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Pre-Service EFL Teachers’ Digital Literacy and Factors Affecting Digital Literacy Development

Indonesian Research Journal in Education |IRJE| · Vol. 4 No. 2 (2020) · hlm. 402–412

DOI
10.22437/irje.v4i2.10892
ISSN
2580-5711
Terbit
2020-11-20
Penerbit
Universitas Jambi, Indonesia
Bahasa
en
Lisensi
creativecommons.org/licenses/by-nc-sa/4.0

Abstrak

This study was intended to investigate pre-service EFL teachers’ digital literacy skills and factors affecting them in developing their digital literacy skills. Respondents participating in this research were the English Education Study Program students of a university in South Sumatra Province. They were in the fourth-year of study. Research data were collected through questionnaires. Research findings revealed that pre-service EFL teachers’ digital literacy was categorized above acceptable level. The main factors inhibiting them from developing digital literacy competence were a limited number of computers with online access on campus, no ICT training provided by the university for them, less practice of digital technology in teaching and learning activities, lack of budget to access the internet outside campus. Sustainable availability of digital resources at the campus, regular training of ICT on campus, and persistent integration of digital technologies in language learning seemed to be important develop their digital literacy skills.

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24 penulis · 51 tautan kepenulisan bersama · 7 lintas organisasi

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  • Sriwijaya University
  • Tanjungpura University
  • Lampung University
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Rekan penulisOrganisasiArtikel bersama
Hariswan Putera JayaSriwijaya University2
Dedi KurniawanSriwijaya University2
Lingga Agustina SugandaSriwijaya University2
Zahra AlwiSriwijaya University1
Khalidatun NuzulaSriwijaya University1
Nurhayati NurhayatiSriwijaya University1
Izzah IzzahSriwijaya University1
Hesti Wahyuni AnggrainiSriwijaya University1
Eryansayah EryansayahSriwijaya University1
Erlina ErlinaTanjungpura University1
Fiftinova FiftinovaSriwijaya University1
Ari NurweniLampung University1
Zuraida ZuraidaSriwijaya University1
Sary SilvhianySriwijaya University1
Nuria FarahdinaAfiliasi tidak diketahui1
Sari NurfadilaAfiliasi tidak diketahui1
Amrullah AmrullahAfiliasi tidak diketahui1
Ayu UliviaSriwijaya University1
Rita InderawatiSriwijaya University1
Dita Rizki AnggrainiSriwijaya University1

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Sumber metadata: OAI-PMH (metadata jurnal) https://online-journal.unja.ac.id/index.php/irje/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">Pre-Service EFL Teachers’ Digital Literacy and Factors Affecting Digital Literacy Development </dc:title>
	<dc:creator xml:lang="en">Eryansyah, Eryansyah</dc:creator>
	<dc:creator xml:lang="en">Petrus, Ismail</dc:creator>
	<dc:creator xml:lang="en">Indrawati, Sri</dc:creator>
	<dc:creator xml:lang="en">Ernalida, Ernalida</dc:creator>
	<dc:description xml:lang="en">This study was intended to investigate pre-service EFL teachers’ digital literacy skills and factors affecting them in developing their digital literacy skills. Respondents participating in this research were the English Education Study Program students of a university in South Sumatra Province. They were in the fourth-year of study. Research data were collected through questionnaires. Research findings revealed that pre-service EFL teachers’ digital literacy was categorized above acceptable level. The main factors inhibiting them from developing digital literacy competence were a limited number of computers with online access on campus, no ICT training provided by the university for them, less practice of digital technology in teaching and learning activities, lack of budget to access the internet outside campus. Sustainable availability of digital resources at the campus, regular training of ICT on campus, and persistent integration of digital technologies in language learning seemed to be important develop their digital literacy skills.</dc:description>
	<dc:publisher xml:lang="en">Universitas Jambi, Indonesia</dc:publisher>
	<dc:date>2020-11-20</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://online-journal.unja.ac.id/irje/article/view/10892</dc:identifier>
	<dc:identifier>10.22437/irje.v4i2.10892</dc:identifier>
	<dc:source xml:lang="en">Indonesian Research Journal in Education |IRJE|; Vol. 4, No. 2, Dec 2020 ; 402-412</dc:source>
	<dc:source>2580-5711</dc:source>
	<dc:language>en</dc:language>
	<dc:relation>https://online-journal.unja.ac.id/irje/article/view/10892/10373</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2020 | IRJE |Indonesian Research Journal in Education|</dc:rights>
	<dc:rights xml:lang="en">http://creativecommons.org/licenses/by-nc-sa/4.0</dc:rights>
</oai_dc:dc>