Digitally Literate Language Teachers and their Critical Thinking Dispositions during the Covid-۱۹ Pandemic: A Regression Analysis

The incorporation of digital technology into language classes requires language teachers to acquire the literacy in how best to implement it in their classes to optimize language teaching, and, by implication, language learning. More specifically, during the covid-۱۹ pandemic, when in-person teaching is not feasible, the need for the digital literacy of language teachers is felt much more strongly than ever. In this regard, the purpose of the present study was to examine the extent to which the digital literacy of Iranian English-as-a-foreign language (EFL) teachers would predict the disposition they critically show when teaching. To that end, we used two questionnaires (one measuring their digital literacy and the other one their critical thinking disposition) to collect the data for the study. The participants included ۲۳۹ Iranian language teachers who completed the questionnaires via an online platform. Employing SPSS (version ۲۵), we ran a standard multiple regression to analyze the data for the present study. The results of the multiple regression procedure showed that not all components of digital literacy were predictive of language teachers’ critical thinking disposition, although the findings showed a low, positive correlation between digital literacy and critical thinking dispositions. The findings are discussed in relation to language teachers’ coping strategies to manage online classes

کلیدواژه ها:

Covid-۱۹ Pandemic ، Digital Technology ، Digital Literacy ، Disposition ، Critical Thinking