에듀테크 활용 영어 수업 설계 실습이 대학생들의 디지털 리터러시, 에듀테크 활용 효능감 및 태도에 미치는 영향 연구
Exploring the Impacts of EduTech-Integrated English Lesson Design Practicum on University Students’ Digital Literacy, EduTech-Use Efficacy, and Attitude
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This study explored the impacts of an EduTech-integrated lesson design practicum on university students majoring in English, focusing on three key aspects: digital literacy, EduTech-use efficacy, and attitude. Twenty-one students participated in a 15-week course that integrated various EduTech tools－Copilot, Nearpot, Goosechase, and Padlet－into collaborative, process-based tasks. The study drew on two primary sources of data: surveys and group interviews conducted with a cohort of 12 participants The quantitative results from the Wilcoxon signed-rank test revealed statistically significant improvements across all three dependent variables. Thematic analysis of the interview data further uncovered multidimensional growth in awareness, including digital ethics, metacognitive knowledge, self-belief in EduTech utilization, and reflective practices－elements not fully captured by the survey data. A recurring, cyclical pattern emerged, suggesting that digital literacy, technology-use efficacy, and attitude mutually reinforce one another. These findings highlight the pedagogical value of integrating EduTech tools into process-based English instruction and advocate for instructional models that foster sustainable and reflective digital technology practices.
Abstract
This study explored the impacts of an EduTech-integrated lesson design practicum on university students majoring in English, focusing on three key aspects: digital literacy, EduTech-use efficacy, and attitude. Twenty-one students participated in a 15-week course that integrated various EduTech tools－Copilot, Nearpot, Goosechase, and Padlet－into collaborative, process-based tasks. The study drew on two primary sources of data: surveys and group interviews conducted with a cohort of 12 participants The quantitative results from the Wilcoxon signed-rank test revealed statistically significant improvements across all three dependent variables. Thematic analysis of the interview data further uncovered multidimensional growth in awareness, including digital ethics, metacognitive knowledge, self-belief in EduTech utilization, and reflective practices－elements not fully captured by the survey data. A recurring, cyclical pattern emerged, suggesting that digital literacy, technology-use efficacy, and attitude mutually reinforce one another. These findings highlight the pedagogical value of integrating EduTech tools into process-based English instruction and advocate for instructional models that foster sustainable and reflective digital technology practices.