English teachers’ beliefs and practices in integrating digital literacy in the language classroom

Deiniatur, Much; Cahyono, Bambang Yudi; Ivone, Francisca Maria; Prayogo, Johannes Ananto

doi:10.11591/ijere.v13i2.25733

Open access Journal SINTA 1

English teachers’ beliefs and practices in integrating digital literacy in the language classroom

International Journal of Evaluation and Research in Education (IJERE) · Vol. 13 No. 2 (2024) · pp. 1242–1251

DOI: 10.11591/ijere.v13i2.25733
ISSN: 2620-5440, 2252-8822
Published: 2024-04-01
Publisher: Institute of Advanced Engineering and Science
Language: eng
License: creativecommons.org/licenses/by-nc/4.0

Abstract

This case study investigates teachers’ beliefs (i.e., behavioral, normative, and control beliefs) and practices in integrating digital literacy in English as foreign language (EFL) classroom. A descriptive study on EFL teachers is used in this research. Four participants were purposively selected to give sufficient information to answer the research questions. Data from the participants were collected by using interviews, observation, and documentation. In terms of the teachers’ beliefs, the finding shows that the behavioral belief was related to the benefits of using digital literacy; normative belief dealt with the expectation in the social context of both superiors and peers; while control belief was about the availability of particular digital technology to be implemented in the classroom and the ability of teachers. With regard to the teachers’ practices, it was found that the teachers used several digital tools for searching for information, communication, collaboration, creativity, critical thinking, cultural understanding, and e-safety. It was evident that teachers’ strong beliefs in integrating digital literacy influence the implementation of digital literacy in the classroom. The findings of this study highlight the importance of cultivating teachers’ beliefs toward the actual implementation of the integration of digital literacy in the EFL classroom.

Keywords

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27 authors · 53 co-authorship links

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Co-author	Organisation	Joint articles
Utami Widiati	Affiliation unknown	3
Nunung Suryati	Affiliation unknown	3
Ani Susanti	Affiliation unknown	2
Eko Restu Saputra	Affiliation unknown	1
Anik Nunuk Wulyani	Affiliation unknown	1
Astri Mardilla Ramli	Affiliation unknown	1
Moh Ruzin	Affiliation unknown	1
Nanang Zubaidi	Affiliation unknown	1
Kauna Bismie Abargiel	Affiliation unknown	1
Umniyah Juman Rosyidah	Affiliation unknown	1
Nurenzia Yannuar	Affiliation unknown	1
Navila Zamzam Agustin	Affiliation unknown	1
Febrina Rizky Agustina	Affiliation unknown	1
Huzani Huzani	Affiliation unknown	1
Miftahul Janah	Affiliation unknown	1
Tengku Intan Suzila Tengku Sharif	Affiliation unknown	1
Yazid Basthomi	Affiliation unknown	1
Windy Wahju Purnomo	Affiliation unknown	1
Delsa Miranty	Affiliation unknown	1
Tengku Intan Suzila Sharif	Affiliation unknown	1
Gunadi Harry Sulistyo	Affiliation unknown	1
Made Frida Yulia	Affiliation unknown	1
Tri Wintolo Apoko	Affiliation unknown	1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) http://ijere.iaescore.com/index.php/IJERE/oai, first harvested 8 Nov 2026, last seen 8 Nov 2026.

Original metadata (oai_dc)

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	<dc:title xml:lang="en-US">English teachers’ beliefs and practices in integrating digital literacy in the language classroom</dc:title>
	<dc:creator>Deiniatur, Much</dc:creator>
	<dc:creator>Cahyono, Bambang Yudi</dc:creator>
	<dc:creator>Ivone, Francisca Maria</dc:creator>
	<dc:creator>Prayogo, Johannes Ananto</dc:creator>
	<dc:subject xml:lang="en-US">Beliefs; Decomposed of theory-planned behavior; Digital literacy; English teacher; Practices</dc:subject>
	<dc:description xml:lang="en-US">This case study investigates teachers’ beliefs (i.e., behavioral, normative, and control beliefs) and practices in integrating digital literacy in English as foreign language (EFL) classroom. A descriptive study on EFL teachers is used in this research. Four participants were purposively selected to give sufficient information to answer the research questions. Data from the participants were collected by using interviews, observation, and documentation. In terms of the teachers’ beliefs, the finding shows that the behavioral belief was related to the benefits of using digital literacy; normative belief dealt with the expectation in the social context of both superiors and peers; while control belief was about the availability of particular digital technology to be implemented in the classroom and the ability of teachers. With regard to the teachers’ practices, it was found that the teachers used several digital tools for searching for information, communication, collaboration, creativity, critical thinking, cultural understanding, and e-safety. It was evident that teachers’ strong beliefs in integrating digital literacy influence the implementation of digital literacy in the classroom. The findings of this study highlight the importance of cultivating teachers’ beliefs toward the actual implementation of the integration of digital literacy in the EFL classroom.</dc:description>
	<dc:publisher xml:lang="en-US">Institute of Advanced Engineering and Science</dc:publisher>
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	<dc:date>2024-04-01</dc:date>
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	<dc:identifier>10.11591/ijere.v13i2.25733</dc:identifier>
	<dc:source xml:lang="en-US">International Journal of Evaluation and Research in Education (IJERE); Vol 13, No 2: April 2024; 1242-1251</dc:source>
	<dc:source>2620-5440</dc:source>
	<dc:source>2252-8822</dc:source>
	<dc:source>10.11591/ijere.v13i2</dc:source>
	<dc:language>eng</dc:language>
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	<dc:rights xml:lang="en-US">Copyright (c) 2024 Institute of Advanced Engineering and Science</dc:rights>
	<dc:rights xml:lang="en-US">http://creativecommons.org/licenses/by-nc/4.0</dc:rights>
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