영어과 디지털 리터러시 탐색과 영어교사 수업 역량 연구
A Study of Exploring Digital Literacy in English Education and Korean English Teachers’ Competencies
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Digital literacy (DL) is increasingly recognized as a fundamental 21st-century skill, extending beyond computer skills to encompass core competencies in education (OECD, 2018). Unlike traditional literacy, which focuses on reading and writing, DL includes competencies in information processing and creative thinking, alongside technology proficiency, as outlined in the 2022 National Curriculum of English. This study aims to explore DL in the context of second language (L2) education through a literature review, analysis of the 2022 National Curriculum, and assessment of English teachers’ instructional practices and DL competencies via a survey questionnaire. The research defines DL and identifies six sub-constructs relevant to L2 education: Providing Authenticity, Information Processing, Interaction, Creative Production, and Digital Ethics. The survey was conducted with 188 English teachers to evaluate the integration of DL into their teaching practices. Findings indicate that, overall, English teachers' instructional DL competency remains ‘moderate (3.22)’, with occurrences ranging from ‘occasional’ to ‘seldom’. They particularly provide few opportunities for student-centered and interactive learning experiences, such as group social interactions or real-life communication in virtual contexts. These findings are expected to inform English teacher professional development and future DL research.
Abstract
Digital literacy (DL) is increasingly recognized as a fundamental 21st-century skill, extending beyond computer skills to encompass core competencies in education (OECD, 2018). Unlike traditional literacy, which focuses on reading and writing, DL includes competencies in information processing and creative thinking, alongside technology proficiency, as outlined in the 2022 National Curriculum of English. This study aims to explore DL in the context of second language (L2) education through a literature review, analysis of the 2022 National Curriculum, and assessment of English teachers’ instructional practices and DL competencies via a survey questionnaire. The research defines DL and identifies six sub-constructs relevant to L2 education: Providing Authenticity, Information Processing, Interaction, Creative Production, and Digital Ethics. The survey was conducted with 188 English teachers to evaluate the integration of DL into their teaching practices. Findings indicate that, overall, English teachers' instructional DL competency remains ‘moderate (3.22)’, with occurrences ranging from ‘occasional’ to ‘seldom’. They particularly provide few opportunities for student-centered and interactive learning experiences, such as group social interactions or real-life communication in virtual contexts. These findings are expected to inform English teacher professional development and future DL research.
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