Digital literacy of EFL student-teachers using empowerment outreach program: The role of engagement, cognitive learning, and performance

Kód výsledku v 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>

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

Digital literacy of EFL student-teachers using empowerment outreach program: The role of engagement, cognitive learning, and performance

Popis výsledku v původním jazyce

Traditional schools&apos; 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&apos; 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&apos; 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&apos; engagement and cognitive learning but have minimal effect on teaching performance, indicating a need for pedagogical training alongside technological skills. Limitations include the study&apos;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.

Název v anglickém jazyce

Digital literacy of EFL student-teachers using empowerment outreach program: The role of engagement, cognitive learning, and performance

Popis výsledku anglicky

Traditional schools&apos; 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&apos; 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&apos; 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&apos; engagement and cognitive learning but have minimal effect on teaching performance, indicating a need for pedagogical training alongside technological skills. Limitations include the study&apos;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.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2025

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

International Journal of Educational Research

ISSN

0883-0355

e-ISSN

1873-538X

Svazek periodika

134

Číslo periodika v rámci svazku

August

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

20

Strana od-do

"Article Number: 102762"

Kód UT WoS článku

001570960400001

EID výsledku v databázi Scopus

2-s2.0-105014187800