Abstract
This chapter aims to investigate the effects of online education on digital literacy and autonomy readiness in a Turkish pre-service teacher education program. The study also examines the relationship between digital literacy and learner autonomy readiness and explores the perceptions of pre-service teachers (PTs) about digital literacy and autonomy. The participants were 49 PTs enrolled in the freshmen program of the Department of English Language Teaching (ELT) at a private university in Istanbul. Data were collected through pre-and post-test results of the Digital Literacy Scale (DLS) and Learner Autonomy Readiness Questionnaire (LARQ), and semi-structured interviews. The results reported an increase in digital literacy and learner autonomy readiness after online education. However, there was a non-significant correlation between digital literacy and learner autonomy readiness. The interviews supported the findings that revealed positive attitudes toward technology and autonomous learning. The results revealed pedagogical implications and suggestions for promoting digital literacy and autonomy among PTs in online education.
| Original language | English |
|---|---|
| Title of host publication | Handbook of CALL Teacher Education and Professional Development |
| Subtitle of host publication | Voices from Under-Represented Contexts |
| Publisher | Springer Nature |
| Pages | 65-81 |
| Number of pages | 17 |
| ISBN (Electronic) | 9789819905140 |
| ISBN (Print) | 9789819905133 |
| DOIs | |
| Publication status | Published - 26 Apr 2023 |
| Externally published | Yes |
Keywords
- Digital literacy
- Learner autonomy
- Online education
- Pre-service teachers