Examining Foreign Language Teachers’ Information Literacy: Do Digital Nativity, Technology Training, and Fatigue Matter?

Huang, Fang

doi:10.1007/s40299-023-00797-z

Cited by 5 publications

(1 citation statement)

References 49 publications

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“…Although in recent years, teachers' IL training has received attention from education departments worldwide, the IL of foreign language teachers in higher education has not been widely addressed [3] . Currently, issues still exist regarding the IL of foreign language teachers in higher education, such as a low level of IT proficiency related to foreign language teaching, failure to keep up with the latest developments in educational technology related to language teaching, and insufficient support from ISSN 2663-8169 Vol.…”

Section: Introductionmentioning

confidence: 99%

Current Status and Enhancement Strategies of Information Literacy for Foreign Language Teachers in Higher Education in the Digital Era

2024

IJNDE

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In the digital era, improving information literacy (IL) among foreign language teachers in higher education is crucial for keeping pace with technological advancements. However, challenges persist regarding their IL, including limited proficiency in using information technology (IT) for language instruction, inadequate updates on educational technology, and insufficient institutional support for evaluation and incentives. To address these issues, this study conducted a survey of 286 university teachers in Wenzhou, Zhejiang Province, including 155 foreign language teachers. The findings indicate: (1) Foreign language teachers' overall IL tends to be moderately below average, with lower mean scores across all IL dimensions compared to all university teachers. Specifically, the level of information knowledge is the lowest, while information awareness and competence are relatively higher; (2) Compared with non-foreign language teachers, foreign language teachers exhibit lower IL levels, notably with significantly lower levels of information knowledge as well as information ethics and security. Based on these results, we recommend strategies for enhancing IL among foreign language teachers, including updating educational concept to enhance the self-learning awareness of IL, implementing systematic and professional training, as well as establishing tailored evaluation criteria and incentive systems. These strategies aim to serve as valuable guidelines for the overall enhancement of IL among foreign language teachers in higher education.

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Section: Introductionmentioning

confidence: 99%

Current Status and Enhancement Strategies of Information Literacy for Foreign Language Teachers in Higher Education in the Digital Era

2024

IJNDE

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Exploring the relationship between teachers’ competencies in AI-TPACK and digital proficiency

Hava,

Babayiğit

2024

Educ Inf Technol

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In recent years, there has been a growing emphasis on integrating Artificial Intelligence (AI) applications in educational settings. As a result, it is essential to assess teachers’ competencies in Technological, Pedagogical, and Content Knowledge (TPACK) as it pertains to AI and examine the factors that influence these competencies. This study aims to analyze the impact of digital proficiency on teachers’ AI-TPACK competencies. The study utilized a correlational survey model and involved 401 teachers from various provinces and departments in Turkey. The data collection tools included a personal information form, an AI-TPACK scale, and a digital proficiency scale. The collected data were analyzed using structural equation modeling. The research findings revealed that teachers’ AI-TPACK competencies were below average, whereas their levels of digital proficiency were above average. Furthermore, a significant relationship between teachers’ AI-TPACK and digital proficiency levels was identified, with digital proficiency as a significant predictor of AI-TPACK competencies. Based on the research findings, recommendations for future studies are provided.

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Understanding Chinese master students’ research literacy: The roles of autonomous motivation and controlled motivation

Zhao,

Huang

2024

Learning and Motivation

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Examining Foreign Language Teachers’ Information Literacy: Do Digital Nativity, Technology Training, and Fatigue Matter?

Cited by 5 publications

References 49 publications

Current Status and Enhancement Strategies of Information Literacy for Foreign Language Teachers in Higher Education in the Digital Era

Current Status and Enhancement Strategies of Information Literacy for Foreign Language Teachers in Higher Education in the Digital Era

Exploring the relationship between teachers’ competencies in AI-TPACK and digital proficiency

Understanding Chinese master students’ research literacy: The roles of autonomous motivation and controlled motivation

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