Digital literacy, practices, and transformative implications in teaching English as a second language

Abstract

This study addressed the increasing importance of digital literacy, digital practices, and transformative implications in ESL teaching among teachers of vocational colleges in Anhui province. The study focused on the importance of digital literacy and their role in the English education reform, since digitization has reshaped the education landscape which China attaches great importance to promote high-quality development of education. This quantitative descriptive study utilized the descriptive method using a modified adapted questionnaire distributed to 400 teachers from two selected schools. Specifically, this study aimed to describe the profile of respondents in terms of age, sex, years of teaching English and level of education; identified the digital literacy in ESL teaching in terms of digital awareness and teaching innovation; determined the digital practice in ESL teaching in terms of use of technology tools, use of technology in language learning, use of technology in English teaching; assessed transformative implications in ESL teaching in terms of self-directed teaching motivation, self-directed metacognitive strategies and teaching anxiety related to technology; tested significant differences among the three variables when demographic variables are grouped; tested significant relationship among digital literacy, digital practice and transformative implications in ESL teaching; proposed faculty development a program to enhance ESL teaching based on the results of the study. Results revealed that majority of the respondents are 30-50 years old, female, teaching for 10 years below, and with master's degree. Respondents have assessed themselves to have good digital literacy in ESL teaching, have use good digital practices in teaching ESL. In terms of transformative implications, teachers are self-directed in terms of motivation and strategies and gained technology anxiety in teaching ESL, Age, sex, years of teaching and highest educational attainment do not pose significant difference in terms of digital literacy, practices and digital transformations except sex that has significant difference on digital awareness. Digital literacy is highly significantly related to digital practices and transformative implications. Based from the results of the study, a faculty development program was proposed to improve the digital skills of ESL teachers. Universities may design regular or routine faculty development training focused on technology use in the classroom as a refresher or updating mechanism for teachers since technology is fast-evolving.