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The Korean Association for the Study of English Language and Linguistics
[ Article ]
Korea Journal of English Language and Linguistics - Vol. 24, No. 0, pp.689-707
ISSN: 1598-1398 (Print) 2586-7474 (Online)
Print publication date 31 Jan 2024
Received 06 Apr 2024 Revised 06 May 2024 Accepted 16 Jul 2024
DOI: https://doi.org/10.15738/kjell.24..202407.689

English Teachers’ Post-COVID-19 Adoption of Digital Textbooks and Their Prospects for Future Learning Platforms and Textbook Formats

Sunghye Kim ; Jaeho Choi
(1st author) Ph. D., Korea Institute for Curriculum and Evaluation. 8 Gyohak-ro, Deoksan-eup, Jincheon-gun, Chungcheongbuk-do, 27873, Korea, Tel: +82 -43-931-0425 shkim@kice.re.kr
(Corresponding author) Associate Professor, Department of English Education, Sangmyung University. 20 Hongjimun 2-gil, Jongno-gu, Seoul, 03016, Korea, Tel: +82-2-781-7584 21clearn@gmail.com


© 2024 KASELL All rights reserved
This is an open-access article distributed under the terms of the Creative Commons License, which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

Since the introduction of a prototype in 2007, English digital textbooks have improved the quality, increasing the types across primary and secondary education. Supported by educational policies for digital-driven learning, the expansion of English digital textbooks in public education has been accelerated by the enforced online education due to the COVID-19 pandemic. For understanding of current usage of English digital textbooks and prospecting future learning, this study examines English teachers’ practice of digital textbooks and explores the teachers' prospects for future learning platforms and textbook formats. A survey was conducted for 211 English teachers in primary and secondary schools to ask their experiences, perceptions, and prospects of digital textbooks and future learning. Statistical analysis examined teachers' experiences, perceptions, and expectations by gender, school levels, years of teaching, and regions. The results reveal that majority of English teachers use digital textbook in post COVID-19 classes while teachers in high schools or rural areas are less likely to use digital textbooks than others. Teachers think English digital textbooks are beneficial for online and blended learning to arouse students’ interest and encourage their participation. Multimedia contents and additional learning materials are commented most as useful features of digital textbooks. Frequent failure of digital devices or Wi-Fi network is the major problem using digital textbooks. Teachers suggest to develop digital-specific features and to enhance digital literacy in public schools. For the future education, the teachers prospect that blended learning will be prevalent and the use of digital textbooks will be commonplace. The findings are presented with implications and suggestions for future education and research.

Keywords:

digital textbook, paper textbook, English digital textbooks, AI digital textbook, online learning, teachers’ perception, future learning, post COVID-19

Acknowledgments

This study is a revised analysis of KICE (2023) report.

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