Digital Teaching Awareness and Practice: Narratives From Indonesian Esp Teachers

Abstract

Research on the integration of digital technology in English language teaching has enormously been conducted. However, studies exploring digital teaching awareness and practice among English for specific purposes (ESP) teachers still remain a paucity of evidence. The present study aims to examine Indonesian ESP teachers" digital teaching awareness and technology-based classroom activities. To reach the objective, qualitative approach under the procedure of narrative inquiry is applied. Semi-structured interview, observation, and document analysis are employed to obtain the required data from 14 Indonesian ESP teachers teaching at various fields of study. The results reveal that the Indonesian ESP teachers develop their digital teaching competence and awareness through professional training programs (e.g. joining workshop, seminar, and conference) and personal practice (e.g. learning from Youtube and other platforms). The results further depict that they utilize Social Networking Sites (e.g. Facebook, WhatsApp, and Instagram) and web-based materials (web-blog, Kahoot, Canva, and Edmodo) to assist their digital teaching practices. The results contribute to offering valuable insight and reference for English teachers to conduct interactive technology-based teaching and learning activities. In addition, the results can be used as a reference for school/college policymakers to ensure the efficacy of digital language learning practice.

Teachers’ Agency in Technology for Education in Pre- and Post-COVID-19 Periods: A Systematic Literature Review

“…Therefore, simply being aware is insufficient for teachers to claim that they are digitally literate and ready for technologically integrated transformation, as digital literacy covers a broad spectrum that discusses teachers' ability to utilise technology effectively. Further, the studies of Nugroho et al and Mutiaraningrum and Nugroho [85,88] also confirmed the need for meaningful awareness that can extend up to effective use of technology, creating innovative learning environments [85,88]. According to Tam [89], an accidental shift in teachers' behaviours is observed in response to alterations in the educational environment.…”

“…Teachers' understanding of the potential of technology towards education is discussed under digital awareness; accordingly, teachers are required to maintain strong technological awareness [83,84]. Awareness shapes their use of technology [85,86] and helps teachers to improve [54]. Awareness supports in creating teachers' beliefs and beliefs about technology influence how teachers use technology in teaching [87].…”

“…Surprisingly, none of the selected studies conducted during the post-COVID era has specifically commented on the improvement in teaching practices through technology integration. Sudden transition and lack of affordability prevented teachers from exploring technology [85,99]. In particular, during the early stage of COVID, quickly improvised teaching methods imposed pressure on non-expertise teachers, and they experienced negativities due to lack of infrastructure [100].…”

Challenges and Opportunities to Collaborative Distance Learning in Esp Instruction

“…In the realm of collaborative online learning, the integration of technology has become pivotal in optimizing ESP instruction. The use of various technological tools both social networking sites and web-based materials (Nugroho et al, 2022) as well as the support of infrastructure, such as virtual classrooms, multimedia resources with the support of excellent internet connection enhances the delivery of ESP content and provides students with authentic learning experiences. Through online platforms, ESP courses can be designed to simulate real-world scenarios, allowing learners to finally assist the students specifically address the needs of students as they relate to their goals for learning English.…”

EFL Teachers’ Strategy in Teaching English Narrative Writing During Covid-19 Outbreak

“…According to (Abbad et al, 2009), the use of digital technology is mandatory in online learning and teaching. Meanwhile, (Nugroho et al, 2022), states that teachers' awareness of technology for educational purposes is highly recommended. Teachers need to adjust their old habits to a new situation (Altan & Lane, 2018).…”