Disertasi

Academics’ tpack-samr digital literacy competence, intention to teach with technology, and technostress in efl performance / Afif Ikhwanul Muslimin                               

Abstrak
The study of digital literacy digital competence technology acceptance and technostress as well as the relation to teaching performance exist. Albeit the study that scrutinizes their interconnectedness through the perspective of the TPACK-SAMR technology integration framework has not been conducted especially in the context of a low human development index (HDI) and economy index province (i.e. West Nusa Tenggara Indonesia). Henceforth this study aimed to scrutinize the level of academics Digital Literacy Competence (DLC) and its implementation in English as a Foreign Language (EFL) classrooms the level of Intention to Teach with Technology (IT2) the level of technostress how they are correlated and how significant the effects of the factors on academics DLC IT2 technostress and EFL teaching performance. Methodologically this study employed a mixed-methods sequential explanatory design gathering both quantitative and qualitative data. The qualitative data served to clarify and expound upon the findings of the quantitative data analysis. Participants in this study were academics who are teaching English as a Foreign Language (EFL) across ten universities in West Nusa Tenggara Province Indonesia. The data collection process commenced with administering questionnaires (DLC IT2 and technostress) which also included a link for participants to upload their lesson plans and teaching videos. Subsequently qualitative data were collected through semi-structured interviews with participants who had consented by ticking the consent form during the questionnaire completion. Following this quantitative data were analyzed both descriptively and statistically using SPSS 23 and SmartPLS. The qualitative data obtained from interviews were then triangulated with documentation and participants rsquo responses from the questionnaire administration to ensure validity. This validation process involved both experts and statistical validation methods. The results revealed that participants rsquo DLC was rated as lsquo high rsquo with an average score exceeding 4.00 (with scores ranging from 0-5). Specifically participants scored significantly in content knowledge (CK) with a score of 4.25 and pedagogical knowledge (PK) with a score of 4.59. These findings demonstrated a positive correlation with participants EFL teaching performance evidenced by a Pearson correlation score of 0.803 (sig. 0.000 or below Cronbach alpha score 0.05) indicating a lsquo very strong rsquo correlation. Regarding technology integration more than half of the academics reached the lsquo modification rsquo and lsquo redefinition rsquo stages according to the SAMR model. However challenges such as the digital divide among students and infrastructure limitations hindered the full utilization of technology in EFL teaching. Additionally participants showed a lsquo high rsquo level of IT2 with an average score of 3.71 indicating a strong intention to use technology for teaching purposes. Qualitative data from interviews highlighted that participants rsquo techno-literacy techno-competence (DLC) and social norms supported the emergence of IT2. Conversely technostress exhibited negative correlations with DLC IT2 and teaching performance indicated by negative Pearson correlation scores (correlation score with DLC is -.555 with IT2 is -.454 and with teaching performance is -.575). Further cross-case analysis indicated that university diversity did not significantly affect DLC levels and technostress but influenced IT2 due to varying levels of institutional support. Comparatively academics teaching in private universities demonstrated slightly better DLC (margin score of 0.2) teaching performance (margin score of 0.2) IT2 (margin score of 0.1) and lower technostress (margin score of 0.1) compared to their counterparts in public universities. These findings contrasted with those of Muslimin et al. (2023) concerning academics in East Java Province Indonesia. Moreover the varying socio-economic conditions across regions in West Nusa Tenggara Province as reflected in the HDI data by the Ministry of National Development Planning (BAPPENAS) 2023 aligned with differences in academics rsquo DLC scores teaching performance IT2 levels and technostress experiences. Comparing with previous studies conducted in Indonesian provinces with higher HDI (Index of Human Development) according to the Ministry of National Development Planning (BAPPENAS) 2023 such as East Kalimantan Province (ranked 3rd) and East Java Province (ranked 14th) this research similarly found that participants rsquo DLC and technostress correlate with teaching performance. However in East Java Province s public universities participants DLC and technostress showed more positive implications compared to private universities with a technostress score of 3.18 contrasting with the findings in West Nusa Tenggara Province where the score was 2.9. Finally this study proposes a more comprehensive understanding of academics rsquo IT2 and technostress factors depicted through a framework that integrates these factors holistically.

Informasi Detail

DDC

Rd 420.76 MUS a

Prodi

Universitas Negeri Malang. Program Studi Pendidikan Bahasa Inggris, 2024.

Deskripsi Fisik

xxiii, 148 lembar : ilus. ; 30 cm

Bahasa

No Reg

00117/RD/24

Edisi

Disertasi (Pascasarjana)-- Universitas Negeri Malang. 2024

Subjek

1. BAHASA INGGRIS - STUDI DAN PENGAJARAN
2. BAHASA INGGRIS - LITERASI DIGITAL
3. BAHASA INGGRIS - TECHNOSTRESS
4. ENGLISH - STUDY AND TEACHING

Pembimbing

1. Prof. Dr. Hj. Nur Mukminatien, M.pd;2. Francisca Maria Ivone, S.pd, M.a., Ph.d

Lampiran Berkas