Digital literacy of EFL student-teachers using empowerment outreach program: The role of engagement, cognitive learning, and performance
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F62690094%3A18450%2F25%3A50022596" target="_blank" >RIV/62690094:18450/25:50022596 - isvavai.cz</a>
Result on the web
<a href="https://www.sciencedirect.com/science/article/abs/pii/S0883035525002356?via%3Dihub" target="_blank" >https://www.sciencedirect.com/science/article/abs/pii/S0883035525002356?via%3Dihub</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1016/j.ijer.2025.102762" target="_blank" >10.1016/j.ijer.2025.102762</a>
Alternative languages
Result language
angličtina
Original language name
Digital literacy of EFL student-teachers using empowerment outreach program: The role of engagement, cognitive learning, and performance
Original language description
Traditional schools' shortcomings drive educational innovations that emphasize technology and self-directed learning, reflected in blended learning environments and the use of tools like Moodle and Google Classroom. This shift necessitates teachers' upskilling in digital literacy to effectively integrate technology, which can enhance teaching efficacy, particularly in remote areas, while fostering student empowerment and engagement. The study involved 53 fourth-year EFL students from the University of Diyala, Iraq, and used the Learner Empowerment Scale (LES) and Cognitive Learning Scale (CLS) to measure the impact of a six-week outreach program on their technology use in teaching. Results showed that the program positively influenced students' engagement and cognitive learning, with YouTube and Duolingo being the most commonly used applications, but had a limited impact on their classroom performance. Outreach programs promoting digital literacy positively impact STs' engagement and cognitive learning but have minimal effect on teaching performance, indicating a need for pedagogical training alongside technological skills. Limitations include the study's focus solely on technology, short duration, and device-related issues, suggesting future research should explore broader pedagogical integration and consider longer evaluation periods with larger, diverse samples to assess long-term efficacy and student outcomes.
Czech name
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Czech description
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Classification
Type
J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database
CEP classification
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OECD FORD branch
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Result continuities
Project
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Continuities
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Others
Publication year
2025
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
International Journal of Educational Research
ISSN
0883-0355
e-ISSN
1873-538X
Volume of the periodical
134
Issue of the periodical within the volume
August
Country of publishing house
GB - UNITED KINGDOM
Number of pages
20
Pages from-to
"Article Number: 102762"
UT code for WoS article
001570960400001
EID of the result in the Scopus database
2-s2.0-105014187800