EFL Teachers’ ICT Literacy Acquisition to Online Instruction during COVID-19
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Published:
Jul 20, 2021
Keywords:
EFL learning online EFL teaching ICT literacy acqusition language teaching in Thailand COVID-19
Main Article Content
Abstract
Due to the global COVID-19 pandemic, educational systems, including teaching a foreign language, have been interrupted and classroom-based teaching paradigms have rapidly shifted to online platforms. Despite the emphasis of technology in language education, Thai tertiary educators are now in urgent need of identifying the best pedagogical approaches to foster this abrupt change in teaching platform. This study investigated how English as a foreign language (EFL) teachers acquired information and communication technology (ICT) literacy for online class delivery. Using a qualitative inquiry, the study employed an in-depth interview to gather data from three Thai EFL university teachers from three different north-eastern government universities in Thailand. The thematic analysis revealed that the acquisition of ICT literacy included three stages – before, during, and post-online teaching. Specifically, EFL teachers acquired ICT literacy through self-exposure to existing tutorials, peer-to-peer learning, student-to-teacher collaboration, ongoing teaching practice, expert-to-teacher learning, and engagement in formal workshops. EFL teachers also raised the issue of confidence in using technology and future integration of technology in a classroom-based paradigm. Pedagogical implications for other contexts encountering similar challenges are also discussed.
Article Details
How to Cite
Kanchai, T. (2021). EFL Teachers’ ICT Literacy Acquisition to Online Instruction during COVID-19. LEARN Journal: Language Education and Acquisition Research Network, 14(2), 282–312. Retrieved from https://so04.tci-thaijo.org/index.php/LEARN/article/view/253270
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Research Articles
References
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Jansangsri, S. (2007). Use of Computer-Assisted Language Learning (CALL) to Develop Reading Comprehension: A Case Study of First-year Electronics-major Students at Mahasarakham Technical College (Published master’s thesis). Mahasarakham University, Maha Sarakham, Thailand.
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Bolliger, D., & Martindale, T. (2004). Key factors for determining student satisfaction in online courses. International Journal On E-Learning, 6, 61-67.
Boonchom, W. (2011). Using English Video Clips to Enhance English Vocabulary of Non-English Majors at Ubon Ratchatani Rajabhat University. (Published master’s thesis). Ubon Ratchatani Rajabhat University. Ubon Ratchatani, Thailand.
Borg, S. (2015). Teacher Cognition and Language Education: Research and Practice. Bloomsbury.
Borg, S. (2019). The Impact of Language Teacher Professional Development. In G. Barkhuizen, Qualitative Research Topics in Language Teacher Education (pp. 44-49). New York, US: Routledge.
Brown, A. (1997). Features of an effective online course. Australasian Journal of Educational Technology, 13(2), 115-126. https://doi.org/10.14742/ajet.1926
Buangam, P. (2010). Using CALL Program to Teach Subject Verb Agreement: A Case Study of M.3 Students (Published master’s thesis). Ubon Ratchatani University, Ubon Ratchatani, Thailand.
Chamkam, J. (2011). Use of SQ3R Technique with Electronic Books to Promote English Reading Comprehension and Vocabulary Knowledge of Developing Level Students (Published master’s thesis). Chiang Mai University, Chiang Mai, Thailand.
Chapelle, C. (2005). Computer-assisted language learning. In E. Hinkel, Handbook of Research in Second Language Teaching and Learning (pp. 743–755). Lawrence Erlbaum Associates.
Creswell, J. (2009). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. USA: SAGE Publication Inc.
Creswell, J. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (4th ed.). USA: SAGE Publication Inc.
Demouy, V., Jones, A., Kan, Q., Kukulska-Hulme, A., & Eardley, A. (2016). Why and how do distance learners use mobile devices for language learning? The Eurocall Review, 24(1), 10. https://doi.org/10.4995/eurocall.2016.5663
Denzin, N., & Lincoln, Y. (2011). The SAGE handbook of qualitative research. Sage Publications.
Dörnyei, Z. (2007). Research Methods in Applied Linguistics: Quantitative, Qualitative and Mixed methodologies. Oxford University Press.
emergencies/novel-coronavirus-2019.
Evans, C. (2008). The effectiveness of m-learning in the form of podcast revision lectures in higher education. Computers & Education, 50(2), 491-498. https://doi.org/10.1016/j.compedu.2007.09.016
Flórez, S., & Basto, E. (2017). Identifying Pre-Service Teachers’ Beliefs About Teaching EFL and Their Potential Changes. PROFILE Issues In Teachers' Professional Development, 19(2), 167-184. https://doi.org/ 10.15446/profile.v19n2.59675
Fu, W., & Zhou, H. (2020). Challenges brought by 2019-nCoV epidemic to online education in China and coping strategies. Journal of Hebei Normal University (Educational Science), 22(2), 14-18.
Gao, L. (2019). Teacher Cognition and Practice in Classroom Listening Instruction: Case Studies of Five English-as-a-Foreign-Language (EFL) Teachers in a Chinese University (Ph.D. Thesis). The University of Auckland, Auckland.
Gao, L., & Zhang, L. (2020). Teacher Learning in Difficult Times: Examining Foreign Language Teachers’ Cognitions About Online Teaching to Tide Over COVID-19. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.549653
Grant, M., & Thornton, H. (2007). Best practices in undergraduate adult-centered online learning: mechanisms for course design and delivery. MERLOT Journal of Online Learning and Teaching, 3(4), 346-356.
Hockly, N. (2018). Blended Learning. ELT Journal, 72(1), 97-101.
Homla, R. (2009). Promoting English Vocabulary Knowledge and Listening Ability of Higher Vocational Level Students Through Movies (Published master’s thesis). Chiang Mai University, Chiang Mai, Thailand.
Hung, M., Chou, C., Chen, C., & Own, Z. (2010). Learner readiness for online learning: Scale development and student perceptions. Computers & Education, 55(3), 1080-1090. https://doi.org/10.1016/j.compedu.2010.05.004
Inchai, P. (2011). The Development of the Electronic Book on the Topic of “Present Simple Tense” for Mathayomsuksa 2 Students (Published master’s thesis). Rajabhat Maha Sarakham University, Maha Sarakham, Thailand.
Inpeng, S., & Nomnian, S. (2020). The Use of Facebook in a TEFL Program Based on the TPACK Framework. LEARN Journal: Language Education and Acquisition Research Network Journal, 13(2), 369-393.
Intrapairote, A., & Srivihok, A. (2003). An e-learning framework for tertiary education in Thailand. In GSB Doctoral Conference. Curtin University, Perth, Australia.
Jansangsri, S. (2007). Use of Computer-Assisted Language Learning (CALL) to Develop Reading Comprehension: A Case Study of First-year Electronics-major Students at Mahasarakham Technical College (Published master’s thesis). Mahasarakham University, Maha Sarakham, Thailand.
Jaturapol, L. (2012). The Development of English Words Spelling and Reading Skills by Multimedia Computer Lesson of Phonics with Group Activity for the Third Grade Students (Published master’s thesis). King Mongkut’s University of Technology Thonburi, Bangkok, Thailand.
Jinda, A., & Bangthamai, E. (2016). The problems and guidelines support of use Information and Communication Technology for Educational of Schools in Nakhon Pathom Primary Educational Service Area Office 2. Veridian E-Journal, Silpakorn University, 9(1), 395-407.
Johnson, K. (2015). Behavioral Education in the 21st Century. Journal of Organizational Behavior Management, 35, 135–150. https://doi.org/10.1080/01608061.2015.1036152
Jungsatidkul, S. (2012). The Development Listening Skill of Prathomsuksa 5 Students of Huachiewkonghuk Ubon School Trough Animated Soundtrack Series (Unpublished master’s thesis). Ubon Ratchatani Rajabhat University, Ubon Ratchatani, Thailand.
Kaitbanditkul, N., & Wongwanich, S. (2015). Effects of Teacher Education Programs on Instructional Design Knowledge with Student Teachers' Self-Efficacy Perception and TPACK Framework Knowledge. Thammasat Review, 18(1), 163-176.
Kanchai, T. (2019). Thai EFL University Lecturers’ Viewpoints towards Impacts of the CEFR on their English Language Curricula and Teaching Practice. NIDA Journal of Language and Communication, 24(35), 23-47.
Karnjanaboon, N. (2012). Factors Affecting Listening Comprehension while Watching the American Sitcom “Friends" (Published master’s thesis). King Mongkut’s University of Technology Thonburi, Bangkok, Thailand.
Khotmongkhon, T. (2011). The Development of Skill Program on the Pronunciation of Homographic Vocabulary for Prathomsuksa 6 Students at Pakhhuaywangnong School, Ubon Ratchathani Province (Published master’s thesis). Ubon Ratchatani Rajabhat University, Ubon Ratchatani, Thailand.
Koehler, M., & Mishra, P. (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of Educational Computing Research, 32(2), 131-152. https://doi.org/10.2190/0EW7-01WB-BKHL-QDYV
Kongkapet, N. (2007). The Effects of Web-based English Reading Instruction Using Project-based Language Learning on Reading Comprehension Ability of Phetchaburi Rajabhat University Students. (Published master’s thesis). Chulalongkorn University, Bangkok, Thailand.
Kukulska-Hulme, A. (2009). Will mobile learning change language learning?. Recall, 21(2), 157-165. https://doi.org/10.1017/s0958344009000202
Lamjuanjit, Y. (2009). Enhancing Writing Strategies through a CALL Program (Published master’s thesis). Khon Kaen University, Khon Kaen, Thailand.
Liu, J., Yu, S., & Ran, M. (2008). Research on the Communicative Mobile English Learning Model. In Fifth IEEE International Conference on Wireless, Mobile, and Ubiquitous Technology in Education (WMUTE 2008) (pp. 60-64). Beijing. Http://doi: 10.1109/WMUTE.2008.26.
Magagula, C., & Ngwenya, A. (2004). A comparative analysis of the academic performance of distance and on-campus learners. Turkish Online Journal of Distance Education-TOJDE, 5(4), 1-11.
Malathong, Y. (2010). The Development of Achievement in English Reading Comprehension of the First Year Students at Sakon Nakhon Rajabhat University through Computer-Assisted Instruction (Published master’s thesis). Khon Kaen University, Khon Kaen, Thailand.
Manajitt, P. (2008). The communicative language teaching (CLT) conceptualization and CLT practice of Thai EFL school teachers in Bangkok (Unpublished doctoral dissertation). Mahidol University, Thailand.
Manyawech, N. (2012). Cooperative Learning-Based Computer – Assisted Instruction on “Present Continuous Tense” for Prathomsuksa 3 Students (Published master’s thesis). Chiang Rai Rajabhat University, Chiang Rai, Thailand.
Merriam, S. (1998). Case Study Research in Education: A qualitative Approach. Jossey-Bass.
Merriam, S., & Tisdell, E. (2016). Qualitative Research: A guide to Design and Implementation (4th ed.). Jossey-Bass.
Miles, M., Huberman, A., & Saldaña, J. (2014). Qualitative data analysis (3rd ed.). Sage Publications, Inc.
Niyomsap, S., Thongthew, S., & Rodpothong, S. (2013). A curriculum Development Utilising TPACK as Content Framework to Enhance Digital Courseware Production Competency for Teachers. Silapakorn University Journal of Social Sciences, Humanities and Arts, 13(1), 157-177.
Nomnian, S., & Arphattananon, T. (2018). A qualitative study on factors influencing achievement of English language teaching and learning in Thai government secondary schools. Asian EFL Journal, 20(6), 207-233.
Palmer, S. (2012). Understanding the context of distance students: differences in on- and off-campus engagement with an online learning environment. Journal of Open, Flexible and Distance Learning, 16(1), 70-82.
Phetchmunee, S. (2004). Effects of Look up Behavior on the Acquisition and Retention of English Vocabulary among Prince of Songkla University First Year Students Using Computer-Assisted Language Learning Reading Material (Published master’s thesis). Prince of Songkla University, Songkla, Thailand.
Phooprasartporn, K. (2012). Using Movies and Role Playing to Promote English Listening and Speaking Abilities and Self-confidence Among First Year Students (Published master’s thesis). Chiang Mai University, Chiang Mai, Thailand.
Raksasab, K. (2010). Using CALL Program to Develop English Minor Students’ Idiomatic Expressions from “Friends” Series (Published master’s thesis). Khon Kaen University, Khon Kaen, Thailand.
Roddy, C., Amiet, D., Chung, J., Holt, C., Shaw, L., & McKenzie, S. et al. (2017). Applying Best Practice Online Learning, Teaching, and Support to Intensive Online Environments: An Integrative Review. Frontiers in Education, 2. https://doi.org/10.3389/feduc.2017.00059
Rovai, A. (2003). In search of higher persistence rates in distance education online programs. The Internet and Higher Education, 6(1), 1-16. https://doi.org/10.1016/s1096-7516(02)00158-6
Rovai, A., & Downey, J. (2010). Why some distance education programs fail while others succeed in a global environment. The Internet and Higher Education, 13(3), 141-147. https://doi.org/10.1016/j.iheduc.2009.07.001
Ruangrong, P., Jirawongphong, P., Manyum, W., Somyarone, W., Muendetch, S., & Srisurat, C. (2014). Educational technology vs Thai teachers in 21st century. Panyapiwat Journal, 5(1), 195-207.
Shulman, L. (1986). Those who understand: knowledge growth in teaching, 15(2), 4-14. https://doi.org/10.3102/0013189X015002004
Simasathiansophon, N. (2014). A Perspective on Blended-Learning Approach through Course Management System: Thailand‟s Case Study. International Journal of Information and Education Technology, 4(2), 172-175. https://doi.org/10.7763/ijiet.2014.v4.392
Singsri, S. (2011). Development of CAI to Improve English Speaking Skill of Nurses in Thatphanom Crown Prince Hospital (Published master’s thesis). Ubon Ratchatani Rajabhat University, Ubon Ratchatani, Thailand.
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