Digital Literacy Practices in Language Pedagogy: Blended Learning/Flipped Classroom on English Language Teaching in Indonesia

Fauris Zuhri, Slamet Setiawan, Syafi'ul Anam

Abstract


Digital literacy practices are a current issue and exciting topic, mainly for two reasons: many activities are integrated with digital technology, and one of them is English language teaching, which requires technological innovation to improve English language achievement. This study describes how English language teachers can develop and implement digital literacy practices in English classes. Qualitative research is the methodology utilised in this study, employing online interviews and questionnaires as the research tools. The study results show that many participants want to implement digital literacy practices in English classes. They must make digitally comprehensive preparations, practical implementation, and comprehensive assessments. There are some steps to implement digital literacy practices in English language teaching: adoption, adaptation, application, CALL, and MALL. So, English language teachers should follow five steps to implement digital literacy practices in English classes. The five steps are in line with preparation, implementation, and assessment. Digital literacy practices encourage English language teachers to improve and integrate their English language knowledge, skills, and character day by day. Digital literacy practices help English language teachers develop comprehensive preparation, efficient implementation, and comprehensive assessment more efficiently.

Keywords


Blended Learning; Flipped Classroom; Digital literacy practices: English language teaching; Language pedagogy;

Full Text:

FULL PDF

References


Abeysekera, L. & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research, Higher Education Research and Development, 34(1), 1–14.

Anderson, L., W., and Krathwohl, D. R., et al. (Eds.,) (2001) A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. Allyn & Bacon. Boston. MA (Pearson Education Group).

Brown H. Douglas. 2000. Teaching by Principles: An Interactive Approach to Language Pedagogy. San Fransisco California.

Brown, H. D. & Lee, H. (2015). Teaching by Principles. Melbourne: Pearson Ed Australia.

Eshet-Alkalai, Y., (2004). Digital Literacy: A Conceptual Framework for Survival Skills in the Digital era; Journal of Educational Multimedia and Hypermedia, 13(1), 93–106.

Evseeva, A. & Solozhenko, A. (2015). Use of Flipped Classroom Technology in Language Learning, Procedia - Social and Behavioral Sciences, 206, 205–209.

Garrison, D. Randy & Kanuka, Heather (2004). Blended learning: Uncovering its transformative potential in higher education, Internet and Higher Education, 7(2), 95–105.

Gilboy, M. Beth; Heinerichs, Scott; Pazzaglia, Gina; (2015) Enhancing student engagement using the flipped classroom, Journal of Nutrition Education and Behavior, 47(1), 109–114.

Goodfellow, R., (2011). Literacy, Literacies, and the digital in higher education, Teaching in Higher Education, 16(1), 131–144.

Hew, Khe Foon; Lo, Chung Kwan; (2018) Flipped classroom improves student learning in health professions education: A meta-analysis; Hew et al.; Lo et al.; BMC Medical Education, 18(1).

Kong, S. Cheung, (2014). Developing information literacy and critical thinking skills through domain knowledge learning in digital classrooms: An experience of practising flipped classroom strategy, Computers, and Education, 78, 160-173.

Kumaradivelu, B. 2006. Understanding Language Teaching from Method to Post Method. Laurence Erlbaum Associates, Inc.

Long, T., Cummins, J.; Waugh, Michael; (2017) Use of the flipped classroom instructional model in higher education: instructors’ perspectives; Long, Taotao; Cummins, John; Waugh, Michael; Journal of Computing in Higher Education, 29(2), 179–200.

López-Pérez, M. Victoria; Pérez-López, M. Carmen; Rodríguez-Ariza, Lázaro; (2011) Blended learning in higher education: Students' perceptions and their relation to outcomes; Computers and Education, 56(3), 818–826.

Martin, A.; Grudziecki, Jan, (2006), DigEuLit: Concepts and Tools for Digital Literacy Development; Innovation in Teaching and Learning in Information and Computer Sciences, 5(4), 249–267.

Mason, R., (2006). Literacy in the digital age, British Journal of Educational Technology, 37(2), 315–315.

Ng, W. (2012). Can we teach digital natives digital literacy? Computers and Education, 59(3), 1065–1078.

Nunan, D. (1989). Designing Tasks for the Communicative Classroom, Cambridge University Press.

O'Flaherty, J.; Phillips, Craig; (2015) The use of flipped classrooms in higher education: A scoping review, Internet and Higher Education, 25, 85–95.

Owston, R., Wideman, H., Murphy, J. & Lupshenyuk, D. (2008). Blended teacher professional development: A synthesis of three program evaluations, Internet and Higher Education, 11(3-4), 201–210.

Renandya, W. A. & Widodo, H. P. (Eds.). (2016). English Language Teaching Today: Linking Theory and Practice (vol. 5) London: Springer

Richards, J. C., & Theodore S. Rogers. (1986). Approaches and Methods in Language Teaching, Cambridge Language Teaching Library.

Tang, C. M.; Chaw, Lee Yen (2015) Digital literacy and practical learning in the blended learning environment; Tang, Chun Meng; Chaw, Lee Yen; Proceedings of the European Conference on e-Learning, ECEL, 601–610.

Tang, Chun, Meng; Chaw, and Lee Yen (2016) Digital literacy: A prerequisite for effective learning in a blended learning environment?; Electronic Journal of e-Learning, 14(1), 54-65.

Yang, Ya-Ting C. (2015). Virtual CEOs: A blended approach to digital gaming for enhancing higher order thinking and academic achievement among vocational high school students, Computers and Education, 81, 281–295.




DOI: https://doi.org/10.33394/jollt.v12i3.11270

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 Fauris Zuhri, Slamet Setiawan, Syafi'ul Anam

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

JOLLT Journal of Languages and Language Teaching (p-issn: 2338-0810 | e-issn: 2621-1378) has been Indexed/Listed by

 Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.