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The Online Community of Practice Co-constructed by EFL Teachers:

A Case of Hong Kong EFL Pre‐Service Teachers

MOONYOUNG PARK, PH.D.

TOM CHENG

CHINESE UNIVERSITY OF HONG KONG

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Introduction

  • Why digital literacy?
    • The increasing importance of digital literacy is observed in many places (Riddle, 2015).
    • There are growing demands for language learners and educators to develop digital literacy skills and language learning strategies in technology‐enhanced language learning (TELL) environments.
    • Language learner and educator readiness is required for their success in digital environment (Hubbard, 2013).
  • Pre‐service EFL teacher readiness
    • For the effective implementation of an online community building for pre‐service EFL teachers, it is necessary to identify the level of digital literacy of target participants.
    • It is also important to find out factors affecting their use of digital technologies in local contexts.

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Definition of Digital Literacy

  • What is digital literacy?
    • Martin (2005) – It is the awareness, attitude and ability of individuals to appropriately use digital tools and facilities to identify, access, manage, integrate, evaluate, analyze and synthesize digital resources, construct new knowledge, create media expressions, and communicate with others, in the context of specific life situations to enable constructive social action; and to reflect on this process.
    • Hague & Payton (2010) – To be digitally literate is to have access to a broad range of practices and cultural resources that you are able to apply to digital tools. It is the ability to make and share meaning in different modes and formats; to create, collaborate and communicate effectively and to understand how and when digital technologies can best be used to support these processes.
    • Son (2015) – It is the ability to use digital technologies at an adequate level for creation, communication, collaboration, and information search and evaluation in a digital society. It involves the development knowledge and skills for using digital devices and tools for specific purposes.

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Digital Literacy Questionnaire (Son, 2015)

Five sections:

  1. Section I (background);
  2. Section II (self‐ratings of computing and digital skills);
  3. Section Ill (questions related to the use of digital technologies);
  4. Section IV (digital literacy test ‐ 10 questions);
  5. Section V (factors affecting the use of digital technologies for language learning and personal views of the use of digital devices).

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The Study

  • An explorative study
  • Aims:
    • To investigate Hong Kong EFL pre‐service teachers’ awareness and their use of digital technologies
    • To examine their digital literacy level
  • Research questions:
  • To what extent are the participants aware of digital technologies for language learning?
  • What kinds of digital tools do they use and how often do they use them?
  • What are their attitudes toward the use of digital technologies?

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Participants

  • A total of 27 Hong Kong EFL pre‐service teachers at a Hong Kong university
  • All fourth and fifth year undergraduate students
  • Majoring in English Education
  • Participant profile (N = 27)

Category

Details

Gender

Male: 7 (26%)

Female: 20 (74%)

Average age

21.7 years old (ranging from 20 to 23 years old)

Native language (mother tongue)

Cantonese: 26 (96%)

Chinese: 1 (4%)

Average years of computer experience

15.1 years (ranging from 12 to 19 years)

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Learning about how to use computers (N=27)

Who taught you how to use the

computer in the first place?

Family: 12 (43%)

Teacher/trainer: 10 (36%)

Yourself: 6 (21%)

Friend: 0 (0%)

Book: 0 (0%)

Magazine: 0 (0%)

Video: 0 (0%)

Other: 0 (0%)

Note: Multiple responses allowed

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How to find out about new digital technologies (N=27)

How do you find out about new

digital technologies?

Friends

19 (24%)

Social networks

17 (22%)

Websites

14 (18%)

Family

13 (16%)

TVs

6 (8%)

Teachers

2 (3%)

Magazines

2 (3%)

Newspapers

2 (3%)

Email lists

2 (3%)

Radios

1 (1%)

Blogs

1 (1%)

Books

0 (0%)

Others

0 (0%)

Note: Multiple responses allowed

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Self‐assessment of computing skills (N=27)

Note: Multiple responses allowed

Skill

Very Poor

Poor

Acceptable

Good

Very Good

Your own typing skills

1 (4%)

0 (0%)

10 (37%)

10 (37%)

6 (22%)

Your own web search skills

0 (0%)

1 (4%)

8 (30%)

12 (44%)

6 (22%)

Your own computer literacy (the ability to use the computer)

0 (0%)

2 (7%)

12 (44%)

10 (37%)

3 (11%)

Your own Internet literacy (the ability to use the Internet)

0 (0%)

0 (0%)

10 (37%)

13 (48%)

4 (15%)

Your own digital literacy (the ability to use digital)

0 (0%)

6 (22%)

8 (30%)

11 (41%)

2 (7%)

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Responses to “Do” questions (N=27)

​

Yes

No

1

Do you understand the basic functions of computer hardware components?

21 (78%)

6 (22%)

2

Do you have a personal homepage or a personal profile on the web?

11 (41%)

16 (59%)

3

Do you use keyboard shortcuts?

24 (89%)

3 (11%)

4

Do you use the computer for learning purposes?

27 (100%)

0 (0%)

5

Do you find it easy to learn something by reading it on the computer screen?

21 (78%)

6 (22%)

6

Do you find it easy to learn something by watching it on the computer screen?

25 (93%)

2 (7%)

7

Do you use social networking services?

27 (100%)

0 (0%)

8

Do you have any online friend you have never met in person?

15 (56%)

12 (44%)

9

Do you feel competent in using digital learning resources?

22 (85%)

4 (15%)

10

Do you have mobile apps you use for language learning purposes?

24 (89%)

3 (11%)

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Response to “Can” questions (N=27)

​

Yes

No

1

Can you change computer screen brightness and contrast?

27 (100%)

0 (0%)

2

Can you minimize, maximize and move windows on the computer screen?

27 (100%)

0 (0%)

3

Can you use a ‘search’ command to locate a file?

27 (100%)

0 (0%)

4

Can you scan disks for viruses?

20 (74%)

7 (26%)

5

Can you write files onto a CD, a DVD or a USB drive?

27 (100%)

0 (0%)

6

Can you create and update web pages?

17 (65%)

9 (35%)

7

Can you take and edit digital photos?

25 (93%)

2 (7%)

8

Can you record and edit digital sounds?

20 (77%)

6 (23%)

9

Can you record and edit digital videos?

17 (65%)

9 (35%)

10

Can you download and use apps on digital devices?

27 (100%)

0 (0%)

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Frequency of using computer and Internet applications (N=27)

​

Working with:

Very Frequently

Frequently

Occasionally

Rarely

Very rarely

Never

1

Word processor

19 (70%)

6 (22%)

1 (4%)

1 (4%)

0 (0%)

0 (0%)

2

Email

18 (67%)

9 (33%)

0 (0%)

0 (0%)

0 (0%)

0 (0%)

3

World Wide Web

20 (74%)

3 (11%)

3 (11%)

1 (4%)

0 (0%)

0 (0%)

4

Graphics software

0 (0%)

3 (12%)

9 (35%)

7 (27%)

6 (23%)

1 (4%)

5

Database

0 (0%)

3 (11%)

4 (15%)

9 (33%)

7 (26%)

4 (15%)

6

Spreadsheet (for data organization)

0 (0%)

3 (11%)

7 (26%)

12 (44%)

3 (11%)

2 (7%)

7

Concordancer (for text analysis)

0 (0%)

1 (4%)

2 (8%)

6 (23%)

6 (23%)

11 (42%)

8

Language learning software (CD‐ ROM, DVD)

2 (7%)

4 (15%)

5 (19%)

8 (30%)

6 (22%)

2 (7%)

9

Language learning website

2 (7%)

6 (22%)

10 (37%)

9 (33%)

0 (0%)

0 (0%)

10

Language learning mobile app

2 (7%)

7 (26%)

11 (41%)

4 (15%)

3 (11%)

0 (0%)

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Blog

3 (11%)

2 (7%)

7 (26%)

6 (22%)

8 (30%)

1 (4%)

12

Wiki

9 (33%)

10 (37%)

7 (26%)

1 (4%)

0 (0%)

0 (0%)

13

Text chatting

18 (67%)

7 (26%)

2 (7%)

0 (0%)

0 (0%)

0 (0%)

14

Voice chatting

11 (41%)

5 (19%)

6 (22%)

3 (11%)

2 (7%)

0 (0%)

15

Video conferencing

2 (7%)

3 (11%)

9 (33%)

7 (26%)

6 (22%)

0 (0%)

16

Computer game

3 (11%)

1 (4%)

6 (22%)

10 (37%)

7 (26%)

0 (0%)

17

Electronic dictionary

10 (37%)

12 (44%)

4 (15%)

0 (0%)

1 (4%)

0 (0%)

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Skills for using computer and Internet applications (N=27)

​

Working with:

Very Good

Good

Acceptable

Poor

Very Poor

Do Not Know

1

Word processing applications (e.g., MS Word)

11 (41%)

12 (44%)

4 (15%)

0 (0%)

0 (0%)

0 (0%)

2

Spreadsheet applications (e.g., MS Excel)

1 (4%)

3 (11%)

12 (44%)

8 (30%)

3 (11%)

0 (0%)

3

Database applications (e.g., MS Access)

1 (4%)

0 (0%)

5 (19%)

5 (19%)

6 (22%)

10 (37%)

4

Presentation applications (e.g., MS PowerPoint)

7 (26%)

14 (52%)

4 (15%)

2 (7%)

0 (0%)

0 (0%)

5

Communication applications (e.g., Skype)

3 (11%)

13 (48%)

6 (22%)

5 (19%)

0 (0%)

0 (0%)

6

Learning management systems (e.g., Moodle)

1 (4%)

4 (15%)

9 (33%)

4 (15%)

2 (7%)

7 (26%)

7

Virtual worlds (e.g. Second Life)

0 (0%)

2 (7%)

6 (22%)

6 (22%)

1 (4%)

12 (44%)

8

Social networking services (e.g., Facebook)

19 (70%)

8 (30%)

0 (0%)

0 (0%)

0 (0%)

0 (0%)

9

Blogs (e.g., Blogger)

3 (11%)

6 (22%)

7 (26%)

4 (15%)

4 (15%)

3 (11%)

10

Wikis (e.g., PBworks)

2 (7%)

4 (15%)

3 (11%)

5 (19%)

0 (0%)

13 (48%)

11

Podcasts (e.g., Apple Podcasts)

2 (7%)

4 (15%)

5 (19%)

4 (15%)

5 (19%)

7 (26%)

12

File sharing sites (e.g., Dropbox)

6 (22%)

13 (48%)

2 (7%)

4 (15%)

1 (4%)

1 (4%)

13

Photo sharing sites (e.g., Picasa)

1 (4%)

6 (22%)

7 (26%)

4 (15%)

2 (7%)

7 (26%)

14

Video sharing sites (e.g., YouTube)

16 (59%)

10 (37%)

0 (0%)

1 (4%)

0 (0%)

0 (0%)

15

Web design applications (e.g., Dreamweaver)

1 (4%)

3 (11%)

8 (30%)

5 (19%)

3 (11%)

7 (26%)

16

Web search engines (e.g., Google)

19 (70%)

6 (22%)

1 (4%)

1 (4%)

0 (0%)

0 (0%)

17

Dictionary apps (e.g., Dictionary.com

21 (78%)

3 (11%)

3 (11%)

0 (0%)

0 (0%)

0 (0%)

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Results of the digital literacy test (Section IV) (N=27)

Mean scores

7 (out of 10)

The easiest questions

  • Q2. Where does a digital camera store its pictures? 26 (96%) correct
  • Q5. What is Bluetooth? 27 (100%) correct

The most difficult questions

  • Q6. Which of the following does not need to be asked when evaluating information provided on websites? 10 (37%) correct → Answer: computation
  • Q9. What is the fraudulent attempt to acquire sensitive information such as passwords and credit card details in an electronic communication? 11 (40%) correct → Answer: phishing

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Factors affecting the use of digital technology �(N=27, multiple responses allowed)

17 (63%)

23 (85%)

19 (70%)

7 (26%)

17 (63%)

6 (22%)

9 (33%)

11 (41%)

17 (63%)

6 (22%)

17 (63%)

17 (63%)

1 (4%)

25

20

15

10

5

0

Lack of time

Lack of budget

Lack of knowledge of teachers

Lack of knowledge of students

Lack of skills of teachers

Lack of skills of students

Lack of interest of teachers

Lack of interest of students

Lack of training

Lack of learning materials

Lack of supporting resources

Lack of facilities

Others

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Mean self‐ratings of views and attitudes toward the use of digital technologies (N=27)

Note: 1 Strongly Disagree; 2 Disagree; 3 Uncertain; 4 Agree; 5 Strongly Agree

1

I enjoy using digital devices.

4.22

2

I feel comfortable using digital devices.

4.09

3

I am aware of various types of digital devices.

4.04

4

I understand what digital literacy is.

3.57

5

I am willing to learn more about digital technologies.

3.96

6

I feel threatened when others talk about digital technologies.

2.48

7

I feel that I am behind my fellow students in using digital technologies.

2.70

8

I think that it is important for me to improve my digital fluency.

3.83

9

I think that my learning can be enhanced by using digital tools and resources.

4.04

10

I think that training in technology‐enhanced language learning should be included in language education programs.

4.00

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Discussion

  • Self‐perceived level of competence in computer literacy, Internet literacy and digital literacy is high and the knowledge of digital literacy is also high.
  • High enjoyment in using digital technologies
  • Positive attitudes toward the use of digital devices
  • However, on the contrary to findings in literature, "Lack of knowledge of students" as the most frequently selected factor affecting the use of digital technologies for language learning ‐ a need for learner training (Hubbard, 2013; Romeo & Hubbard, 2008; Son & Kim, 2015), the participants concerns more about lack of knowledge and skills of the teachers.
  • More in‐depth needs analysis should be conducted to better meet their needs.

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References

Hague, C., & Payton, S. (2010). Digital literacy across the curriculum: A Future/ab handbook. Bristol, UK: Futurelab.

Hubbard, P. (2013). Making a case for learner training in technology enhanced language learning environments. CALlCO Journal, 30(2), 163‐178.

Martin, A. (2005). DigEuLit ‐ A European framework for digital literacy: A progress report. Journal of eLiteracy, 2, 130‐136.

Riddle, S. (2015). The robots are coming for your job! Why digital literacy is so important for the jobs of the future. The Conversation.

Son, J.‐B. (2015). Digital literacy. Retrieved from http://www.apacall.org/member/sonjb/projects/dV

Son, J.-B., & Kim, M. (2015). Learner training in digital language learning for pre-service interpreters and translators. In Proceedings of the 2015 International Conference on Deep Languages Education Policy and Practices, Ipswich Campus, University of Southern Queensland, Australia.