중학생과 대학생 예비영어교사의 디지털 리터러시 역량 비교

A comparative study of digital literacy competencies between middle school students and university pre-service

This study aims to compare the digital literacy competencies and utilization abilities in teaching between middle school students and university pre-service English teacher groups, and to analyze the factors necessary for enhancing digital literacy competencies. Targeting a total of 232 participants from the Gyeongbuk region, this study presents its findings based on an analysis of survey responses. The collected survey data were analyzed using SPSS Statistics 26 through descriptive statistics, ttests, and Pearson’s correlation analysis. The results of this study indicate the following: Firstly, in terms of social competencies, middle school students demonstrate lower levels of digital literacy competencies compared to university preservice English teachers. Secondly, statistically significant differences were observed in several items among the five components of digital literacy competencies for both middle school and university pre-service English teachers (affective factors, utilization of digital learning strategies, social competencies, awareness of digital ethics, and ICT utilization competencies). Thirdly, correlations among the five components of digital literacy competencies showed significant positive relationships, with strong correlations between social competencies and the utilization of learning strategies, while relatively weaker correlations were observed between social competencies and awareness of digital ethics. The implications for educational practice based on the study’s findings are discussed.