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Measurement and profiles of digital literacy among English teachers in Chinese University
1 School of Humanities, Foshan University, Foshan City, Guangdong Province, China.
2 School of Mathematics and Information Science, Guangzhou University, Guangzhou City, Guangdong Province, China.
Research Article
International Journal of Science and Research Archive, 2024, 13(02), 1943–1949.
Article DOI: 10.30574/ijsra.2024.13.2.2362
Publication history:
Received on 22 October 2024; revised on 01 December 2024; accepted on 03 December 2024
Abstract:
This study seeks to development and validate the Digital Literacy Scale (DLS) tailored for English teachers in Chinese universities, providing a robust tool for assessing their digital literacy. Amid the ongoing digital transformation of education, faculty digital literacy has become a cornerstone for driving the digitization of higher education, enhancing the quality of teaching, and fostering a digitally empowered society. Despite its importance, existing research predominantly focuses on conceptual frameworks and theoretical analyses. Crucially, there remains a notable paucity of studies that integrate digital literacy into subject-specific contexts, such as English education, or that rigorously validate assessment tools designed specifically for English teachers in Chinese universities. To address this measurement lacuna, data were gathered from a cohort of 541 English teachers at Chinese universities (Nmale = 127; Nfemale = 414) and analyzed using confirmatory factor analysis (CFA) to evaluate the proposed measurement model. The CFA results demonstrate that the DLS exhibits robust psychometric properties. Additionally, the average digital literacy score among English teachers at Chinese universities was 4.79 (SD = .73), indicating a relatively high level of digital proficiency within this cohort. This study further discusses the implications of utilizing the DLS as a reliable tool for assessing digital literacy in this academic context.
Keywords:
Scale validity; Digital literacy; Confirmatory factor analysis; Chinese college English teachers
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Copyright © 2024 Author(s) retain the copyright of this article. This article is published under the terms of the Creative Commons Attribution Liscense 4.0
