Relationship Between EFL Teachers' Information Literacy And Their Self-efficacy On ICT Integration In Higher Vocational Colleges

Nowadays,the promotion of teachers' information literacy is one of the keys to the success of the current reform of education informationization.Integrating Information and communication technology into English curriculum has become an important way of the reform of English teaching in Chinese Higher Vocational Colleges,which requires that English teachers should not only possess favorable professional quality, also have higher level of information literacy. Therefore this thesis aims to study the current situation of EFL teachers' information literacy of Higher Vocational colleges in Gansu province and their self-efficacy level on ICT integration and their relationship between them to find out factors that influence them,hoping it can provide a reference for this study field.This thesis is divided into six chapters. Chapter one is introduction, which illustrates the research background, the significance of the study, the aim of the study.In Chapter Two,the thesis reviewed the literature in relation to EFL teachers information literacy and self-efficacy on ICT integration.Chapter three introduced the development of information literacy,self-efficacy and professional development theory to construct the theoretical framework.Then, the research design,120 in-service vocational college EFL teachers from 5 schools,were chosen as the participants of the investigation.Two questionnaires were employed,descriptive statistics were adopted to present EFL teachers' information literacy level and their self-efficacy on ICT integration, and attempted to find out factors influencing the two levels.Pearson correlation was used to present their relationship.Finally,classroom observations were conducted to provide supplementary answers to these research questions.The Fifth Chapter results ans discussions.The results indicate that(1) higher vocational EFL teachers‘ information literacy level is high, with technology literacy the highest, showing that teachers are familiar with the importance of ICT in education and acquainted with essential ICT skills,however, knowledge deepening is of the lowest score, indicating that teachers lack competencies like information management,task-setting, along with the ability to select and use appropriate off-the-shelf educational tutorials, games,drill-and-practice software,and web content.EFL teachers' age, years of teaching, length of time teaching with technology, ICT training, the condition of school facilities are the factor that influencing their IL level.(2) EFL teachers' self-efficacy on ICT integration level is high, among the four dimensions,the average score ofself-evaluative on outcome expectation is the highest,and self-efficacy about teaching with technology the lowest.(3) EFL teachers' information literacy level is significantly related with their self-efficacy on ICT integration(r=.767**). Namely, The higher a teacher ‘s IL level, the higher his or her self-efficacy on ICT integration will be.Finally, Chapter six summarizes the research results, implications and points out limitations of the present study.This thesis suggests that schools should create favorable environment to strengthen computer training and offer lectures about information technology.