Understanding English language teachers’ digital literacies and their willingness to change
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Abstract
Recent technological advancements have notably changed educational methods, necessitating language teachers to adopt technology to improve the learning process. This includes not only familiarization with the Metaverse but also the proficient use of digital tools to captivate learners. However, the effect of these technological advancements on teachers’ ability to adapt is still largely unexamined. This study, therefore, focuses on examining how language teachers’ digital literacy, engagement with Web 2.0 applications, understanding of the Metaverse, and their inherent willingness to change affect their readiness to adopt new teaching methods. The study was quantitative and data was gathered from 191 language teachers in North Cyprus High schools and analyzed using Partial Least Square-Structural Equation Modeling (PLS-SEM) with WarpPLS 8.0 software. The findings indicate a significant correlation between teachers’ digital literacy, their use of Web 2.0 and Metaverse applications, with their willingness to embrace new technologies. The findings also indicate that a significant number of language teachers exhibit resistance to change and lack familiarity with recent technological advancements. The study concludes by offering insights into the implications of these findings.
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