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

Abstract 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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O conceito de letramento digital e suas implicações pedagógicas

Texto Livre Linguagem e Tecnologia ◽

10.17851/1983-3652.9.1.94-107 ◽

2016 ◽

Vol 9 (1) ◽

pp. 94-107

Author(s):

Mariana Vidotti de Rezende

Keyword(s):

Digital Literacy ◽

Teaching And Learning ◽

Literacy Practices ◽

Cognitive Strategies ◽

Digital Technologies ◽

School Practices ◽

Language Studies ◽

Use Of Technology ◽

Interactive Dynamics ◽

Language Context

RESUMO: Nos últimos anos, tem-se discutido muito, no campo da educação e também no campo da linguagem, a presença das tecnologias digitais nas práticas escolares. O que se tem visto, muitas vezes, éum uso de tecnologias que se limita a transferir práticas letradas tradicionais para práticas mediadas por novos recursos tecnológicos. Há uma inserção “forçada” de tecnologias que desconsidera seus maiores potenciais, suas dinâmicas interativas e estratégias sociocognitivas. Entende-se, entretanto, que a percepção a respeito do uso de tecnologias nas práticas pedagógicas perpassa, principalmente, o âmbito de ensino-aprendizagem de Língua Portuguesa e a concepção de letramento digital.A importância de discutir o conceito de letramento digital justifica-se pelo fato de que as diferentes interpretações que são dadas a ele interferem diretamente na percepção do uso de tecnologias nas práticas escolares. Analisa-se, então, em que medida as concepções de letramento e de letramento digital interferem na percepção que se tem de ensino de Língua Portuguesa e de que maneira contribuem para pensar a educação na atualidade.PALAVRAS-CHAVE: ensino-aprendizagem; letramento digital; língua portuguesa. ABSTRACT: In recent years, the presence of digital technologies in school practices has been very discussed in education and also in the language studies. What it has been seen is the fact that technology's uses are limited to transfering traditional literacy practices to practices mediated by new technological resources. There is a "hard" technologies insert that disregards its greatest potential, its interactive dynamics and socio-cognitive strategies. We understand, however, that the technology uses perception in school practices pervades, especially, the teaching and learning of Portuguese language context and the concept of digital literacy. The importance of discussing the concept of digital literacy is justified by the fact that the different interpretations that are given to it directly interfer in the perception of the use of technology in school practices. We will look, then, to what extent the literacy and digital literacy concepts interfere with the perception people have of the Portuguese language teaching and how they contribute to reflections on education today.KEYWORDS: teaching and learning; digital literacy; Portuguese language.

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The use of technology by people with dementia and informal carers during COVID-19: a cross-country comparison

International Psychogeriatrics ◽

10.1017/s1041610221001563 ◽

2021 ◽

Vol 33 (S1) ◽

pp. 25-26

Author(s):

Ilaria Chirico ◽

Clarissa Giebel ◽

Katarzyna Lion ◽

Maria Mackowiak ◽

Monica Cations ◽

...

Keyword(s):

Digital Literacy ◽

Social Connectedness ◽

Effective Means ◽

Digital Technologies ◽

Physical And Mental Health ◽

Structured Interviews ◽

Social Distancing ◽

Use Of Technology ◽

People With Dementia ◽

Informal Carers

Background:Social distancing rules and the closure of services associated with the COVID-19 pandemic have strongly impacted the physical and mental health of people with dementia. Digital technologies can represent an effective means to compensate for the distress associated with social distancing rules and the decreased use of in-person services. More specifically, technologies such as smartphones, tablets, and smart home systems can minimize the negative effects of social distancing and isolation, and the pressure on health and care systems. Indeed, they can provide a continuity of care and social connectedness, while decreasing exposure to risk. However, barriers such as digital literacy and lower income households can impede the access and use of digital technologies. The aim of this international study was to compare the use of technology by people with dementia from different care settings, and their informal carers across four countries (Italy, UK, Australia, and Poland).Methods:People with dementia and informal carers were invited to participate in semi-structured interviews. Verbatim transcripts were analysed by researchers in each country using inductive thematic analysis.Results:A total of 141 people with dementia and carers (47 in Italy; 50 in the UK; 18 in Australia; 26 in Poland) were interviewed. The analysis identified three overarching themes: 1) different uses of technology (three subthemes); 2) benefits of technology (three subthemes); 3) limitations of technology (three subthemes). Results show that calls, video calls, and group-chats were effectively used across countries to guarantee the continuity of relationships with professionals, families, and small groups of peers. Telemedicine was used with varying levels of satisfaction. Furthermore, the benefits experienced by carers exceeded those for people with dementia. Similar barriers were reported across countries, and were strictly associated with dementia deficits, low level digital literacy, and the need for carer’s supervision.Conclusions:These international findings highlight the importance to maximise the benefits related to the use of technology according to people with dementia’s impairment and care context. Moreover, it should be complementary to in-person care which should be provided, at least to some extent, even during pandemic times.

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University teaching with digital technologies

Comunicar ◽

10.3916/c45-2015-12 ◽

2015 ◽

Vol 23 (45) ◽

pp. 117-124 ◽

Cited By ~ 17

Author(s):

Carlos Marcelo-García ◽

Carmen Yot-Domínguez ◽

Cristina Mayor-Ruiz

Keyword(s):

Digital Technologies ◽

Learning Technologies ◽

Learning Activities ◽

University Teaching ◽

Small Range ◽

University Teachers ◽

Use Of Technology ◽

Frequency Of Use ◽

Level Of Use ◽

Teaching Learning

This research aims to analyze the level of use of technology by university teachers. We are interested by the frequency of their use in designing the teaching-learning process. The research questions were: what types of learning activities which include are designed by university teachers? What types of technologies do teachers use in the design of their instruction? What is the level of use of digital technologies in the learning designs? To respond to these issues, we designed an inventory of activities of learning technologies at the university which was completed by 941 Andalusian teachers. We have identified the type and frequency of use of technology by university lecturers in their different fields at the same time as studying learning activities that predominate in their learning designs. The results, first of all, reveal a poor integration of ICT in the teaching-learning processes which are, essentially, the teacher-centered learning activities. Secondly, we have identified four profiles which differentiate between d teachers depending on their level of use of ICT. The profile comprising an increased number of teachers makes making reference to the rare use of technology. There are teachers who use technology sparingly, and this is a very small range. Esta investigación tiene por objetivo analizar el nivel de uso que de las tecnologías hace el profesorado universitario, interesándose tanto por la frecuencia de uso de ellas, como por el tipo de actividades de aprendizaje en las que se utilizan. Los problemas de investigación se centraron en: ¿qué tipos de actividades de aprendizaje con tecnologías diseñan los docentes universitarios?, ¿qué tipo de tecnologías utilizan los docentes en el diseño de su enseñanza?, ¿cuál es el nivel de uso de las tecnologías digitales en los diseños del aprendizaje del profesorado universitario? Hemos diseñado el Inventario de Actividades de Aprendizaje con Tecnologías en la Universidad que fue respondido por 941 docentes andaluces. A través de él hemos identificado el tipo y frecuencia de uso que de la tecnología hace el profesorado universitario en sus materias al tiempo que hemos estudiado las actividades de aprendizaje que predominan en sus diseños del aprendizaje. Los resultados revelan una pobre integración de tecnologías en los procesos de enseñanza-aprendizaje los cuales se constituyen, esencialmente, de actividades de aprendizaje centradas en el docente. Hemos identificado cuatro perfiles diferenciados de docentes en función del nivel de uso que hacen de las TIC. De los cuatro, el perfil que mayor número de docentes agrupa es el que hace referencia a un uso poco frecuente de la tecnología; son docentes que emplean escasamente la tecnología y esta es de una gama muy reducida.

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Challange and Opportunity for Millenial School Counselor

Konselor ◽

10.24036/0202091105920-0-00 ◽

2020 ◽

Vol 9 (1) ◽

Author(s):

Ahmad Rofi Suryahadikusumah ◽

Kurniasari Kurniasari

Keyword(s):

School Counselors ◽

Digital Literacy ◽

School Counselor ◽

Design Thinking ◽

Survey Method ◽

Guidance And Counseling ◽

Process Technology ◽

Use Of Technology ◽

Challenges And Opportunities ◽

Technology Applications

The research base on the need of millennials' performance in guidance and counseling services in Palembang. Millenial was dynamic generation and skillfully in technology, but also feared loyalty and commitment. Therefore, it will be interesting for analyzing the opportunities and challenges faced by the millennials school counselor in Palembang. Research use survey method. Surveys are used to obtain an accurate and clear picture of the strength and weakness shown by millennials, as basic data to mapping challenges and opportunities. Results found that millennials school counselors challenge is in the use of technology, and they have an opportunity to develop professionalism consistently. Study recommendation to optimizing Millenial school counselor strength are 1) maximizing digital literacy, 2) use design thinking in innovation, 3) The habit as a consumer should be revamped with more critical and creative process technology applications.

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PROJECT BASED ACTIVITIES IN A CALL CLASSROOM: EFL STUDENTS’ EXPERIENCES

International Journal of Education ◽

10.17509/ije.v11i1.10177 ◽

2018 ◽

Vol 11 (1) ◽

pp. 6

Author(s):

Yustinus Calvin Gai Mali ◽

Anne Indrayanti Timotius

Keyword(s):

Language Learning ◽

Teaching And Learning ◽

Ministry Of Education ◽

Use Of Technology ◽

Efl Teachers ◽

Before And After ◽

Research Findings ◽

Efl Students ◽

Anxiety Levels ◽

Students Attitudes

This study investigates students’ perspectives and measured their attitude, confidence, and anxiety when interacting with omputer Assisted Language Learning (CALL) through project-based instructions. Thirty students from a CALL course participated in this study by responding to a questionnaire and writing a reflective note about their experiences in the course. The qualitative research findings indicate that the majority of the students possess a ositive attitude, confidence and anxiety levels towards the use of technology in their course even though the statistical analysis indicated that there were no significant differences of the students’ attitudes, confidence, and anxiety levels before and after taking the CALL course. Considering the findings, the researchers suggest hat the technology-based projects discussed in the present study can become viable learning activities to prepare pre-service EFL teachers to deal with the effort and initiative by the Ministry of Education in some countries to encourage local teachers integrating the best and wisest use of technology into lessons. Pedagogical implications for teaching and learning CALL as well as direction for further research are discussed in the study.

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Technology in the Music Classroom—Navigating through a Dense Forest The Case of Greece

The Oxford Handbook of Technology and Music Education ◽

10.1093/oxfordhb/9780199372133.013.9 ◽

2017 ◽

pp. 104-120

Author(s):

Smaragda Chrysostomu

Keyword(s):

Music Education ◽

Digital Literacy ◽

Teaching And Learning ◽

Literacy Skills ◽

Music Teacher ◽

Music Classroom ◽

Use Of Technology ◽

Secondary Music ◽

Secondary Music Education ◽

Technology Applications

Our world today is dominated by ICT, and “digital literacy” skills are considered vital for educating the citizen of the future. In music and music education the use of technology has had a profound impact, offering freedom and opening new paths for creativity and musical explorations. But teachers are still reluctant and in most cases unprepared to bring into the classroom skills and technology applications that students are familiar with outside school that could revolutionize music teaching and learning. Greece, in much the same way as countries around the world, in the middle of a crippling economic crisis, is debating the extent and the quality of ICT integration in education. A number of initiatives and projects utilizing technology are available for primary and secondary music education, but in the end, as is evident from this snapshot, it depends on the music teacher to take advantage of technology’s transformative powers.

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META- ANALYSIS OF THE USE MOVIE TRAILER IN EFL CLASSROOM

JEELL (Journal of English Education Linguistics and Literature) ◽

10.32682/jeel.v4i1.721 ◽

2018 ◽

Vol 4 (1) ◽

Author(s):

Umi Halimatus Saidah ◽

Aang Fatihul Islam

Keyword(s):

Teaching Methods ◽

Meta Analysis ◽

Basic Data ◽

English Learning ◽

Research Results ◽

Use Of Technology ◽

Support Tools ◽

To Come

The scenes in the trailer shown are all sorts of interesting and prominent scenesto attract the attention of potential viewers and be able to describe the entire contents of the movie without giving too much information. The trailer was created to promote theatrical release of the movie and the movie trailer was a clip containing all the parts of the advertised movie, shown before other movie screenings in the cinema, and aimed for the audience to come to watch. The best way to teach English is to use interesting material, appropriate teaching methods, the use of technology that can be one of the important and effective support tools. Meta-analysis is essentially a synthesis of a topic taken from several research reports. Based on the synthesis is drawn conclusions about the topic under study. This research uses some similar research results as basic data in conducting studies and conclusions. From the same five studies, it is concluded that Movie Trailer is effective as a learning medium because it can improve understanding in English learning.

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English Students’ Attitudes towards English Language Teaching and Learning at IAIN Padangsidimpuan

LINGUISTIK TERAPAN ◽

10.24114/lt.v13i2.4931 ◽

2016 ◽

Vol 13 (2) ◽

Author(s):

Ida Royani ◽

T. Silvana Sinar

Keyword(s):

Language Learning ◽

Role Models ◽

English Language ◽

Language Teaching ◽

English Language Teaching ◽

English Learning ◽

Learner Centered ◽

Students Attitudes ◽

English Students

This study investigated the English students’ attitudes of IAIN Padangsidimpuan towards both English language teaching in terms of (a) language-centered, (b) learner-centered, and (c) learning-centered method; and learning English in terms of scales (a) attitudes toward long-term English learning, (b) interest in culture and communication, (c) perception about studying in school context, (d) images associated with English, (e) English learning activities, (f) exposure to English outside school, (g) self-rated four English skills, (h) self-reported academic English grade, and (i) identification of English role models. The data were obtained by questionnaire and interview from 10 selected students in which 4 male and 6 female students in 7th semester and were analyzed by steps provided by Gay, L.R and Airasian (1996). The result showed: first, English students’ attitudes towards English language teaching had been found highly onlearning-centered method, followed by learner-centered method in second range, and almost negative view in language-centered method.Second, English students’ attitudes towards English language learningwere positivein scales; long-term English learning, interest in communication, and images associated with English. Third, role of students’ gender on English language learning were not found. Reasons for this statement are (i) status of English as international language and (ii) equalization of getting education for male and female. Keywords: attitude, language teaching, language learning, and gender

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