Have a personal or library account? Click to login
Analysis of Foreign Language Teachers´ Attitudes Towards Digital Teaching in the European Union Countries Cover

Analysis of Foreign Language Teachers´ Attitudes Towards Digital Teaching in the European Union Countries

Open Access
|Dec 2023

References

  1. Alshammari, R., Reyes, V. C., Jr., & Parkes, M. (2016). Faculty attitudes towards the use of mobile devices in EFL teaching in a Saudi Arabian setting. In Mobile Learning Futures-Sustaining Quality Research and Practice in Mobile Learning (pp. 16–24). Australia, Sydney.
  2. Anggeraini, Y. (2020). Language teaching in the digital age: teachers` views and its challenges. Research and Innovation in Language Learning, 3(3), 163–172.
  3. Antón-Sancho, Á., Vergara, D., Lamas-Álvarez, V.E., & Fernández-Arias, P. (2021) Digital Content Creation Tools: American University Teachers’ Perception. Applied Sciences, 11(24), 11649. <a href="https://doi.org/10.3390/app112411649" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">https://doi.org/10.3390/app112411649</a>
  4. Breckler, S. J. (1984). Empirical validation of affect, behavior, and cognition as distinct components of attitude. Journal of Personality and Social Psychology, 47(6), 1191.
  5. Camacho, A., & Iruskieta, M. (2020). Euskararen i(ra)kaskuntza-prozesuak: hezkuntza eta hizkuntza teknologiak [Basque language learning processes: education and language technologies]. Tantak, 32(2), 9–31.
  6. Cincioğlu, A. (2015). Digital language learning platforms from the perspectives of preparatory class teachers and students. The Turkish Online Journal of Educational Technology, Special Issue for INTE, 190–204.
  7. Civelek, M., Toplu, I., & Uzun, L. (2021). Turkish EFL teachers’ attitudes towards online instruction throughout the Covid-19 outbreak. English Language Teaching Educational Journal, 4(2), 87–98.
  8. Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge University Press. https://rm.coe.int/16802fc1bf
  9. Council of Europe. (2020). Common European Framework of Reference for Languages: Learning, Teaching, Assessment—Companion Volume. Council of Europe Publishing. https://www.coe.int/en/web/common-european-framework-reference-languages
  10. Council of the European Union. (2019). Council Recommendation on a comprehensive approach to the teaching and learning of languages. Official Journal of the European Union. https://eurlex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:32019H0605(02)&from=EN
  11. Cosgun, G. E., & Savaş, P. (2019). Use of information and communication technology by in-service English teachers for self-directed professional development. Journal of Foreign Language Teaching, 16(2), 230–249.
  12. Cross, D., & Hong, J. (2012). An ecological examination of teachers' emotions in the school context. Teaching and Teacher Education, 28, 957–967.
  13. Faber, J., Luyten, J.W., & Visscher, A. J. (2017). The effects of a digital formative assessment tool on mathematics achievement and student motivation: Results of a randomized experiment. Computers & Education, 106, 83–96.
  14. Ferrari, A. (2013). DIGCOMP: A framework for developing and understanding digital competence in Europe. Publications Office of the European Union. <a href="https://doi.org/10.2788/52966" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">https://doi.org/10.2788/52966</a>
  15. Ferri, F., Grifoni, P., & Guzzo, T. (2020). Online learning and emergency remote teaching: Opportunities and challenges in emergency situations. Societies, 10(4), 86. <a href="https://doi.org/10.3390/soc10040086" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">https://doi.org/10.3390/soc10040086</a>
  16. Fyfe, P. (2011). Digital pedagogy unplugged. Digital Humanities Quarterly, 5(3). https://hcommons.org/deposits/item/hc:31239
  17. González-Sanmamed, M., Sangrà, A., & Muñoz-Carril, P. C. (2017). We can, we know how. But do we want to? Teaching attitudes towards ICT based on the level of technology integration in schools. Technology, Pedagogy and Education, 26(5), 633–647.
  18. Guillén-Gámez, F., & Mayorga-Fernández, M. (2020). Identification of variables that predict teachers’ attitudes toward ICT in higher education for teaching and research: A study with regression. Sustainability, 12, 1312. <a href="https://doi.org/10.3390/su12041312" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">https://doi.org/10.3390/su12041312</a>
  19. Halbesleben, J.R., & Demerouti, E. (2005). The construct validity of an alternative measure of burnout: Investigating the English translation of the Oldenburg Burnout Inventory. Work Stress, 19, 208–220. <a href="https://doi.org/10.1080/02678370500340728" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">https://doi.org/10.1080/02678370500340728</a>
  20. Hismanoglu, M. (2012). Prospective EFL teachers' perceptions of ICT integration: a study of distance higher education in Turkey. Educational Technology & Society, 15(1), 185–196.
  21. Housseine, B., & Rabba, S. (2020). The need of distance learning in the wake of COVID-19 in Morocco: Teachers’ attitudes and challenges in the EFL instruction. International Journal of Language and Literary Studies, 2(3), 240–256.
  22. Khoshsima, H., Saed, A., & Arbabi, M. (2018). Online teachers’ attitudes toward using technology in teaching English as a foreign language. Journal of Applied Linguistics and Language Research, 5(2), 134–148.
  23. Klimova, B., & Pikhart, M. (2021). New advances in second language acquisition methodology in higher education. Education Sciences, 11(3), 128.
  24. Kopcha, T. (2012). Teachers’ perceptions of the barriers to technology integration and practices with technology under situated professional development. Computers & Education, 59, 1109–1121.
  25. Kulikowski, K., Przytuła, S., & Sułkowski, Ł. (2021). The motivation of academics in remote teaching during the Covid-19 pandemic in Polish universities - Opening the debate on a new equilibrium in e-learning. Sustainability, 13, 2752. <a href="https://doi.org/10.3390/su13052752" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">https://doi.org/10.3390/su13052752</a>
  26. Laakso, M., Kaila, E., & Rajala, T. (2018). ViLLE – Collaborative education tool: Designing and utilizing an exercise-based learning environment. Education and Information Technologies, 23, 1655–1676. <a href="https://doi.org/10.1007/s10639-017-9659-1" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">https://doi.org/10.1007/s10639-017-9659-1</a>
  27. Merritt, E., Hale, A., & Archambault, L. (2019). Changes in pre-service teachers’ values, sense of agency, motivation and consumption practices: A case study of an education for sustainability course. Sustainability, 11(1), 155. <a href="https://doi.org/10.3390/su11010155" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">https://doi.org/10.3390/su11010155</a>
  28. Mishra, P., & Mehta, R. (2017). What we educators get wrong about 21st-century learning: Results of a survey. Journal of Digital Learning in Teacher Education, 33(1), 6–19. <a href="https://doi.org/10.1080/21532974.2016.1242392" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">https://doi.org/10.1080/21532974.2016.1242392</a>
  29. Moreira-Fontán, E., García-Señorán, M., Conde-Rodríguez, A., & González, A. (2019). Teachers' ICT-related self-efficacy, job resources, and positive emotions: Their structural relations with autonomous motivation and work engagement. Computers & Education, 134, 63–77. <a href="https://doi.org/10.1016/j.compedu.2019.02.007" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">https://doi.org/10.1016/j.compedu.2019.02.007</a>
  30. OECD (2019). Measuring the digital transformation: A Roadmap for the future. OECD Publishing. https://www.oecd.org/going-digital/measurement-roadmap.pdf
  31. OECD (2021). Going digital in Latvia, OECD Reviews of digital transformation. OECD Publishing. <a href="https://doi.org/10.1787/8eec1828-en" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">https://doi.org/10.1787/8eec1828-en</a>
  32. Olafare, F.O., Adeyanju, L.O., & Fakorede, S.O.A. (2018). Colleges of education lecturers’ attitude towards the use of Information and Communication Technology in Nigeria. Malaysian Online Journal of Educational Sciences, 5(4), 1–12.
  33. Pongsakdi, N., Kortelainen, A., & Veermans, M. (2021). The impact of digital pedagogy training on in-service teachers’ attitudes towards digital technologies. Education and Information Technologies, 26, 5041–5054.
  34. Pratolo, B.W., & Solikhati, H.A. (2021). Investigating teachers’ attitude toward digital literacy in EFL classroom. Journal of Education and Learning (EduLearn), 15(1), 97–103.
  35. Spanos, D., & Sofos, A. (2015). The Views and Attitudes of Students Participating in a One-to-One Laptop Initiative in Greece. Education and Information Technologies, 20(3), 519–535.
  36. Stukalina, Y., & Zervina, O. (2015). Teaching professional English at a modern university: Preparing students for the global labor market. Sustainable Multilingualism, 7, 126–144.
  37. Sumardi, L., Rohman, A., & Wahyudiati, D. (2020). Does the teaching and learning process in primary schools correspond to the characteristics of the 21st century learning? International Journal of Instruction, 13(3), 357–370. <a href="https://doi.org/10.29333/iji.2020.13325a" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">https://doi.org/10.29333/iji.2020.13325a</a>
  38. UNESCO (2020). Policy Brief: Education during COVID-19 and beyond. https://www.un.org/development/desa/dspd/wp-content/uploads/sites/22/2020/08/sg_policy_brief_covid-19_and_education_august_2020.pdf
  39. Valencia-Arias, A., Benjumea Arias, M.L., Morales Zapata, D., Silva Cortés, A., & Betancur Zuluaga, P. (2018). Actitudes de docentes universitarios frente al uso de dispositivos móviles con fines académicos. Revista Mexicana de Investigación Educativa (RMIE), 23(78), 761–790. https://www.comie.org.mx/revista/v2018/rmie/index.php/nrmie/article/view/1175
  40. Verges, N. (2012). De la exclusión a la autoinclusión de las mujeres en las TIC. Motivaciones, posibilitadores y mecanismos de autoinclusión [From exclusion to self-inclusion of women in ICT. Motivations, affordances and mechanisms of selfinclusion]. Athenea Digital, 12(3), 129–150.
  41. Wang, J. (2021). In-service teachers’ perceptions of technology integration and practices in a Japanese university context. The JALT CALL Journal, 17(1), 45–71.
  42. Zamborová, K., Stefanutti, I., & Klimová, B. (2021). CercleS survey: impact of the COVID-19 pandemic on foreign language teaching in Higher Education. Language Learning in Higher Education, 11(2), 269–283.
DOI: https://doi.org/10.2478/sm-2023-0018 | Journal eISSN: 2335-2027 | Journal ISSN: 2335-2019
Language: English
Page range: 195 - 227
Published on: Dec 8, 2023
Published by: Vytautas Magnus University
In partnership with: Paradigm Publishing Services
Publication frequency: 2 times per year

© 2023 Blanka Klimova, Marcel Pikhart, Katerina Fronckova, Christina Sanchez-Stockhammer, Yulia Stukalina, Mikel Iruskieta, Kübra Okumuş Dağdeler, Eve Lejot, Antigoni Parmaxi, Rocío Bartolomé Rodríguez, Antonio Pareja-Lora, published by Vytautas Magnus University
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.