Designing Unit and Syllabus for Improving Primary English Language Learners’ Digital Literacy
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The purpose of this paper is to suggest the effective methods of designing unit and syllabus for improving English language learners’ digital literacy. To achieve the purpose, the sixth grade primary school textbooks were analysed in the aspect of the digital literacy. The findings are as follows: (1) The digital literacy is being used widely in primary classes, because the textbooks guide teachers to use CD-ROM for learners to have motivation of learning communicative function and language form. (2) For the learners to use the digital literacy in classes effectively, the teachers’guidebook used icons for information-processing competence. Nevertheless, (3) in designing the unit, the textbooks didn't include the digital literacy systematically and effectively for learners to achieve the purpose of the unit. (4) The PPP cycle of the textbooks also restricted the learner’s digital literacy, because teachers chiefly tend to use the CD-ROM for learners to do activities that encourage habit formation. Particularly, (5) teachers didn’t encourage learners to think about language and complete tasks for themselves through a variety of digital tools systematically. From the findings, it was suggested that the unit and syllabus for improving English language learners’ digital literacy should be designed effectively and systematically.
Abstract
The purpose of this paper is to suggest the effective methods of designing unit and syllabus for improving English language learners’ digital literacy. To achieve the purpose, the sixth grade primary school textbooks were analysed in the aspect of the digital literacy. The findings are as follows: (1) The digital literacy is being used widely in primary classes, because the textbooks guide teachers to use CD-ROM for learners to have motivation of learning communicative function and language form. (2) For the learners to use the digital literacy in classes effectively, the teachers’guidebook used icons for information-processing competence. Nevertheless, (3) in designing the unit, the textbooks didn't include the digital literacy systematically and effectively for learners to achieve the purpose of the unit. (4) The PPP cycle of the textbooks also restricted the learner’s digital literacy, because teachers chiefly tend to use the CD-ROM for learners to do activities that encourage habit formation. Particularly, (5) teachers didn’t encourage learners to think about language and complete tasks for themselves through a variety of digital tools systematically. From the findings, it was suggested that the unit and syllabus for improving English language learners’ digital literacy should be designed effectively and systematically.
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