TPACK-SAMR digital literacy competence, technostress, and teaching performance: Correlational study among EFL lecturers

Abstract

This study aimed to scrutinize the correlation between English as a foreign language (EFL) lecturers’ digital literacy competence (DLC) based on the TPACK-SAMR framework and their technostress. In addition, this study revealed how the variables correlated to the lecturers’ EFL teaching performances. Therefore, a correlational design with a descriptive explanation model was conducted. The participants were six EFL lecturers from six different universities in various cities in East Java Province, Indonesia. The data were collected by administering TPACK-SAMR DLC and technostress questionnaires, conducting a semi-structured interview, and documenting the teaching scenarios. The results showed that most participants were more confident with their pedagogical knowledge and content knowledge. They claimed it was hard to mingle them into harmonious teaching performances with technology that challenged them to achieve the higher TPACK-SAMR DLC level. Relevant to this finding, their DLC had a negative ‘very high’ correlation with technostress, shown by -.824 Pearson correlation coefficient. Henceforth, their EFL teaching performances reflected the minimum operation of technology, according to SAMR stages, to mediate EFL teaching by substituting and augmenting the technology. Therefore, this study highlights the importance of DLC training to escalate the positive outcomes of EFL teaching with technology and minimize technostress.

Perception of Primary School English Teacher with Non-English Educational Background towards Pedagogical Content Knowledge

“…Therefore, teachers are unable to implement pedagogical content knowledge properly. Factors that influence include teachers not designing lesson plans, teachers not adapting learning strategies to student characteristics, not conducting curriculum reviews to suit student needs, and a lack of knowledge of English itself (Ball et al, 2008;Muslimin et al, 2023).…”

“…The abilities that must be possessed by the teacher include knowledge they have and how to implement learning, which means that the understanding and implementation of pedagogical content knowledge must be aligned (Le et al, 2018;Öz, 2014;Safitri et al, 2019). Pedagogical content knowledge consists of pedagogical knowledge and content knowledge, pedagogical knowledge includes aspects of curriculum development, student characteristics and learning objectives, while content knowledge is the knowledge that teachers have about the subjects taught (Lyublinskaya & Kaplon-Schilis, 2022;Muslimin et al, 2023;Sintawati & Abdurrahman, 2020). According to previous study content knowledge in English consists of 2 important points, namely language awareness which includes how the teacher pays attention to the importance of correcting errors that occur in the use of English and language proficiency which includes the teacher's knowledge of grammar, tenses and verbal delivery and non-verbal (Muslimin et al, 2023).…”

“…Pedagogical content knowledge consists of pedagogical knowledge and content knowledge, pedagogical knowledge includes aspects of curriculum development, student characteristics and learning objectives, while content knowledge is the knowledge that teachers have about the subjects taught (Lyublinskaya & Kaplon-Schilis, 2022;Muslimin et al, 2023;Sintawati & Abdurrahman, 2020). According to previous study content knowledge in English consists of 2 important points, namely language awareness which includes how the teacher pays attention to the importance of correcting errors that occur in the use of English and language proficiency which includes the teacher's knowledge of grammar, tenses and verbal delivery and non-verbal (Muslimin et al, 2023). According to other study pedagogical knowledge consists of 5 important points, namely knowledge about curriculum development, knowledge about the characteristics of young learners, knowledge about lesson plans, the use of learning strategies for young learners, and knowledge about assessment (Rahmadi, 2019).…”

Mobile Technology-Mediated Language Learning: A Quantitative Study to Unravel Language Learners’ Achievement and Autonomy

“…The attendance of mobile technology to mediate teaching and learning of any language gained in numbers lately (Bachore, 2015), especially due to the popularity of the 21 st -century education trend where digital technology literacy becomes one of the students' essential skills to possess, the introduction to 4.0 industrial revolution that requires students to be globally competitive with technology (Lu & Cutumisu, 2022;Muslimin et al, 2023), and the benefits of technology implementation to mediate teaching and learning challenges (Chen et al, 2020). Then, this research showed the attempts of a Balinese language teacher in a primary school to try using an android application that is downloadable for mobile phones to mediate the students' challenges in learning the Balinese language.…”

“…Due to its functionality, technology attends various language learning contexts, i.e., in the classroom, outside the classroom, during the project, when the learners' are doing their tasks, and even when the learners are enjoying their relaxed learning time. Hence, many educators take these benefits by employing technology to mediate their language teaching (Muslimin et al, 2023) and boost their students' language learning.…”