{"title":"中国高等院校英语教师数字素养的实证分析","authors":"Lei Feng, Piyapong Sumettikoon","doi":"10.1186/s41239-024-00474-1","DOIUrl":null,"url":null,"abstract":"<p>In 2022, China’s Educational Ministry, for the first time, released an industry standard for teachers’ digital literacy. This standard provides a holistic framework for teachers’ digital literacy (TDL) in five dimensions. Since few studies have investigated EFL teachers’ digital literacy, the relationships among the five dimensions proposed for EFL teachers’ digital literacy remain unknown. Therefore, this research applied a quantitative method using a five-point Likert questionnaire designed based on TDL. Ninety-two EFL teachers from two universities and one higher vocational college in China participated in this questionnaire research. Partial least squares structural equation modeling was used to assess the relationships between these five dimensions. The relationships between the five TDL dimensions were highlighted by the findings, which supported the proposed model. In addition, implications for enhancing EFL teachers’ future digital literacy have been provided to facilitate and favor EFL teachers’ digital literacy development.</p>","PeriodicalId":13871,"journal":{"name":"International Journal of Educational Technology in Higher Education","volume":null,"pages":null},"PeriodicalIF":8.6000,"publicationDate":"2024-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"An empirical analysis of EFL teachers’ digital literacy in Chinese higher education institutions\",\"authors\":\"Lei Feng, Piyapong Sumettikoon\",\"doi\":\"10.1186/s41239-024-00474-1\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>In 2022, China’s Educational Ministry, for the first time, released an industry standard for teachers’ digital literacy. This standard provides a holistic framework for teachers’ digital literacy (TDL) in five dimensions. Since few studies have investigated EFL teachers’ digital literacy, the relationships among the five dimensions proposed for EFL teachers’ digital literacy remain unknown. Therefore, this research applied a quantitative method using a five-point Likert questionnaire designed based on TDL. Ninety-two EFL teachers from two universities and one higher vocational college in China participated in this questionnaire research. Partial least squares structural equation modeling was used to assess the relationships between these five dimensions. The relationships between the five TDL dimensions were highlighted by the findings, which supported the proposed model. In addition, implications for enhancing EFL teachers’ future digital literacy have been provided to facilitate and favor EFL teachers’ digital literacy development.</p>\",\"PeriodicalId\":13871,\"journal\":{\"name\":\"International Journal of Educational Technology in Higher Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":8.6000,\"publicationDate\":\"2024-06-21\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Journal of Educational Technology in Higher Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1186/s41239-024-00474-1\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Educational Technology in Higher Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1186/s41239-024-00474-1","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
An empirical analysis of EFL teachers’ digital literacy in Chinese higher education institutions
In 2022, China’s Educational Ministry, for the first time, released an industry standard for teachers’ digital literacy. This standard provides a holistic framework for teachers’ digital literacy (TDL) in five dimensions. Since few studies have investigated EFL teachers’ digital literacy, the relationships among the five dimensions proposed for EFL teachers’ digital literacy remain unknown. Therefore, this research applied a quantitative method using a five-point Likert questionnaire designed based on TDL. Ninety-two EFL teachers from two universities and one higher vocational college in China participated in this questionnaire research. Partial least squares structural equation modeling was used to assess the relationships between these five dimensions. The relationships between the five TDL dimensions were highlighted by the findings, which supported the proposed model. In addition, implications for enhancing EFL teachers’ future digital literacy have been provided to facilitate and favor EFL teachers’ digital literacy development.
期刊介绍:
This journal seeks to foster the sharing of critical scholarly works and information exchange across diverse cultural perspectives in the fields of technology-enhanced and digital learning in higher education. It aims to advance scientific knowledge on the human and personal aspects of technology use in higher education, while keeping readers informed about the latest developments in applying digital technologies to learning, training, research, and management.