An investigation of pre-service EFL teachers' digitalliteracy skills and the integration of these skills intoteaching contexts with a special focus to the use of digitaltools and their benefits

Abstract

This study, by focusing on the use of digital tools and their benefits, aims to investigate pre-service English as a foreign language (EFL) teachers' digital literacy skills and the integration of these skills into teaching context.This study employs phenomenological research design and purposive sampling method. Participants of the study consist of 30 pre-service EFL teachers from different universities around Turkey. Qualitative data was obtained by conducting interviews and examining reflective journals of the participants. Data was analyzed under themes and codes by textual descriptions of participants' ad verbatim statements. The findings showed that pre-service EFL teachers lacked some basic elements of digital literacy in their definitions. Also, the study showed that participants of the study needed to improve their technological content knowledge and technological pedagogical knowledge. Lastly, the analysis of the participants' statements revealed that participants' expectations from the digital literacy training, which aimed at raising participants' awareness in the use of digital tools and technologies as well as their integration into teaching within appropriate pedagogy, were met.