English Teachers’ Perceptions of Digital Literacy in Teaching
Article Sidebar
English teacher,
Perceptions,
Professional development,
Qualitative study,
Technology integration
Main Article Content
Imam Santosa
Stephanie Fahra Caroline
Ifan Iskandar
Vjollca Jonuzi
Abstract
Background of the Study: Digital literacy has become a crucial aspect of modern education. English teachers are expected to not only use digital tools but also understand their pedagogical and ethical implications.
Aims and Scope of the Paper: This study explores the perceptions of junior and senior high school English teachers regarding digital literacy in teaching, including their experiences, challenges, and readiness in integrating digital tools.
Methods: Using a descriptive qualitative approach, data were collected through semi-structured interviews with 17 English teachers who met the inclusion criteria. Thematic analysis was employed to identify patterns and themes.
Results: The analysis revealed four main themes: access, evaluation, use, and reflection. Teachers showed enthusiasm in using digital tools, but practices remained within familiar boundaries. Formal training in evaluating content was limited, and concerns about ethical and pedagogical responsibilities emerged.
Conclusion: Effective integration of digital literacy requires not only access to tools and infrastructure but also continuous professional development that promotes confidence, critical awareness, and reflective teaching practices.
Article Details
Copyright (c) 2025 Imam Santosa, Stephanie Fahra Caroline, Ifan Iskandar, Vjollca Jonuzi
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
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