Assessment of Language Education Lecturers’ Computer and Digital Literacy Skills towards E-Learning at Adekunle Ajasin University, Akungba-Akoko, Nigeria

Abstract

Abstract

Computer and digital literacy skills and knowledge are highly recognized as essential competencies that language teachers and learners need to function effectively in the twenty-first century. Indeed, teachers are being challenged to acquire and upgrade their knowledge and skills base (Dashtestani, 2014). Many reports show that a higher percentage of language teachers employed lack digital knowledge, training, skills and competencies to use computers professionally to teach languages. This study evaluated the digital literacies of eight (8) language education lecturers at the Department of Arts Education in Adekunle Ajasin University, Akungba-Akoko, Nigeria. A survey instrument was adopted from Milliner and Cote (2018) to evaluate lecturers’ access to computers, assess their ability to complete computer-related tasks and to question their personal and professional use of computers. This study discovered that some of these language education lecturers, though had some knowledge and skills in computers and digital literacy but their depth of applications of computer and digital knowledge and skills was limited or unsophisticated, and therefore did not meet the required computer and digital literacy skill competencies for language teaching and learning in the twenty-first century. It is interesting, however, to note that the lecturers were obligated to continuously upgrade their knowledge and skills base. It is recommended that training in computer-assisted language learning should be included in language teacher education for both pre-service and in-service teachers in Nigeria.