期刊名称：Eternal (English, Teaching, Learning & Research Journal)
印刷版ISSN：2477-4766
电子版ISSN：2580-5347
出版年度：2020
卷号：6
期号：2
页码：312-327
DOI：10.24252/Eternal.V62.2020.A9
语种：English
出版社：Jurusan Pendidikan Bahasa Inggris Fakultas Tarbiyah dan Keguruan UIN Alauddin Makassar
摘要：Technological developments in the 21st-century impacted teaching and learning English. One of the impacts of this technological development is reading activities and competencies, reading experienced a phase of change from printed text to digital text. The change from Printed text to digital text requires new literacies, such as locating information and synthesizing online information. This case study aimed at investigating teachers' perceptions and practices of reading digital texts in ELT. About twenty-three ELT teachers, both in junior and senior high schools around East Java, were involved in this study. An open-ended questionnaire was distributed to portray ELT teachers' attitudes, knowledge, and practices in reading digital text. The study revealed that all teachers have a positive attitude toward the practice of reading digital text. However, most teachers have misconceptions about knowledge and practice in implementing reading digital text activities. Surprisingly, all teachers in this study claimed that they never received a particular workshop to read digital text activities for English class. Hopefully, this study's result could contribute to the ELT curriculum in responding to the need to facilitate the new literacy in (online) reading and teacher professional development to develop teachers' reading digital text competencies. However, teachers as facilitators in classroom learning activities must recognize new literacy in online reading (especially reading digital text) to help students achieve reading competence in today's digital-based information era.
