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

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.