Digital Literacy of Iranian English as a Foreign Language (EFL) Teachers: Teaching Experience in Focus

Authors

  • Hamed Barjestesh

    Department of English Language and Literature, Ayatollah Amoli Branch, Islamic Azad University, Amol, Iran
  • Phawani Vijayaratnam

    Faculty of Education and Liberal Arts, INTI International University, Nilai 71800, Negeri Sembilan, Malaysia
  • Marziyeh Sabzevari

    Department of General Education, Kerman University of Medical Sciences, Kerman, Iran
  • Neda Fatehi Rad

    Department of English Language, Kerman Branch, Islamic Azad University, Kerman, Iran
  • Kamran Rabani

    Department of Foreign Languages, Shahid Bahonar University of Kerman, Iran
  • Mehdi Manoochehrzadeh

    Zerodale Inc., Centre for Research in Entrepreneurship Education and Development, Halifax NS B3L 2C2, Canada

DOI:

https://doi.org/10.30564/fls.v7i1.7244
Received: 9 September 2024 | Revised: 13 October 2024 | Accepted: 16 October 2024 | Published Online: 19 December 2024

Abstract

Contrary to the importance of digital literacy in making English as a Foreign Language (EFL) education congruent with the recent technological advancements, a scrutiny of the pertinent literature in this regard is evident. To address this gap, this investigation seeks to investigate Iranian experienced and novice EFL teachers’ digital literacy within a comparative stance. Using a quantitative survey design, the data was collected via Digital Literacy Questionnaire.The participants taking part in this research included 200 conveniently selected EFL teachers (100 novice and 100 experienced teachers), holding all levels of academic degree in TEFL, English Language and Literature, and English Translation fields, with diverse years of teaching experience across various schools and institutions in Iran. The collected questionnaires were analyzed through one sample t-test and independent sample-test. The study found that EFL teachers demonstrated strong proficiency across a range of digital skills, such as typing, web searching, and utilizing digital learning tools. Moreover, no significant difference in digital literacy was identified between novice and experienced teachers which suggests both groups have similar levels of competence in terms of digital technologies. The findings hold important implications for a wide range of stakeholders, including EFL policymakers, teachers, teacher trainers, and researchers. They provide insights that can be used to improve educational policies and refine teaching practices.

Keywords:

Digitalization; Digital Literacy; Novice Teachers; Experienced Teachers; Teaching Experience

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How to Cite

Barjestesh, H., Vijayaratnam, P., Sabzevari, M., Fatehi Rad, N., Rabani, K., & Manoochehrzadeh, M. (2025). Digital Literacy of Iranian English as a Foreign Language (EFL) Teachers: Teaching Experience in Focus. Forum for Linguistic Studies, 7(1), 163–171. https://doi.org/10.30564/fls.v7i1.7244

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Vol. 7 , Iss. 1 (January 2025): In Progress

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Copyright © 2024 Moussa Diagne Faye, Vini Yves Bernadin Loyara, Amadou Keita, Mamadou Diop, Angelbert Chabi Biaou, Mahamadou Koita, Hamma Yacouba

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