Digital Tools in Language Teaching at Marie Vithaya School Towards Faculty Development Program
DOI:
https://doi.org/10.5281/zenodo.20182688Keywords:
digital tools, language teaching, DigCompEdu, faculty development, digital competence, educational technologyAbstract
This study examined the use of digital tools in language teaching at Marie Vithaya School as basis for a proposed faculty development program. Specifically, it described the profile of language teachers, identified the digital tools used in instruction, assessed the extent of digital tool use in terms of ease of use, professional engagement, digital resources, teaching and learning, assessment, empowering learners, and facilitating learners' digital competence, and tested differences in digital tool use when grouped according to selected profile variables. The study employed a descriptive-correlational quantitative design using an adopted DigCompEdu-based questionnaire administered through Google Forms to 58 Thai and foreign language teachers during the academic year 2022-2023. Data were analyzed using frequency, percentage, ranking, mean, standard deviation, independent samples t-test, and one-way analysis of variance. Findings showed that most respondents were female, foreign language teachers, between 31 and 40 years old, with less than a decade of teaching experience, and with a medium level of ability in handling digital tools. The most commonly used tools were laptops, multimedia projectors, presentation software, search engines, and online dictionaries and translation tools. Across all DigCompEdu domains, teachers reported a high extent of digital tool use, with ease of use receiving the highest group mean and facilitating learners' digital competence receiving the lowest but still high rating. Inferential results generally showed no significant differences in digital tool use according to age, nationality, ability to handle digital tools, and years of teaching experience, although professional engagement differed by gender. The study concludes that digital tools are already integrated into language teaching at Marie Vithaya School, but targeted faculty development remains necessary to strengthen teachers' competence in digital pedagogy, assessment, and learner digital competence.
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