期刊名称：Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa
印刷版ISSN：1979-0457
电子版ISSN：2541-0075
出版年度：2020
卷号：14
期号：1
页码：1-11
DOI：10.24036/ld.v14i1.106724
语种：English
出版社：Universitas Negeri Padang
摘要：The aim of the study is to explore teacher’s belief and practice about the use of digital literacy in the EFL classroom. The framework of Borg (2006) about teacher beliefs is used as a theoretical framework for collecting and analyzing data. This study explores how teacher beliefs affect the use digital literacy. The participants of the study were two senior high school teachers in Indonesia. Researchers conducted interviews,classroom observation,and document analysis such as lesson plans,syllabi,and student assignments. The results of the study showed that it was fully crucial to provide a professional development course which was ready-to-use and met the student’s and teacher’s need because in-service teachers have lack of knowledge and experience about digital literacy from their formal learning context. The support of school communities in term of regulation,discussion,sharing experience,and technical aid. Moreover,promoting technology-rich environment also facilitate the use of digital literacy in the classroom in which the technology adopted should be in accordance with digital competence and the needs of students and teachers..
其他摘要：Tujuan penelitian ini adalah untuk mengkesplorasi perspesi dan perilaku guru dalam penggunaan literasi digital pada kelas EFL. Model penelitian Borg (2006) tentang persepsi guru dipakai sebagai dasar pengumpulan dan analisa data. Penelitian ini mengungkap
