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جستارهای زبانی، جلد ۱۴، شماره ۵، صفحات ۱-۲۵
عنوان فارسی Development of EFL Teachers’ Digital Competence in the Adoption of Blended Learning
چکیده فارسی مقاله The coronavirus pandemic affected education enormously, and despite numerous previous efforts to achieve digitalization, virtual teaching revealed deficiencies in both the EFL teachers’ digital competence and in the peripheral use of Information and communication technologies (ICTs). This study focused on a sample group to analyze the relationship between the implementation of this model and the pre-pandemic digital approach in order to identify deficiencies that need to be strengthened to achieve increasingly effective integration of blended learning. A questionnaire was used to collect data from participating teachers in the areas of school digital strategy, digital competence, and teaching practice in blended learning. The data were analyzed through structural equation models, verifying the relation between variables and also according to specific training on ICTs. An active but insufficient effort on the part of the participants’ schools to promote digitalization was revealed. The implementation of blended learning has been favored more by the responsiveness of participating EFL teachers than by the provision of specific training on the part of schools, which lacked common guidelines from the public administration. These EFL teachers can respond to changes, but the schools’ support is essential for the successful implementation of blended learning, updating the approach of the digital strategy adopted so far.
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عنوان انگلیسی Development of EFL Teachers’ Digital Competence in the Adoption of Blended Learning
چکیده انگلیسی مقاله The coronavirus pandemic affected education enormously, and despite numerous previous efforts to achieve digitalization, virtual teaching revealed deficiencies in both the EFL teachers’ digital competence and in the peripheral use of Information and communication technologies (ICTs). This study focused on a sample group to analyze the relationship between the implementation of this model and the pre-pandemic digital approach in order to identify deficiencies that need to be strengthened to achieve increasingly effective integration of blended learning. A questionnaire was used to collect data from participating teachers in the areas of school digital strategy, digital competence, and teaching practice in blended learning. The data were analyzed through structural equation models, verifying the relation between variables and also according to specific training on ICTs. An active but insufficient effort on the part of the participants’ schools to promote digitalization was revealed. The implementation of blended learning has been favored more by the responsiveness of participating EFL teachers than by the provision of specific training on the part of schools, which lacked common guidelines from the public administration. These EFL teachers can respond to changes, but the schools’ support is essential for the successful implementation of blended learning, updating the approach of the digital strategy adopted so far.
کلیدواژه‌های انگلیسی مقاله digital competence,blended learning,digital strategy,teacher training,ICT,digitalization
نویسندگان مقاله Natalia Morata-Garrido |
Master University of Granada

Ortega-Martin José Luis |
PhD University of Granada, Facultad Ciencias Educación

Gabriel González-Valero |
PhD University of Granada

نشانی اینترنتی https://lrr.modares.ac.ir/article_7388_dd93546dc52d69a79c47336d14fd4147.pdf
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