Teachers’ Beliefs in Integrating Digital Literacy in EFL Classroom: Decomposed Theory of Planned Behavior Perspectives
Keywords:
beliefs, decomposed theory of planned behavior, digital literacy, teacher’s belief
Abstract
The need for integrating digital technology into learning instructions has been acknowledge as a most prominent aspect in 21st Century learning. With emerging technology rising in prevalence, a digital consciousness to select and manage digital resources safely, appropriately, and efficiently for digital learning instruction is crucial. This present study is intended to explore teachers’ beliefs in the integration of digital literacy in EFL classroom using Decomposed Theory of Planned Behavior (DTPB) perspectives. The study was a qualitative study by means of case study research design to obtain a reliable understanding of the phenomenon. The data were collected using semi-structured interview, open-ended survey, and documentation. The data were retrieved from the purposively chosen informants based on the familiarity with digital technology. The results indicate relatively high levels of integration and consistent beliefs about the advantages, support from the environment, and the technology availability to integrate digital literacy into teaching learning activities. Recommendations are suggested to advance schools equipment to mediate the better support in constructing technology-enhanced classroom for teachers.
References
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Fauzi, Adin., Damayanti, Desy., & Ilahi, Takdir. (2017). A Teacher’s Beliefs on the Integration of Video Technology in Teaching Speaking: A Case Study. International Journal of Pedagogy and Teacher Education, 1(1)
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Hockly, N. (2012). Digital literacies. ELT Journal, 66(1), 108–112. https://doi.org/10.1093/elt/ccr077
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Levin, T., & Wadmany, R. (2006). Teachers’ beliefs and practices in technology-based classrooms: A developmental view. Journal of Research on Technology in Education, 39(2), 157–181. https://doi.org/10.1080/15391523.2006.10782478
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Ozden, M. (2018). Digital Literacy Perceptions of the Students in the Department of Computer Technologies Teaching and Turkish Language Teaching. International Journal of Progressive Education, 14(4), 26-36. doi: 10.29329/ijpe.2018.154.3
Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332
Patton, M.Q. (2002). Qualitative Research and Evaluation Method. Qualitative Inquiry Vol.3, P 598). https://doi.org/10.2307/330063
Ph, N. M. A., Sciences, S & Anjum, T. (2013). A Study of Pakistani Teachers Beliefs and Perceptions about Teaching and Learning. Interdisciplinary Journal of Contemporary Research. July 2004, 128–143.
Richards, J. C., & Lockhart, C. (1994). Reflective Teaching in Second Language Classrooms. Cambridge University Press. https://doi.org/10.1017/cbo9780511667169
Uztosun, M. S. (2013). An Interpretive Study into Elementary School English Teachers’ Beliefs and Practices in Turkey. Turkish Online Journal of Qualitative Inquiry, 4(1), 20–33. https://doi.org/10.17569/tojqi.59471
Sadaf, Ayesha & Johnson. Barbara (2017) Teachers' Beliefs About Integrating Digital Literacy Into Classroom Practice: An Investigation Based on the Theory of Planned Behavior, Journal of Digital Learning in Teacher Education, 33(4), 129-137.
Savasci-Acikalin, F. (2009). Teacher beliefs and practice in science education. Asia-Pacific Forum on Science Learning and Teaching, 10(1), 1–14.
Strauss & Corbin, J. (1998). Basic of Qualitative Research: Second Edition: Techniques and Procedures for Developing Grounded Theory. Basics of qualitative Research Techniques and Procedures for Developing Grounded Theory, Vol. 2, p.336). Sage Publications.
Taylor S, Todd PA. (1995). Decomposition of cross effects in the theory of planned behavior: A study of consumer adoption intentions, Int. J. Res. Mark., 12(2): 1 37-1 55
Yang, S. C., & Huang, Y.-F. (2008). A study of high school English teachers’ behavior, concerns and beliefs in integrating information technology into English instruction. Computers in Human Behavior, 24(3), 1085–1103
Atsoglou, K., & Jimoyiannis, A. (2012). Teachers’ decisions to use ICT in classroom practice: An investigation based on decomposed theory of planned behavior. International Journal of Digital Literacy and Digital Competence, 3(2), 20–37.
Bawden, D. (2001). Information and digital literacies: A review of concepts. Journal of Documentation, 57(2), 218–259.
Baxa, Julie., & Christ, Tanya. (2017). The Digilit Framework. The Reading Teacher. Vol 71, Issue 6. 1-12. https://doi.org/10.1002/trtr.1660
Borg, S. (2001). Key Concepts in ELT: Teachers’ Beliefs. ELT Journal. 55(2)
Borg, S. (2003). Teacher cognition in language teaching: a review of research on what language teachers think, know, believe and do. Language Teaching, 36, 81–109
Bordalba, M.M., & Bochaca, J.G., (2019). Digital Media for Family-School Communication? Parents' and Teachers' Beliefs. Computers & Education 132, 44–62. DOI: https://doi.org/10.1016/j.compedu.2019.01.006
Brolpito, Alessandro. (2018). Digital Skills and Competence, and Digital and Online Learning. European Training Foundation.
Burnett, C., G.Merchant, and B. Parry, eds. (2016). Literacy, Media, and Technology: Past, Present, and Future. London: Bloomsbury.
Chien, S.-P., Wu, H.-K., & Wu, P.-H. (2018). Teachers’ Beliefs About, Attitudes Toward, and Intention to Use Technology-Based Assessments: a Structural Equation Modeling Approach. EURASIA Journal of Mathematics, Science and Technology Education. https://doi.org/10.29333/ejmste/93379
Creswell, J. W. (2018) Qualitative inquiry & research design: Choosing among five approaches. 2nd ed. California: Sage. Honthaner, E. L. (2010).
Deaney, R., Ruthven, K., & Hennessy, H. (2006). Teachers’ developing ‘practical theories’ of the contribution of information and communication technologies to subject teaching and learning: An analysis of cases from English secondary schools. British Educational Research Journal, 32(3), 459–480
Durriyah, T,L., & Zuhdi, Muhammad (2018) Digital Literacy With EFL Student Teachers: Exploring Indonesian Student Teachers’ Initial Perception About Integrating Digital Technologies Into a Teaching Unit. International Journal of Education & Literacy Studies. 6(3):53-60. ISSN: 2202-9478. http://dx.doi.org/10.7575/aiac.ijels.v.6n.3p.53
Eshet- Alkalai, Y. (2004). Digital literacy: a conceptual framework for survival in the digital era. Journal of Multimedia and Hypermedia, 13(1), 93–106.
Eryaman, M. Y. (2007). Examining the characteristics of literacy practices in a technology-rich sixth grade classroom. The Turkish Online Journal of Educational Technology (TOJET) 6(2), 26- 41.
Ertmer, P.A. (2005a). Teachers’ Pedagogical Beliefs: The Final Frontier in Our Quest for Technology Integration? Educational Technology Research and Development. Springer Boston.
Ertmer, P.A. (2005b). Teachers’ Pedagogical Beliefs: The Final Frontier in Our Quest for Technology Integration? Educational Technology Research and Development. Springer Boston.
Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255–284
Fauzi, Adin., Damayanti, Desy., & Ilahi, Takdir. (2017). A Teacher’s Beliefs on the Integration of Video Technology in Teaching Speaking: A Case Study. International Journal of Pedagogy and Teacher Education, 1(1)
Gilster, Paul. (1997). Digital Literacy. Wiley Computer Pub.
Guba, E. G. (1981). Criteria for assessing the trustworthiness of naturalistic inquiries. ERIC/ECTJ Annual Review Paper, 75-91.
Hague, Cassie. & Payton, Sarah., (2010) Digital Literacy in Practice (Case Studies of Primary and Secondary Classroom). UK: Futurelab Retrieved from www.futurelab.org.uk
Helenrose, Five., & Gill, Michele. (2015). International Handbook of Teachers’ Beliefs. Routledge.
Hockly, N. (2012). Digital literacies. ELT Journal, 66(1), 108–112. https://doi.org/10.1093/elt/ccr077
Hutchison, A., & Reinking, D. (2011). Teachers’ perceptions of integrating information and communication technologies into literacy instruction: A National Survey in the U.S. Reading Research Quarterly, 46(4), 308–329
Kagan, D. M. (1992). Professional Growth among Pre-Service and Beginning Teachers. Review of Educational Research, 62(2), 129-169. https://doi.org/10.3102/00346543062002129
Kaymakamoglu, S.E. (2015). A Study of EFL Teachers’ Belief – Practice Relationship Regarding Gender. International Journal of New Trends in Arts, Sports & Science Education, 4 (2)
Lankshear, Colin., & Knobel, Michelle. (2008). Digital Literacies: Concepts, Policies and Practices (New Literacies and Digital Epistemologies). Peter Lang Inc. International Academic Publisher.
Levin, T., & Wadmany, R. (2006). Teachers’ beliefs and practices in technology-based classrooms: A developmental view. Journal of Research on Technology in Education, 39(2), 157–181. https://doi.org/10.1080/15391523.2006.10782478
Martin, A. (2008) 'Digital Literacy and the ‘Digital Society’' in C. Lankshear, M. Knobel, (2008c) Digital Literacies: Concepts, Policies and Practices. New York: Peter Lang.
Önger, S.& Çetin, T. (2018). An Investigation into Digital Literacy Views of Social Studies Preservice Teachers in the Context of Authentic Learning, Review of International Geographical Education Online (RIGEO), 8(1), 109-
124. Retrieved from http://www.rigeo.org/vol8no1/Number1Spring/RIGEO-V8-N1-6.pdf
Ozden, M. (2018). Digital Literacy Perceptions of the Students in the Department of Computer Technologies Teaching and Turkish Language Teaching. International Journal of Progressive Education, 14(4), 26-36. doi: 10.29329/ijpe.2018.154.3
Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332
Patton, M.Q. (2002). Qualitative Research and Evaluation Method. Qualitative Inquiry Vol.3, P 598). https://doi.org/10.2307/330063
Ph, N. M. A., Sciences, S & Anjum, T. (2013). A Study of Pakistani Teachers Beliefs and Perceptions about Teaching and Learning. Interdisciplinary Journal of Contemporary Research. July 2004, 128–143.
Richards, J. C., & Lockhart, C. (1994). Reflective Teaching in Second Language Classrooms. Cambridge University Press. https://doi.org/10.1017/cbo9780511667169
Uztosun, M. S. (2013). An Interpretive Study into Elementary School English Teachers’ Beliefs and Practices in Turkey. Turkish Online Journal of Qualitative Inquiry, 4(1), 20–33. https://doi.org/10.17569/tojqi.59471
Sadaf, Ayesha & Johnson. Barbara (2017) Teachers' Beliefs About Integrating Digital Literacy Into Classroom Practice: An Investigation Based on the Theory of Planned Behavior, Journal of Digital Learning in Teacher Education, 33(4), 129-137.
Savasci-Acikalin, F. (2009). Teacher beliefs and practice in science education. Asia-Pacific Forum on Science Learning and Teaching, 10(1), 1–14.
Strauss & Corbin, J. (1998). Basic of Qualitative Research: Second Edition: Techniques and Procedures for Developing Grounded Theory. Basics of qualitative Research Techniques and Procedures for Developing Grounded Theory, Vol. 2, p.336). Sage Publications.
Taylor S, Todd PA. (1995). Decomposition of cross effects in the theory of planned behavior: A study of consumer adoption intentions, Int. J. Res. Mark., 12(2): 1 37-1 55
Yang, S. C., & Huang, Y.-F. (2008). A study of high school English teachers’ behavior, concerns and beliefs in integrating information technology into English instruction. Computers in Human Behavior, 24(3), 1085–1103
Published
2020-11-24
How to Cite
Laksani, H., Fauziati, E., & Wijayanto, A. (2020). Teachers’ Beliefs in Integrating Digital Literacy in EFL Classroom: Decomposed Theory of Planned Behavior Perspectives. Indonesian Journal of EFL and Linguistics, 5(2), 295-313. https://doi.org/10.21462/ijefl.v5i2.285
Section
Articles
