This research study investigated the development and experience of applying digital literacy skills within English for Academic Purposes teaching from the teachers' perspectives. The use of technology in EAP teaching, development of conversancy in digital literacy skills within teacher training courses and updates in professional development resources are also considered.
The use of electronic learning (e-learning) technological tools within Higher Education (HE) has led to students and teachers requiring conversancy in digital literacy skills. The area of EAP, which is studied by international students in HE contexts, was considered in this study with a specific focus on teachers' perspectives on their development and experience of applying digital literacy skills within their EAP teaching. The paucity of studies regarding EAP teachers' views on their development of conversancy in, and actual application of digital literacy skills was identified as a research gap. This study aimed to investigate how EAP teachers use e-learning technology in their teaching, the ways in which conversancy in digital literacy skills was developed within teacher training courses and professional development along with suggestions for other teachers were also considered. A mixed methods approach, which consisted of a quantitative online survey and qualitative interviews, was employed. A total of 55 EAP teachers participated in the survey and 4 took part in interviews. The findings indicated that while a range of e-learning tools, including videos, plagiarism software and corpus linguistic tools, are being used in EAP teaching, the level of personal digital literacy skills is a concern for EAP teachers. The need for specific teacher training on the effective use of digital literacy skills and an apparent lack of time for this emerged as a key theme. The development of digital literacy skills were highlighted as lacking within the teacher training courses of CELTA and DELTA. Being self-taught was the main way in which EAP teachers developed conversancy and accessing peer support from colleagues was also a key factor. The research concludes with some recommendations for professional development for EAP teachers, which are applicable for all language teachers, to develop their conversancy in digital literacy skills. Updates following the impact of the pandemic on digital literacy skills of EAP teachers are also given.
