Digital language instruction in Ethiopian high schools: Digital literacy, utilization, and challenges

Abstract

The integration of technology in all aspects of learning is crucial for the efficient execution of the teaching and learning process. Technological pedagogical content knowledge (TPACK) signifies the optimal technology integration in the educational domain. In this vein, the present study investigated the level of TPACK among English teachers. The study employed an explanatory sequential mixed methods design, gathering quantitative data from 58 English teachers and qualitative data from 15 English teachers through purposive sampling. Our findings revealed that the teachers exhibited strong content and pedagogical knowledge but needed more technology-related knowledge. Moreover, we found that the teachers did not utilize digital tools to teach English due to challenges like insufficient digital infrastructure, limited digital literacy, and a lack of professional development opportunities. The study also proposes policy reforms and institutional support to overcome these challenges, emphasizing the need for targeted digital literacy training and resource allocation. Several practical implications were discussed for English as a foreign language teachers, institutions, and policymakers. The research findings are valuable; however, it is important to acknowledge the study’s limitations in generalizability. These limitations are primarily attributed to the sample size and the specific contextual factors. As a result, there is a need for future research that encompasses a broader range of educational settings in order to enhance the applicability of the findings. The results contribute to understanding how technology integration can be improved in Ethiopian high schools, fostering better educational outcomes.