement of the Field. In Springer Series on Cultural Computing. https://doi.org/10.1007/978-3-030-42156-4_1.
Madzlan, N. A., & Mahmud, C. T. binti. (2018). Perception of the attitudinal function of intonation in responding to Yes/No questions: A study of non-native English language teachers. Studies in English Language and Education, 5(2), 217–229. https://doi.org/10.24815/siele.v5i2.10476.
Milliner, B., & Cote, T. J. (2018). Faculty adoption, application, and perceptions of a CMS in a university English language program. In Handbook of Research on Integrating Technology into Contemporary Language Learning and Teaching, 161–175. https://doi.org/10.4018/978-1-5225-5140-9.ch008.
Mutohhari, F., Sofyan, H., & Nurtanto, M. (2021). Technological Competencies: A Study on the Acceptance of Digital Technology on Vocational Teachers in Indonesia. Proceedings of the 1st International Conference on Law, Social Science, Economics, and Education, ICLSSEE 2021, 1–11. https://doi.org/10.4108/eai.6-3-2021.2305971.
Norahmi, M. (2017). 21st-century teachers: The students’ perspectives. Journal on English as a Foreign Language, 7(1), 77. https://doi.org/10.23971/jefl.v7i1.538.
Olokundun, M., Ogbari, M., Peter, F., Borishade, T., Falola, H., Salau, O., & Kehinde, O. (2018). Survey data on teaching strategies and product innovation: A focus on selected university students in Nigeria. Data in Brief, 18, 248–254. https://doi.org/10.1016/j.dib.2018.03.027.
Papadakis, S., Kalogiannakis, M., & Zaranis, N. (2018). The effectiveness of computer and tablet assisted intervention in early childhood students’ understanding of numbers. An empirical study conducted in Greece. Education and Information Technologies, 23(5), 1849–1871. https://doi.org/10.1007/s10639-018-9693-7.
Putri, R. N., & Sulistyaningrum, S. D. (2021). Incorporating Higher-Order Thinking Skills in English Lesson Plans for Senior High School. Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics, 8(2), 164–176. https://doi.org/10.22219/celtic.v8i2.18330.
Putri Siahaan, R. Y. K. (2020). The Effectiveness of Public Speaking Learning Media Based on Digital Multimodal in Indonesian Language Courses at Politeknik Pariwisata Medan. Budapest International Research and Critics in Linguistics and Education (BirLE) Journal, 3(4), 2036–2047. https://doi.org/10.33258/birle.v3i4.1435.
Rahimi, M., & Yadollahi, S. (2017). Effects of offline vs. online digital storytelling on the development of EFL learners’ literacy skills. Cogent Education, 4(1). https://doi.org/10.1080/2331186X.2017.1285531.
Rahman, M. M. (2019). 21st Century Skill “Problem Solving”: Defining the Concept. Asian Journal of Interdisciplinary Research, 2(1), 64–74. https://doi.org/10.34256/ajir1917.
Rao, P. S. (2019). The Importance of Speaking Skills in English Classrooms. Alford Council of International English & Literature Journal(ACIELJ), 2(2), 18. https://www.researchgate.net/profile/Parupalli-Rao/publication/334283040_the_importance_of_speaking_skills_in_english_classrooms/links/5d21b2db458515c11c18dbf3/the-importance-of-speaking-skills-in-english-classrooms.pdf.
Sadiku, L. M. (2015). The Importance of Four Skills Reading, Speaking, Writing, Listening in a Lesson Hour. European Journal of Language and Literature, 1(1), 29. https://doi.org/10.26417/ejls.v1i1.p29-31.
Sandra, L. A., & Kurniawati, L. A. (2020). Differentiated instructions in teaching English for students with autism spectrum disorder. Jet Adi Buana, 5(01), 41–53. https://doi.org/10.36456/jet.v5.n01.2020.2274.
Septiani, T., & Yulkifli. (2021). Validity of student worksheet inquiry based learning model with multi-representation approach integrated scientific literacy for grade XI physics learning on 21stcentury. Journal of Physics: Conference Series, 1876(1). https://doi.org/10.1088/1742-6596/1876/1/012087.
Sharma, C., & Puri, S. R. (2020). The importance of four skills in English education. The Genesis, 7(4), 33–36. https://doi.org/10.47211/tg.2020.v07i04.007.
Smiley, A., Cao, Y., Moussa, W., Dooley, B., & Sullivan, J. (2020). Examining “best practices” for literacy coaching and monitoring: Evidence from Northern Nigeria and Ghana. Social Sciences & Humanities Open, 2(1). https://doi.org/10.1016/j.ssaho.2020.100014.
Supina. (2018). Four Basic Skills Proficiency Based on Students’ Perception in Hospitality & Tourism Study Program, Bunda Mulia University. Journal of English Language and Culture, 8(2), 128–139. https://doi.org/10.30813/jelc.v8i2.1097.
Suraweera, S. A. D. H. N., Yatigammana, M. R. K. N., Jayantha, R. U. H., Pathiranage, D. M., Pasaual, M. K. De, Priyankara, C., & Wijeyarathne, P. G. (2018). Transforming Sri Lankan Education with Interactive Multimedia Technology: The Journey to E-Lankapura. In 2018 National Information Technology Conference (NITC). IEEE. https://doi.org/10.1109/NITC.2018.8550079.
Susanty, L., Hartati, Z., Sholihin, R., Syahid, A., & Liriwati, F. Y. (2021). Why English teaching truth on digital trends as an effort for effective learning and evaluation: opportunities and challenges: analysis of teaching English. Linguistics and Culture Review, 5(51), 303–316. https://doi.org/10.21744/lingcure.v5nS1.1401.
Syakur, A., Fanani, Z., & Ahmadi, R. (2020). The Effectiveness of Reading English Learning Process Based on Blended Learning through “Absyak” Website Media in Higher Education. Budapest International Research and Critics in Linguistics and Education (BirLE) Journal, 3(2), 763–772. https://doi.org/10.33258/birle.v3i2.927.
Taherdoost, H. (2016). Validity and Reliability of the Research Instrument ; How to Test the Validation of a Questionnaire / Survey in a Research Hamed Taherdoost To cite this version : HAL Id : hal-02546799 Validity and Reliability of the Research Instrument ; How to Test the. International Journal of Academic Research in Management, 5(3), 28–36. https://doi.org/10.2139/ssrn.3205040.
Tiarasari, A. T., Sukarno, S., & Sarwanto, S. (2018). Interactive Multimedia Use To Increase Learning Interest. Social, Humanities, and Educational Studies (SHEs): Conference Series, 1(1), 38–47. https://doi.org/10.20961/shes.v1i1.23540.
Tuna, ÿzlem K., & Razı, S. (2016). Integrating Culture into ELT Classes: What, Why, and How? Procedia - Social and Behavioral Sciences, 232, 41–48. https://doi.org/10.1016/j.sbspro.2016.10.009.
Weideman, A., Dyk, T. Van, Butler, G., Wyk, D. Van, & Burmeister, T. (2014). Academic literacy: Why is it important? Academic Literacy : Test Your Competence, March, ii–ix. http://icelda.sun.ac.za/images/documents/Academic_literacy_workbook_intro.pdf.
Winarni, E. W., Hambali, D., & Purwandari, E. P. (2020). Analysis of language and scientific literacy skills for 4th grade elementary school students through discovery learning and ict media. International Journal of Instruction, 13(2). https://doi.org/10.29333/iji.2020.13215a.
Yoandita, P. E. (2019). An Analysis of Students’ Ability and Difficulties in Writing Descriptive Text. Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching), 7(1). https://doi.org/10.35194/jj.v7i1.534.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Sunday Adejimola Amuseghan, Falakemi Oyeyemi Adeniyi Egbeola, Cyril Abioye Charles Olowoyeye
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with the Indonesian Journal of Educational Research and Review (IJERR) agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. (See The Effect of Open Access)
