作为大学生和职场员工的核心能力之一,数字素养发挥着越来越重要的作用。本文旨在通过半结构式问卷调查和进一步的访谈来探索英语专业研究生对数字素养的信念和实践。帮助教学者更好地了解学生的数字素养情况,以便实施更合适的教学。现...作为大学生和职场员工的核心能力之一,数字素养发挥着越来越重要的作用。本文旨在通过半结构式问卷调查和进一步的访谈来探索英语专业研究生对数字素养的信念和实践。帮助教学者更好地了解学生的数字素养情况,以便实施更合适的教学。现有的数字素养定义的多样性构成了对其评估的困难。因此,本文首先提出了数字素养的定义:获取技术、操作素养和概念素养。数字素养的这三个维度可以被划分为问卷中具体的技能问题。然后,调查问卷的内容为访谈的问题奠定了基础。问卷的定量分析显示,英语专业研究生对数字素养表现出较高的概念意愿和认知水平,而在操作具体数字技术时则表示出较少的信心。访谈的定性分析更深入地探讨了参与者在数字素养方面的信念和实践之间的差异,特别是在数字意愿、数字感知和在线安全等概念性技能方面。最后,本文结合问卷与访谈对英语专业研究生在数字素养方面的信念与实践进行了调查分析,进一步建议教育工作者可以根据学生的数字素养实际情况制定更为合适的教学方法。As one of the core competences of universities’ students and workplaces’ staff, digital literacy plays an increasingly significant role. This paper aims to explore EFL postgraduates’ beliefs and practices on digital literacy through semi-structure questionnaire and further interview. It will help teachers know the truth of students’ digital literacy better to deliver a proper teaching implementation. The diversity of existing definitions for digital literacy constitutes a difficulty in its assessment. Hence, this paper begins by proposing a definition of digital literacy: access to technology, operational competences and conceptual skills. The digital literacy could be divided into specific skills that are the content of an online questionnaire. Then, the content of questionnaire lays the foundation of the questions of the interview. The quantitative analysis of the questionnaire revealed that EFL postgraduates displayed a high level of conceptual willingness and perception towards digital literacy, while expressing less confidence when operating specific digital technologies. The qualitative analysis of the interviews explored deeper concerning the differences between participants’ beliefs and practices on digital literacy, particularly with conceptual skills such as digital willingness, digital perception, and online safety. Finally, this paper combines questionnaire and interview to investigate and analyze the beliefs and practices on digital literacy of EFL postgraduates, and further suggests that educators can develop more appropriate teaching methods based on the actual situation of students' digital literacy.展开更多
文摘作为大学生和职场员工的核心能力之一,数字素养发挥着越来越重要的作用。本文旨在通过半结构式问卷调查和进一步的访谈来探索英语专业研究生对数字素养的信念和实践。帮助教学者更好地了解学生的数字素养情况,以便实施更合适的教学。现有的数字素养定义的多样性构成了对其评估的困难。因此,本文首先提出了数字素养的定义:获取技术、操作素养和概念素养。数字素养的这三个维度可以被划分为问卷中具体的技能问题。然后,调查问卷的内容为访谈的问题奠定了基础。问卷的定量分析显示,英语专业研究生对数字素养表现出较高的概念意愿和认知水平,而在操作具体数字技术时则表示出较少的信心。访谈的定性分析更深入地探讨了参与者在数字素养方面的信念和实践之间的差异,特别是在数字意愿、数字感知和在线安全等概念性技能方面。最后,本文结合问卷与访谈对英语专业研究生在数字素养方面的信念与实践进行了调查分析,进一步建议教育工作者可以根据学生的数字素养实际情况制定更为合适的教学方法。As one of the core competences of universities’ students and workplaces’ staff, digital literacy plays an increasingly significant role. This paper aims to explore EFL postgraduates’ beliefs and practices on digital literacy through semi-structure questionnaire and further interview. It will help teachers know the truth of students’ digital literacy better to deliver a proper teaching implementation. The diversity of existing definitions for digital literacy constitutes a difficulty in its assessment. Hence, this paper begins by proposing a definition of digital literacy: access to technology, operational competences and conceptual skills. The digital literacy could be divided into specific skills that are the content of an online questionnaire. Then, the content of questionnaire lays the foundation of the questions of the interview. The quantitative analysis of the questionnaire revealed that EFL postgraduates displayed a high level of conceptual willingness and perception towards digital literacy, while expressing less confidence when operating specific digital technologies. The qualitative analysis of the interviews explored deeper concerning the differences between participants’ beliefs and practices on digital literacy, particularly with conceptual skills such as digital willingness, digital perception, and online safety. Finally, this paper combines questionnaire and interview to investigate and analyze the beliefs and practices on digital literacy of EFL postgraduates, and further suggests that educators can develop more appropriate teaching methods based on the actual situation of students' digital literacy.
