การบูรณาการทักษะการรู้เท่าทันสื่อและสารสนเทศออนไลน์ในการสอนภาษาอังกฤษของผู้สอนวิชาภาษาอังกฤษในมหาวิทยาลัยในกำกับในภาคใต้

Abstract

This study aimed to investigate 1) English teachers' perspectives toward the integration of online literacies in English teaching in Southern Thai autonomous universities, and 2) a correlation between factors regarding English teaching and an integration of online literacies in technological, cognitive, and ethical dimensions, including a direction and level of the correlation. The population of this study was 116 English teachers, both Thai and non-Thai, working for 3 universities in Southern Thailand. Survey data were collected from the mentioned population, and qualitative data were collected from 26 English teachers randomly chosen by proportional sampling depending on the number of campuses of each university, and purposive sampling was carried out depending on different gender, age, subjects, educational degree, and English teaching experience. Research instruments consisted of a 5-point rating scale questionnaire and semi-structured interview form. The questionnaire contained 3 sections: 1) general information, 2) 40 close-ended question items: 14 for technological, 19 for cognitive and 7 for ethical dimensions, and 3) comments. The question items were created based on the Digital Competence Framework of Calvani, Fini, and Ranieri (2009) and the 5-point rating scale questionnaire was adapted from Likert model. The semi-structured interview form contained 15 open-ended questions which were designed based on the pilot survey data. Eighty questionnaires (68.97%) were returned. Descriptive statistics, Pearson moment correlation coefficient, Matrix correlation, and Chi-square were employed in the data analysis. Content analysis was used to code the qualitative data into themes. Overall findings revealed a low level of online literacies integration (x = 1.43). Among the low mean scores, the ethical dimension ranked the highest (x = 1.68), followed by the cognitive dimension (X = 1.44) and technological dimension (x = 1.27). Interview results unfolded 3 major reasons for the low level of integration: teachers' attitude, teachers' expertise, unassociated content, and limited classtime. For correlation analysis, it showed a statistically significant correlation between the teachers' personal satisfaction of using online programs/media in English teaching and the integration of online literacies (r = .254*, p < 0.05). The correlation was low level. However, other factors (i.e., teachers' English teaching experiences, seminar/ workshop attendance, English courses, and using online programs/media in English teaching) had no correlation with online literacies integration. It was also found that English teachers' using online programs/media (Google classroom, CNN learning resources, Edmodo, Webquest, and LMS) in their teaching had a positive significant correlation with the integration of a technological dimension (r = .424**, p < 0.01, r = .221, p < 0.05, r = .274**, p < 0.01, r = .202*, p < 0.05 and r = .238*, p < 0.05). The recommendations for further studies are to employ classroom observations to obtain empirical evidence about teachers' online literacies integration, and to conduct survey research to investigate student perspectives about their online literacy skills.