A Study on University EFL Teachers’ Information Literacy in China

Shujing WU

Abstract


Based on the review of definitions and connotations of teachers’ information literacy, the study investigates the status quo of university EFL teachers’ information literacy in China. Seven hundreds and eighty-four English teachers with different genders, professional titles and academic degrees from 23 universities in China participated in the study. The results show that: a) Chinese university EFL teachers’ information literacy are generally at a medium level, with the ability of teaching design the lowest; b) male teachers are better at the aspect of instruments and implication, but there is no significant difference; c)teachers with a doctoral degree are at the highest at the aspects of resources and management, and efficiency and development; d) there is significantly difference between professors and other professional titles. Furthermore, some suggestions as to development of university EFL teachers’ information literacy are put forward to.


Keywords


Survey; Information literacy; University EFL teachers

Full Text:

PDF

References


Cai, L. Q., & Wu, W. P. (2014). On taking information communication technology as an ability construct for modern foreign language teachers. CAFLE, (1), 45-53.

Chen, J. L. (2010). The integration of computer and networks into foreign language curriculum—A research based on college english reform. Shanghai: Shanghai Foreign Language Education Press.

Dai, M. C., & Zhang, X. C. (2004). An investigation of English teacher qualities in colleges and universities. Journal of PLA University of Foreign Languages, (2), 42-46.

Dai, W. D., & Wang, X. M. (2011). On foreign language teacher professional development in information environment: connotation and approaches. Computer-Assisted Foreign Language Education in China, 142, 8-13.

Dudley-Marling, C., Abt-Perkins, D., Sato, K., & Selfe, R. (2006). Teacher quality: The perspectives of NCTE members. English Education, 38(3), 167-193.

Jia, A. W. (2005). Professional status of foreign language teachers and their professional development connotation. Foreign Languages and Their Teaching, (4), 57-59.

Liu, X. H. (2005). Review on foreign language teacher education research. Foreign Language Teaching and Research, 37(3), 211-217.

Maddux, J. E. (1995). Self-efficacy theory. In J. E. Maddux (Ed.), Self-efficacy, adaptation, and adjustment: Theory, research, and application. New York: Plenum Press.

Peng, W. Q., & Ye, W. Q. (2006). European foreign language teacher education status quo and reform orientation. Foreign Language World, (2), 47-52.

Shi, G. S., & Zhou, Y. (2009). The qualities of retired effective university EFL teachers. Foreign Languages and Their Teaching, (2), 26-29.

Shulman, L. S. (1986).Those who understand: Knowledge growth in teaching. Educational Researcher, 5(2), 4-14.

Wang, S. R. (2010). Strengthening the teaching staff, improving teaching ability. Foreign Language World, (5),

9-10.

Wu, Y. A. (2005). Towards a professional profile for effective university EFL teachers. Foreign Language Teaching and Research, 37(3), 199-205.

Wu, Y. A. (2008). A study on university EFL teacher education and development in China. Beijing: Foreign Language Teaching and Research Press.

Zhang, Y. C. (2007). Teacher education technology capacity building: Professional development of teachers in information technology environment. Nanjing: Nanjing Normal University Press.

Zhou, Y. (2005). Needs analysis of EFL teacher development in Chinese universities. Foreign Language Teaching and Research, 37(3), 206-210.




DOI: http://dx.doi.org/10.3968/%25x

Refbacks

  • There are currently no refbacks.


Copyright (c) Canadian Social Science



Reminder

  • How to do online submission to another Journal?
  • If you have already registered in Journal A, then how can you submit another article to Journal B? It takes two steps to make it happen:

Submission Guidelines for Canadian Social Science

We are currently accepting submissions via email only. The registration and online submission functions have been disabled.

Please send your manuscripts to css@cscanada.net，or css@cscanada.org for consideration. We look forward to receiving your work.

 Articles published in Canadian Social Science are licensed under Creative Commons Attribution 4.0 (CC-BY).

 

Canadian Social Science Editorial Office

Address: 1020 Bouvier Street, Suite 400, Quebec City, Quebec, G2K 0K9, Canada.
Telephone: 1-514-558 6138 
Website: Http://www.cscanada.net; Http://www.cscanada.org 
E-mail:caooc@hotmail.com; office@cscanada.net

Copyright © Canadian Academy of Oriental and Occidental Culture