Evaluation of Teaching Practices of English Language Teachers at Intermediate School in the Light of Digital Literacy

Document Type : Original Article

Authors

1 Teaching and Learning, Faculty of Education, King Khalid University

2 Teaching and learning,, Faculty of Education, king Khalid University, Abha, Saudi Arabia.

Abstract

The study aimed to identify the level of teaching practices of English language teachers in the intermediate stage in the light of digital Literacy skills, and to reveal any potential correlations between EFL teachers' teaching practices on the one hand and their academic qualifications and years of experience, on the other hand. To achieve the objectives of the study, the descriptive approach with a questionnaire was used.  The study sample consisted of (101) English language female teachers of the intermediate stage in Muhyil Aseer Governorate. The study revealed a set of results: the level of teaching practices of English language teachers in the intermediate stage in light of digital Literacy was high. The order of the dimentions was as follows: digital identity, digital production and participation, digital research and access, basic computer operations and skills, and last evaluation and analysis. All of them obtained a high response score. There were no statistically significant differences at the level (0.05) in the level of teaching practices for English language teachers in light of digital Literacy due to academic qualification. However, there were statistically significant differences in the level of teaching practices in light of digital literacy attributed to years of experience.

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History

  • Receive Date: 24 April 2025
  • Revise Date: 14 May 2025
  • Accept Date: 14 May 2025

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