Digital Literacies in <scp>TESOL</scp>: Mapping Out the Terrain

Darvin, Ron; Hafner, Christoph A.

doi:10.1002/tesq.3161

Cited by 16 publications

(10 citation statements)

References 58 publications

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“…ESOL‐providing institutions may offer introductory courses on digital technology or may integrate digital literacies in other courses, as many have begun to do (Erarslan, 2021; Fouche & Andrews, 2022; Harris, 2020; Landa et al., 2021). Either way, instruction in digital literacies should be undertaken overtly and consciously rather than assuming that using educational technology in class is sufficient for learners to also navigate various scenarios outside of class (Darvin & Hafner, 2022). Tour (2020) gives examples of three pedagogical units that can be adapted to different learner ages and contexts.…”

Section: Discussionmentioning

confidence: 99%

“…Although less empirically investigated in digital divides research, majority language proficiency is also posited to contribute to divides in access and use (van Dijk, 2020). Within ESOL, research has focused on digital literacies defined broadly, going beyond learning skills needed to use educational technology and complete a lesson to include “the practices of communicating, relating, thinking and ‘being’ associated with digital media” (Jones & Hafner 2021 quoted in Darvin & Hafner, 2022, p. 868). Because technology is increasingly prevalent in language classrooms as well as outside them, especially since the COVID‐19 pandemic began, developing digital literacies is essential (Darvin & Hafner, 2022).…”

Section: Conceptual Framework: Resources and Appropriation Theory Of ...mentioning

confidence: 99%

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Interest in and barriers to online ESOL instruction for adults during and beyond COVID‐19: Exploring relationships with sociodemographics and English proficiency

Cox,

Chen,

Okatch

2023

TESOL Journal

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Digital divides mean that marginalized groups such as adults who speak English as a second or other language (ESOL) are less likely to have access to online instruction. Higher levels of English proficiency are associated with better health and employment; therefore, access to ESOL classes is essential. We investigated how sociodemographics and English proficiency relate to adult learners' preferences for, and barriers to, online instruction of ESOL during and beyond the COVID‐19 pandemic. Sixty‐one adults completed a survey on their pandemic experiences, demographics, and ESOL classes. Analyses showed nonsignificant relationships between interest in online instruction and internet access, education, income, and age. Respondents reported expecting more nondigital than digital barriers to online instruction overall. Expecting to encounter digital barriers did not constrain respondents' interest in future online instruction; however, beginner‐proficiency individuals had higher interest than those with intermediate or no proficiency. Of the five specific types of remote instruction included in the survey, learning to use new technologies interested most respondents the most. Results will inform ESOL practitioners and administrations as they continue to develop online or digital literacies components for their classes.

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Section: Discussionmentioning

confidence: 99%

Section: Conceptual Framework: Resources and Appropriation Theory Of ...mentioning

confidence: 99%

Interest in and barriers to online ESOL instruction for adults during and beyond COVID‐19: Exploring relationships with sociodemographics and English proficiency

Cox,

Chen,

Okatch

2023

TESOL Journal

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“…Digital literacies are "ways in which people use the mediational means available to them to take actions and make meaning in a particular social, cultural, and economic contexts" (Jones and Hafner, 2021: 18). Beyond their own mastery of new digital technologies and tools available in the rapidly changing digital landscape (Darvin and Hafner, 2022), ESP/EAP teachers are also expected to help students use these tools well to achieve their academic and social goals. It is important therefore that teachers expand their understanding of academic literacy to include digital literacies (Jones and Hafner, 2021), including the varied usage of evidence and evidentials.…”

Section: Literature Reviewmentioning

confidence: 99%

“…The study of the use of evidence or citations in academic writing has gained traction over the years, including attempts to classify evidentials in academic writing (Dehkordi and Allami, 2012). In the present study, the focus is evidence used by student writers in online learning platforms (such as Blackboard or Canvas), which has not been studied extensively (to our knowledge).…”

Section: Introductionmentioning

confidence: 99%

New Types of Evidence in Online Learning Spaces: A Corpus-Based Study

Ling

Elgort

2023

RELC Journal

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Following Hyland's model of metadiscourse, evidential is defined as an expression that references information from other texts. Evidence in traditional academic writing may include peer-reviewed articles, published books and personal communication with field experts. With a sharp increase in the use of online teaching and learning environments by education providers, such as Google Classroom and Canvas, and a vast range of sources of evidence available in non-traditional forms, are types of evidence in students’ academic writing changing and, if yes, how? In this study, we analysed the use of evidentials in course discussion forums by students at the Universiti Brunei Darussalam, revealing the types of evidence included in the writing. Our findings show that students’ academic writing in online teaching environments expands what is traditionally considered academic evidence to some extent, but more targeted teaching intervention may be needed to broaden the range and quality of evidentials used by students.

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“…As Darvin and Hafner (2022) point out, the pandemic created an unprecedented need for teachers and learners to develop and implement digital literaciesthat is, the ability to read, write and communicate using digital tools and in digital contextsto facilitate teaching and learning activities. Lockdowns forced teachers and students into practices of 'emergency remote teaching', a temporary solution to an immediate crisis circumstance different to ordinary distance education, which involves activities that are originally designed to be implemented online (Hodges et al, 2020).…”

Section: Language Learning During the Pandemicmentioning

confidence: 99%

Virtual Distance in Project Work: What We Have Learned From the Pandemic

Hafner

Xia

2023

RELC Journal

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The Covid-19 pandemic posed novel challenges to language teachers and learners, as ‘emergency remote teaching' became a necessity in order for teachers and learners to isolate from one another. Much has already been written about the nature of those challenges and language teachers' response to them, which response frequently made use of video-conferencing technology like Zoom in order to facilitate remote interaction, teaching and learning. The existing work has focused heavily on teacher experiences, including the kinds of strategies and competencies that teachers made use of when ‘doing' synchronous online learning. However, much less work has examined the student experience. In addition, one challenge consistently identified in the literature is that of fostering meaningful interaction and engagement. In this viewpoint article, we apply the concept of ‘virtual distance’ to the activity of project-based learning taking place at a university in Hong Kong and mediated by digital technologies as part of emergency remote teaching. We report on the emergence of a socio-technical divide in one particular student team and teacher strategies that tend to bridge the divide. We offer suggestions on how the lessons learned from this experience can inform project-based learning in the post-pandemic future.

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Digital Literacies in TESOL: Mapping Out the Terrain

Abstract: I call on educational institutions to focus on digital literacy at the time when billions of young people are online and when extremists are seeking to prey on captive and potentially despairing audiences."-Antonio Guterres, Secretary General of the United Nations,

Cited by 16 publications

References 58 publications

Interest in and barriers to online ESOL instruction for adults during and beyond COVID‐19: Exploring relationships with sociodemographics and English proficiency

Interest in and barriers to online ESOL instruction for adults during and beyond COVID‐19: Exploring relationships with sociodemographics and English proficiency

New Types of Evidence in Online Learning Spaces: A Corpus-Based Study

Virtual Distance in Project Work: What We Have Learned From the Pandemic

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