Instructors’ Practice and Challenges of Integrating Digital Pedagogy in Teaching English as a Foreign Language The Case of Ambo University Postgraduate Classes

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Habtamu Walga

Abstract

Objective of this study was to investigate practice and challenges of integrating digital pedagogy in Teaching English as a Foreign Language in the case of Ambo University Postgraduate Classes in the 2023 academic year. Specifically, the study achieved four objectives, such as teachers’ integration of digital pedagogical practice in teaching EFL, teachers’ digital pedagogical competencies and orientation about digital pedagogy in teaching EFL, and challenges of integrating digital pedagogy in teaching EFL. Twenty instructors filled questionnaires and 4 of them participated in the interview. To select 20 instructors from 40, quota sampling technique was employed and 4 instructors (assistant professors and above) were participated in the interview by using availability sampling techniques. Descriptive survey research type was used. Three types of data gathering tools were used: questionnaires, interview and classroom observation. Both quantitative and qualitative methods were collected in this study. To analyze quantitative data, descriptive statistics are used. Descriptive statistics help us to describe, classify and summarize numerical data in a meaningful way. The interview results were analyzed using summarization and quotations. The findings of the study showed that instructors were less proficient in basic technological literacy skills, including proficiency in using computers, operating systems, software applications, and digital tools relevant to their teaching English context. In addition to this, instructors’ practice of digital content creation tools, use of virtual and augmented reality tools in the EFL classroom, Instructors’ use of educational apps and games in EFL classroom and the instructors’ practice of online assessment tools like Google Forms, Formative, and Quizizz to create and administer assessments, and to evaluate student learning outcomes in EFL classroom were very low.  Findings of this study also showed that access to technological infrastructures, digital Literacy Skills, technological barriers, students' lack of motivation or skills, a lack of pedagogical training and support and a lack of funding were major challenges of integrating digital pedagogy in EFL classroom. Therefore, Ambo University and other concerned bodies should offer comprehensive and ongoing professional development programs for EFL instructors to enhance their digital literacy skills and pedagogical knowledge. To address the challenges of implementing digital pedagogy in the EFL classroom, it is crucial for institutions and educational stakeholders to prioritize the integration of digital pedagogy in EFL teaching. Adequate infrastructure, including reliable internet access and sufficient digital devices, should be provided to instructors and students.

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[1]
Walga, H.tran. 2024. Instructors’ Practice and Challenges of Integrating Digital Pedagogy in Teaching English as a Foreign Language: The Case of Ambo University Postgraduate Classes. Daagu International Journal of Basic and Applied research (DIJBAR). 6, 1 (Jun. 2024), 395–415. DOI:https://doi.org/10.20372/dijbar67872.v6i1.2024.
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How to Cite

[1]
Walga, H.tran. 2024. Instructors’ Practice and Challenges of Integrating Digital Pedagogy in Teaching English as a Foreign Language: The Case of Ambo University Postgraduate Classes. Daagu International Journal of Basic and Applied research (DIJBAR). 6, 1 (Jun. 2024), 395–415. DOI:https://doi.org/10.20372/dijbar67872.v6i1.2024.

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