Preparing Japanese students’ digital literacy for study abroad: Is more training needed?

Cote, Travis; Milliner, Brett

doi:10.29140/jaltcall.v13n3.218

Cited by 25 publications

(15 citation statements)

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“…The novelty, in this case, is the positive effect that the use of this technology has had on the student's motivation to write in English. Cote and Milliner (2017) developed a study with students enrolled in the College of Tourism and Hospitality, who attend an English for Academic Purposes (EAP) class. For this study students were invited to use either a personal blog or website to develop their writing skills, which enabled them, for instance, to embed video and images and manage online discussions.…”

Section: Findings and Discussionmentioning

confidence: 99%

Do You Speak Digital? – A Literature Review on Language and Digital Competences in Tourism Education

Balula¹

2019

Tourism in Southern and Eastern Europe

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Purpose -As tourism has become a prominent industry, there has been a growing demand for skilled professionals, who are able to adapt to technology-laden markets. In this setting, digital development and communication take on an important role, making it necessary to reshape the way tourism education is approached, focusing on the skills required of today's graduates. English is currently the most important global language and it is ranked as a crucial skill for tourism workers. The main goal of this study is to collect, analyse and cross-reference evidence as to the development of language and digital competences in Tourism Education and how they are leveraging digital transformation. Methodology -The methodology used was based on a literature review focusing on digital technology in the scope of English for Specific Purposes (ESP). The data retrieved was analysed as to outline key concepts and best practices within tourism education. Findings -As the market requires tourism graduates to possess transversal skills, being fluent in English is decisive. Research shows that tourism students need more exposure to technical jargon and quality resources, as there are still significant gaps when it comes to using specific terminology and vocabulary. With technology playing a pivotal role, it is important that tourism education keeps up with current technological developments and changes. Contribution -Tourism professionals should be proficient English users, capable of interacting, understanding and communicating relevant information. Leveraged by digital technology, this study makes a contribution towards the on-going discussion on the need to reshape tourism education and update the curricula.

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Section: Findings and Discussionmentioning

confidence: 99%

Do You Speak Digital? – A Literature Review on Language and Digital Competences in Tourism Education

Balula¹

2019

Tourism in Southern and Eastern Europe

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“…6. The assessment of digital literacy skills was based on concepts from: Cote and Milliner (2018), Cote and Milliner (2017), Covello (2010), andRodríguez-de-Dios, Igartua andGonzález-Vázquez (2016).…”

Section: Literature Reviewmentioning

confidence: 99%

Online Program to Empower Teacher Learning to Develop Students' Digital Literacy Skills

Promrub

Sanrattana

2022

eqr

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This study aims to employ Research and Development (R&D) Methodology to create an "Online Program to Empower Teacher Learning to Develop Students' Digital Literacy Skills" based on the notions of "Knowledge and Action is Power" and "Students are the Ultimate Goal of Any Educational Management." It consists of teacher learning development projects and a project where teachers use learning outcomes to help students progress. Six sets of teacher learning manuals and one workshop manual for instructors to apply learning outcomes to student development were created as a result of the R1&D1 to R4&D4 stages. According to the results of experimenting with manuals in the R5&D5 stage with 10 teachers and 60 students using one group pretest-posttest design experimental research in a school that is representative of educational opportunity expansion schools under the Office of the Basic Education Commission, it was found that the developed manuals were effective according to the research hypothesis: 1) teachers had test results of learning outcomes that met standard criteria 90/90, 2) the teachers' post-test results were significantly higher than the pre-test-results, and 3) the students' post-test results were significantly higher than the pre-test results. It demonstrates that the manuals for learning and implementation for teachers in the developed online program are effective and can be disseminated for the benefit of the population of educational opportunity expansion schools under the Office of the Basic Education Commission across the country.

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“…In addition, most EAP students indicated that their level of DL was good or very good, while most EFL participants self-assessed their DL level as acceptable or good. Cote and Milliner (2017) surveyed first-year college students preparing for their study abroad program to find out students' specific DL levels. The results indicated that almost all students in the sample thought they had limited DL and lacked the necessary experience and skills.…”

Section: Digital Literacy Of Efl Studentsmentioning

confidence: 99%

Digital Literacy of EFL Students: An Empirical Study in Vietnamese Universities

Nguyen

Habók

2021

Libri

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The current research investigates the digital literacy levels of 1661 English as a foreign language (EFL) learner at Vietnamese universities. We used an adapted questionnaire to assess students’ digital knowledge and their perceived skills, their attitudes toward the use of digital technologies, and the frequency of use of technology applications in English learning. The findings reveal that most Vietnamese students can access digital technologies at home and in their institutions. Furthermore, students achieve an adequate level of knowledge regarding digital literacy, and their technological skills range from low to average. Students’ attitudes toward technologies are positive, but they do not use technologies extensively when learning English. Comparisons show that males have better digital knowledge and skills than their female peers. Although female students are more aware of the digital integration benefits of learning than their male peers, males tend to use technologies more extensively than females. There are also discrepancies among different year groups. Seniors have the best digital knowledge, while freshmen possess the highest technical skill levels. Junior and senior students’ attitudes toward technology applications in English learning are more positive than those of freshmen and sophomores.

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Preparing Japanese students’ digital literacy for study abroad: Is more training needed?

Cited by 25 publications

References 0 publications

Do You Speak Digital? – A Literature Review on Language and Digital Competences in Tourism Education

Do You Speak Digital? – A Literature Review on Language and Digital Competences in Tourism Education

Online Program to Empower Teacher Learning to Develop Students' Digital Literacy Skills

Digital Literacy of EFL Students: An Empirical Study in Vietnamese Universities

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