Information and communications technology (ICT) inclusion has long been at the forefront of professional language pedagogy discourse. It has been argued that ICT implementation is globally advocated but depends on local variables. ICT literacy nowadays does not only include owning and operating devices, but also the ability to create content, solve problems and minding digital safety. The aims of this study were to validate a questionnaire mapping the ICT literacy of one particular group of adult learners: Hungarian English majors (N = 45) and to offer some preliminary results. After two rounds of reliability analysis, all nine constructs of the questionnaire proved to be reliable, each above a minimum Cronbach's alpha value of 0.60. Based on the questionnaire results, it can be said that Hungarian English majors have good digital competences, ICT devices are generally available for them, but their ICT acceptance is lower than hypothesised, and devices emerge as learning tools for students rather than substitutes for face-to-face interaction. Since the questionnaire was piloted on a small sample size (N = 45), results are only preliminary; therefore, this article outlines plans for future administration of the questionnaire.
IntroductionIt is unquestionable that we live in the age of technology. Being a teacher trainee, no sooner had I entered the classroom than I realised that banning gadgets in the classroom would not be possible. What is more, not only would it be impossible, but a very foolish thing to do, seeing how much students are attached to them.I immediately became interested in what we can achieve together with my students involving technology and the Internet in our classroom. Having had some previous experience with blended learning systems, thinking about my fields of interest, out of a sudden I realised that I am truly curious if using the Internet and reflecting on students' needs in the classroom can accelerate or contribute to making their learning more focused.I wished to mix online and face-to-face education, and I ended up mixing the possibilities of the language school I was teaching at and the students I taught during my teacher training practice. Owing to the generosity of my colleagues at the language school,
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