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International Journal of English Language Education

The Computer Literacy and Use: The Case of Taiwanese Pre-service Elementary School English Teachers

Li-Tang Yu
Department of Curriculum and Instruction The University of Texas at Austin, U. S. A
Abstract :
Language teachers’ computer literacy, beliefs, and attitudes toward computer-assisted 
language learning (CALL) have been widely discussed (e.g. Aydin, 2013; DelliCarpini, 2012; 
Hong, 2010). However, scant attention has been given to pre-service teachers in Taiwan. This 
study aims to address this gap in the literature by focusing on the beliefs and attitudes of 
pre-service elementary school English teachers in Taiwan. The findings report on thirty 
participants’ perceived computer knowledge and skills, the frequency of their technology use, 
and their attitudes toward the integration of computer use in language learning and teaching. 
Based on the participants’ responses to a survey of computer literacy and use, the results 
show that the pre-service teachers with different backgrounds and specialties displayed 
diverse computer literacies. There was an interconnection between the frequency of using a 
specific computer program and the mastery of the program. A large proportion of the 
pre-service teachers felt positive about the adoption of technology in their language learning 
regardless of their various levels of perceived computer literacy. The pedagogical 
implications, such as the integration of technology use across training sessions and the 
possibility of using online trainings, are provided. The significance of the study is to offer a 
picture of Taiwanese pre-service English teachers’ computer knowledge and skills. By 
utilizing this information, the training of computer assisted language learning could be better 
tailored to fit teachers’ needs.
Keywords :
Computer literacy, Pre-service English teachers, Elementary school, Taiwan

Date Deposited : 28 Apr 2014 10:31

Last Modified : 28 Apr 2014 10:31

Official URL:

Volume 2, Number 1, - 2014 , ISSN 2325-0887

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