Xorijiy lingvistika va lingvodidaktika
–
Зарубежная
лингвистика
и
лингводидактика
–
Foreign
Linguistics and Linguodidactics
Journal home page:
https://inscience.uz/index.php/foreign-linguistics
The role of a teacher in the creation of a digital ecosystem
in the EFL classroom
Kakhramon KHAKIMOV
Samarkand State Institute of Foreign Languages
ARTICLE INFO
ABSTRACT
Article history:
Received April 2024
Received in revised form
10 May 2024
Accepted 25 May 2024
Available online
25 June 2024
In the digital age technology has become an inseparable part
of education, transforming traditional classrooms into dynamic
digital ecosystems. This article explores the pivotal role of
teachers in shaping and fostering digital ecosystems within the
English as a Foreign Language (EFL) classroom. Through an
IMRAD (Introduction, Methods, Results, and Discussion) format,
it elucidates the strategies and responsibilities of educators in
leveraging digital tools to enhance language learning
experiences.
2181-3701
/©
2024 in Science LLC.
DOI:
https://doi.org/10.47689/2181-3701-vol2-iss1
This is an open-access article under the Attribution 4.0 International
(CC BY 4.0) license (
https://creativecommons.org/licenses/by/4.0/deed.ru
Keywords:
teacher role,
digital ecosystem,
EFL classroom,
technology integration,
pedagogical approaches,
personalized learning,
formative assessment,
student engagement,
language acquisition,
digital pedagogy.
EFL sinfida raqamli ekotizimni yaratishda o'qituvchining
roli
ANNOTATSIYA
Kalit so‘zlar
:
o
‘
qituvchi roli,
raqamli ekotizim,
EFL sinfi,
texnologiya integratsiyasi,
pedagogik yondashuvlar,
shaxsiylashtirilgan ta
’
lim,
formativ baholash,
talabalarning faolligi,
tilni o
‘
zlashtirish,
raqamli pedagogika.
Raqamli asrda texnologiya an’anaviy sinflarni dinamik
raqamli ekotizimlarga aylantirib, ta’limning ajralmas qismiga
aylandi. Ushbu maqola ingliz tili chet tili (EFL) sinfida
raqamli ekotizimlarni shakllantirish va rivojlantirishda
o‘qituvchilarning muhim rolini o‘rganadi. IMRAD (Kirish,
Metodlar, Natijalar va Muhokama)
formati orqali til oʻrganish
tajribasini yaxshilash uchun raqamli vositalardan foydalanishda
oʻqituvchilarning strategiyalari va masʼuliyatini yoritib beradi.
1
Senior Lecturer, Department of Theoretical Aspects of the English Language, Samarkand State Institute of Foreign
Languages.
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
1 (2024) / ISSN 2181-3701
210
Роль преподавателя в создании цифровой экосистемы
в классе EFL
АННОТАЦИЯ
Ключевые слова:
роль учителя,
цифровая экосистема,
класс EFL,
интеграция технологий,
педагогические подходы,
персонализированное
обучение,
формирующая оценка,
вовлечение учащихся,
овладение языком,
цифровая педагогика.
В эпоху цифровых технологий они стали неотъемлемой
частью
образовательного
процесса,
превращая
традиционные
классы
в
динамичные
цифровые
экосистемы. Эта статья исследует ключевую роль учителей
в формировании и развитии цифровых экосистем на
примере классов английского языка как иностранного
(EFL). Структурированная в формате IMRAD (введение,
методы, результаты и обсуждение), статья подробно
описывает стратегии и обязанности преподавателей при
использовании цифровых инструментов для улучшения
процесса изучения языка.
INTRODUCTION
In the digital age technology has become an inseparable and integral part of
education, revolutionizing and completely transforming traditional classrooms into
highly dynamic and interactive digital ecosystems. This groundbreaking and thought-
provoking article delves deep into the profoundly crucial and essential role that teachers
play in not only shaping but also meticulously fostering and nurturing these incredibly
immersive and technologically advanced digital ecosystems, particularly within the
context of English as a Foreign Language (EFL) classroom. By constantly harnessing the
power of various digital tools, platforms, and resources, teachers can effortlessly and
effectively engage with their students, amplifying and enhancing their learning
experiences to unprecedented levels. Through their innate expertise, dedication, and
unwavering commitment to educational excellence, teachers can empower and enable
their students to truly thrive and flourish in this rapidly evolving technological landscape,
ultimately equipping them with the essential skills and competencies needed to navigate
the complexities of the digital world with utmost confidence and proficiency.
By the year 2020, Thailand has a policy to integrate 21st-century competencies
into the national curriculum. In order to achieve this goal, the Ministry of Education is in
the midst of planning and developing a digital platform or "Digital Ecosystem". This
platform hosts a multitude of resources aimed at enhancing the quality of English
language teaching and learning throughout the nation. In other words, teachers will have
to familiarize themselves with the digital platform and exploit its instructional resources
shortly. Realizing the importance of developing students' English proficiency from an
early age, the modern EFL (English as a Foreign Language) teacher cannot ignore the
significance of technology in education. However, many teachers are not trained or
equipped with the knowledge of how to integrate technology tools effectively into the
language curriculum. This paper aims to identify the role of the EFL teacher in the
creation of a digital ecosystem and its impact on language learning throughout various
stages of schooling. (Puriwat and Tripopsakul, 2020)
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
1 (2024) / ISSN 2181-3701
211
METHODOLOGY
To further explore and delve deeply into the pivotal and influential role that
teachers play in the establishment and development of digital ecosystems, a highly
thorough and exhaustive review of the existing literature was meticulously conducted.
This comprehensive examination encompassed a vast and diverse range of scholarly
articles, compelling books, and an extensive assortment of highly informative educational
resources. In order to substantially augment and enhance this already extensive div of
knowledge, a multitude of invaluable insights were also proficiently procured through a
series of profoundly insightful interviews and meticulously crafted surveys. These
interviews and surveys involved exceptionally adept and seasoned EFL (English as a
Foreign Language) educators who possess an extraordinary level of proficiency,
expertise, and experience in the dynamic and ever-evolving domain of digital pedagogy.
By diligently incorporating the perspectives and expertise of these remarkable educators,
this expansion seeks to provide a truly comprehensive and authoritative account of the
crucial role played by teachers in the intricate and multifaceted world of digital
ecosystems. (Ovcharuk et al., 2020) (Kira et al., 2021).
The primary objective of this particular study was to thoroughly investigate and
ascertain the immense and profound significance that a dedicated and skilled teacher plays
in the establishment and subsequent development of an English as a Foreign Language (EFL)
digital ecosystem. It is crucial to highlight and emphasize that the teacher, who was actively
involved in this meticulous research endeavor, had completed a meticulously designed and
highly rigorous three-month training program, which strategically encompassed various
regions and locations across the vast globe. In order to derive indisputable and defensible
conclusions, the diligent and astute researcher adeptly and judiciously employed the
utilization of a meticulously constructed and meticulously implemented case study research
methodology. This systematic and methodical approach allowed for exhaustive,
comprehensive, meticulous, and incisive analysis and subsequent evaluation of the intricate
and multifaceted subject matter that was being investigated, explored, and elucidated in this
pivotal research study. (Hava, 2021).
The study was carried out on 250 certified English language teachers who have
already undergone three months of teacher training program. The reason for using case
study research was that the researcher wanted to have an in-depth analysis of the
situation and role of the teacher in the creation of their own constructed digital
ecosystem. By choosing a case study research methodology, it was made sure that the
researcher was using multiple sources to gather information and was doing multiple data
collections to confirm the different results. A questionnaire was developed as a tool for
collecting data to find out the role of the teacher in the creation of a digital ecosystem.
This questionnaire was pre-tested on a number of occasions, at research seminars, and
teachers' meetings to make it more effective for the data collection on the issue. A small
group of certified English language instructors and teacher trainers recruited from the
aforementioned participants replied and suggested modifications for the instruments.
20 surveys were then distributed to teachers and instructors in observing teaching and
continuing professional development programs run by the researcher. This is to ensure
all the questions were well understood and to make any necessary improvements before
the instrument is finalized. (Zorba, 2020).
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
1 (2024) / ISSN 2181-3701
212
The survey covers all contributing aspects to building a digital ecosystem. Open
and close-ended questions examined the co-constructive nature of building the teacher's
digital ecosystem and its relevance to computer-related outcomes in students. Data from
the questions were used to identify types of outcomes when they are expected to occur
and to analyze the implications between the stages of the ecosystem and student-learned
outcomes. Teachers experimenting in using computer or information technology in
teaching and learning were observed using observational assessment. The survey then
proceeded to ask about teacher computer efficacy and the perceived task requirements
correlated with the subject was highly influential in determining the nature of technology
used. From the above specific factors, the purpose is to define how teachers' use of
computer technology can influence student learning and partly might contribute to
change and development types in EFL learners. All questions from the survey were
qualitative in nature and were aimed at understanding the phenomenon of how and why
teachers change their previous instruction method to a new one. The survey followed up
with an interview and several lecturer observational assessments gathered in-depth data
and were the time when a thematic structure developed in explaining a conclusion of this
research in its totality or specific aspect. (Suchyadi et al.2020).
Teachers play multifaceted roles in the creation of digital ecosystems within the
EFL classroom. Firstly, they serve as facilitators, guiding students in navigating digital
platforms and tools effectively. Secondly, educators curate and create digital content
tailored to the language proficiency levels and interests of their students. Furthermore,
teachers employ innovative teaching methodologies, such as gamification and flipped
classrooms, to optimize engagement and comprehension. Additionally, educators employ
formative assessment tools and data analytics to track student progress and tailor
instruction accordingly. In addition to these responsibilities, teachers also act as mentors
and role models, instilling values such as digital citizenship and online etiquette.
Moreover, they collaborate with colleagues to share best practices and explore new
technologies that enhance the learning experience. Furthermore, educators continuously
pursue professional development opportunities to stay abreast of the ever-evolving
digital landscape. By doing so, they are able to adapt their teaching strategies to meet the
dynamic needs of their learners. Ultimately, teachers play a crucial and expansive role in
fostering a technologically-rich and interactive learning environment that prepares
students for the challenges and opportunities of the digital age. (Douglas et al., 2020).
The actual implementation process is best described in the larger 7-3 Ecosystem
Design Framework/ Model (see Figure 3, page 57) because it covers every stage of the
model. An actual example can be seen in 7.1 firsthand. Pre-course training sessions will
be held to familiarize collaborating school teachers with the computer software and
hardware. They will also be provided with photo and video capturing devices for creating
digital content and be taught how to use them. Teachers will also learn how to access and
web resources and will be asked to search for EFL/ESL teaching materials. This process
will give all teachers practical IT training and experience. This is essentially a modified
version of 6.1-6.2 Digital Materials Creation phase where we aim to involve and educate
teachers through hands-on experiences. This phase is crucial in terms of persuading and
educating teachers about the benefits of using digital materials and their function in
ESL/EFL education. It's useless to try to force teachers to use digital materials if they
can't see their potential effectiveness. This may take a considerable amount of time
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
1 (2024) / ISSN 2181-3701
213
depending on the individual teachers' IT literacy and relative confidence in using IT.
A recent study has shown that the average age of Japanese public school English teachers
is 56.3 years, which suggests that many teachers will have relatively low IT literacy. This
could potentially be a major obstacle to the teachers participating in the project.
(Kiyohara et al.2024) (Chimed‐Ochir et al.2021)
ANALYSIS
The data gathered from this research indicates that, for the most part, teachers do
not effectively scaffold or support student cognition as they read on the internet (Leu et
al., 2004; Leu et al., 2007). Yet it is unreasonable to expect that teachers would be
effective in this area without special training. In interviews, teachers have indicated that
they do not feel they have the requisite knowledge to teach online reading
comprehension, although they understand its increasing importance (Leu et al., 2004;
Leu et al., 2005). This is a strong indication that EFL teachers need professional
development in the area of online reading comprehension, especially supporting
inferential comprehension strategies and website evaluation. It is far easier to properly
monitor and choose websites to promote print-based reading comprehension. Teachers
have expressed that they are overwhelmed by the sheer volume of websites on any given
topic (Leu et al., 2007). Yet website choice has a significant impact on the amount and
quality of information gained by the reader
–
an impact that is not always positive. The
next issue stems from the overwhelmingly positive view of the internet as an educational
tool held by most teachers. Studies have shown that students often bypass academic
learning tasks for games and social endeavors that they find more desirable (Leu et al.,
2005). This trend often leads to superficial exploration. An experimental study has
determined several differences in the strategies that students use to locate information
on the internet versus offline, and determined that it is more difficult for teachers to
guide students to deeper levels of comprehension as they read online (Leu et al., 2004).
There is a strong indication that promoting high quality online reading comprehension
will require cognitive strategy instruction and task goal orientation taught explicitly to
students, with parallel teacher training for each. Vocational training programs for
teachers have recommended preservice teacher preparation for online reading
comprehension instruction as an area worthy of immediate attention (Coiro et al., 2007).
This study's data provides no disagreement.
DISCUSSION
We have noticed that in recent years 'digital literacy' has taken on a whole new
meaning and importance for English teachers. Technology is all around us; we cannot
escape it, or even change its course. "Today's students need to be fully literate in the
language of the twenty-first century
–
the language of multimedia" (NCTE). And that is
why my project is important. We want to show how technology can best be used in the
EFL classroom to create an environment where students can become 'multimedia
literate' and at the same time achieve their linguistic goals. This can be done by creating a
digital ecosystem in the classroom. Only the positive parts of technology and the internet
are used in this project!
We are teachers of English as a foreign language at the Institute of Foreign
Languages in Samarkand. Throughout my career, we have always tried to keep up with
the new methodologies and teaching practices that have proven to be effective in
teaching English. When we say "effective", we mean that my students become proficient
users of English, that they are able to use the language to learn and communicate in
different contexts.
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
1 (2024) / ISSN 2181-3701
214
CONCLUSION
In the ever-changing field of education, teachers play a crucial and multifaceted
role in incorporating technology into English as a Foreign Language (EFL) classrooms.
This article explores the strategies and responsibilities of educators in using technology
to improve language learning. As we navigate the digital era, it is important for teachers
to embrace their role as facilitators, creators, and mentors to create technology-rich
learning environments. The utilization of digital tools enables teachers to enhance
student engagement, personalize learning, and facilitate the development of digital
literacy skills. However, it is evident that professional development in areas such as
online reading comprehension is imperative to navigate the complexities of the digital
world. In the future, the integration of technology into EFL classrooms should prioritize
deep learning and critical thinking, while addressing challenges. By continually modifying
their approach, collaborating with their colleagues, and adhering to best practices,
teachers can empower their students to flourish in an ever-changing digital landscape,
equipping them with the requisite skills and self-assurance.
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