English teachers’ integration of digital technologies in the classroom

Bui, Thu Ha

doi:10.1016/j.ijedro.2022.100204

Cited by 28 publications

(21 citation statements)

References 56 publications

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“…Furthermore, it can be concluded (Bui, 2022) The frequency score of the pre-test is also provided in the table below. Table 6 shows that 2 students (7.7%) receive a score of 40, 5 students (19.2%) receive a score of 45, 4 students (15.4%) receive a score of 50,9 students (34.6%) receive a score of 55, 5 students (19.2%) receive a score of 60, and 1 student (3.8%) receives a score of 65.…”

Section: Resultsmentioning

confidence: 99%

“…According to Bui (2022), another researcher, the YouTube channel Practical Psychology is a YouTube Channel that consists of a short animated video that contains everything from romance and happiness to psychological tips, personal development, and even productivity advice. Next, Zhai & Wibowo (2023) claim that the YouTube channel Practical Psychology is helpful for teaching and learning, mainly speaking and listening skills.…”

Section: Sariakin Et Almentioning

confidence: 99%

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An Mentoring Listening Skills: YouTube Practical Psychology for Enhancing English Competence of Students at University

Sariakin,

Yulsafli,

Muchsin

et al. 2023

jip

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Listening is one of the language skills that students must master. However, it is difficult for students to master it. Some factors make it difficult for students to master it, and one of them is that the method or media used by lecturers in the teaching and learning process is not suitable or comfortable. This study aimed to determine if the English study program students of BBG University who are taught listening skills through watching YouTube Channel Practical Psychology are more successful than those who are taught listening skills without watching YouTube Channel Practical Psychology. This research employed quantitative methods and a pre-experiment design with a single group: pre-test - post-test. The population of this study was the entire third-semester English department students at BBG University, was 26 students divided into one class. The necessary data was obtained through testing, and the obtained data was analyzed using the N-Gain Score. N-Gain Score was calculated to be 0.41. It indicated a disparity between the students’ listening abilities before being taught via the YouTube Channel Applied Psychology. After they were taught by watching the YouTube Channel Practical Psychology, the difference was 41%. It means that the students’ listening competence increased by 41% after they were taught through watching YouTube Channel Practical Psychology.

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Section: Resultsmentioning

confidence: 99%

Section: Sariakin Et Almentioning

confidence: 99%

An Mentoring Listening Skills: YouTube Practical Psychology for Enhancing English Competence of Students at University

Sariakin,

Yulsafli,

Muchsin

et al. 2023

jip

View full text Add to dashboard Cite

show abstract

“…The importance of teacher digital competence has been explored in several studies [5,76,77]. Examining through the lenses of PIAAC and TALIS, Hämäläinen et al [78] uncovered insights into the TPDC, consisting of digital skills, knowledge about digital technologies, and attitude towards digital technologies.…”

Section: Teacher Professional Digital Competence (Tpdc)mentioning

confidence: 99%

Elevating Teachers’ Professional Digital Competence: Synergies of Principals’ Instructional E-Supervision, Technology Leadership and Digital Culture for Educational Excellence in Digital-Savvy Era

Rasdiana,

Wiyono,

Imron

et al. 2024

Education Sciences

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The educational landscape has been significantly influenced by the rapid development of technology, especially in the instructional process. Examining teachers’ professional digital competence (TPDC) in Indonesia, a developing country, is of utmost importance. It is vital to comprehend the extent of professional digital competence among teachers to identify potential gaps and areas for improvement through training programs. This investigation aims to shed light on disparities and formulate strategies to bridge the digital divide. In this context, the principal’s instructional e-supervision (PIS) and technology leadership (PTL) play a pivotal role in nurturing a school’s digital culture (SDC). This culture is crucial for ensuring the effectiveness of the collaborative learning process that meets the needs of students in this digital-savvy era. Therefore, this study delves into the structural impact of PIS and PTL on TPDC mediated by SDC. Quantitative methods were employed to address research hypotheses through structural equation modeling (SEM) analysis with AMOS, utilizing inner and outer model techniques. Carried out in seven senior high schools in Indonesia, the research involved 257 productive teachers randomly selected from a population of 450. The findings revealed that PIS directly influences TPDC, albeit with the most negligible coefficient (0.192). Simultaneously, PTL directly impacts SDC (0.663) and TPDC (0.229). Moreover, SDC significantly influences TPDC (0.816). However, the direct coefficient of PTL has a more substantial impact on SDC than on TPDC. Consequently, the structural model suggests that PTL will profoundly influence TPDC when mediated by SDC (0.541). In light of these results, this study recommends the application of principal technology leadership-based humbleness for future research.

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“…Previous studies report that teachers’ self-identity was a driving factor of digitalisation in classrooms before the COVID-19 pandemic. For example, pedagogical beliefs of teachers, their experience, their engagement in CPD and access to resources prompted school teachers to adopt and implement digital technologies for teaching and delivering the material to students [ 31 ]. However, during the COVID-19 pandemic, the adoption of new technologies and media to facilitate online learning stemmed from external influences rather than internal motives of teachers.…”

Section: Relevant Studiesmentioning

confidence: 99%

To Learn or Not to Learn: Perceptions Towards Continuing Professional Development (CPD) and Self-identity Among English Language Teachers During the COVID-19 Pandemic

To²

2023

SN COMPUT. SCI.

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Purpose The COVID-19 pandemic necessitated a pivot towards digital teaching and learning. This study aims to assess the perceptions of self-identity and continuing professional development (CPD) among secondary school English teachers in Hong Kong in light of the academic paradigm shift triggered by the pandemic. Methods A mixed methods approach is adopted. A quantitative survey (n = 1158) was complemented by qualitative thematic analysis of semi-structured interviews with English teachers in Hong Kong (n = 9). The quantitative survey offered group perspectives related to CPD and role perception in the current context. Interviews offered exemplar views on professional identity, training and development, and change and continuity. Results The results reveal that collaboration among educators, development of higher-order critical thinking in students, refining knowledge about teaching methods, and being a good learner and motivator were among the key traits that comprised the teacher identity during the COVID-19 pandemic. The increased workload, time pressure and stress associated with the paradigm shift during the pandemic resulted in lower voluntary involvement of teachers in CPD. However, a significant need for the development of information communications technology (ICT) skills is emphasised as educators in Hong Kong received relatively little ICT support from their schools. Conclusion The results have implications for pedagogy and research. Schools are recommended to enhance technical support of educators and help them acquire more advanced digital skills to work effectively in the new environment. Reduction of the administrative workload and providing more autonomy to teachers is expected to lead to greater engagement in CPD and improvements in teaching.

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English teachers’ integration of digital technologies in the classroom

Cited by 28 publications

References 56 publications

An Mentoring Listening Skills: YouTube Practical Psychology for Enhancing English Competence of Students at University

An Mentoring Listening Skills: YouTube Practical Psychology for Enhancing English Competence of Students at University

Elevating Teachers’ Professional Digital Competence: Synergies of Principals’ Instructional E-Supervision, Technology Leadership and Digital Culture for Educational Excellence in Digital-Savvy Era

To Learn or Not to Learn: Perceptions Towards Continuing Professional Development (CPD) and Self-identity Among English Language Teachers During the COVID-19 Pandemic

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