Digital Teaching and Learning: Perspectives for English Language Education 9783823382447, 9783823392446, 9783823302094

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Christiane Lu tge Thorsten Merse (eds.)

Digital Teaching and Learning: Perspectives for English Language Education

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Christiane Wtge is Professor at the Ludwig-Maximilians-University of Munich (LMU), where she holds the Chair of Teaching English as a Foreign Language ( TEFL). Her areas of expertise in research and teaching include digital literacy and literary learning as well as global citizenship education in EFL. For several years, Christiane Lutge worked as a teacher of English and History.

Thorsten Merse is a Postdoctoral Research Associate in the field of TEFL at the Ludwig­ Maximilians-University of Munich (LMU). In his research and teaching, he engages with digital education and teachers' digital competences, cultural and literary learning in ELT, as well as citizenship concepts in TEFL. T horsten Merse speaks at national and international conferences and is involved in several teacher education projects.

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STUDIENBOCHER

Christiane Liitgel Thorsten Merse (eds.)

Digital Teaching and Learning: Perspectives for English Language Education

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Bibliografische Information der Deutschen Nationalbibliothek Die Deutsche Nationalbibliothek verzeichnet diese Publikation in der Deutschen Nationalbibliografie; detaillierte bibliografische Daten sind im Internet tiber http://dnb.dnb.de abrufbar.

� 2021

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Narr Francke Attempto Verlag GmbH + Co. KG

Dischingerweg s· D-72070 Ttibingen Das Werk einschlieBlich aller seiner Teile ist urheberrechtlich geschtitzt. Jede Verwertung aufierhalb der engen Grenzen des Urheberrechtsgesetzes ist ohne Zustimmung des Verlages unzulissig und strafbar. Das gilt insbesondere fur Vervielf:i.ltigungen, Ubersetzungen, Mikroverfihnungen und die Einspeicherung und Verarbeitung in elektronischen Systemen. Internet: www .narr.de eMail: [email protected] CPI books GmbH, Leek ISSN0941-810S

ISBN 978-3-8233-9244-6 (ePDF)

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RQ1:

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tudes and self-per­ ception of digital compe­ tence

RQ 1 sought to ask about the student teachers' general attitudes toward digital tech­ nologies and their self-perceptions of their digital competences. We created two new variables by grouping the 44 items in the fust two sections and conduded a descriptive analysis. The results (Table 1) revealed that the average score for their perceived digital competences was 2.630 and the mean for their digital attitudes was 2.375, both ofwhich were below 3 (between �2-mostly agree" and �3- slightly agree"). The student teachers' digital attitudes were more positive than their digital competences perceived by them, and the difference was significant as the results of the paired t-test analysis show in Table 2. A t-test is a statistical test for hypothesis testing which shows how significant the differences between the means of two groups are. The significance could be told from the P-value, with P < 0.05 being statistically significant and P0.500) especially between �Attitudes toward the influence ofDT on students" and �Facilitating learners' digital competence" (0.530), between �Willingness to use" and �Facilitating learners' digital competence" (0.567) as well as �Teaching and learning" (0.503), and between �Personal feelings toward Dr and �Digital resources" (0.559).

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