English Language Teacher’s Multimedia Knowledge in Teaching Using Technology

What is it about?

The present study investigates English as a Foreign Language (EFL) teacher’s multimedia knowledge and practices in remote teaching during the COVID-19 pandemic. Firstly, it focuses on determining whether some teachers' demographics (gender, nationality, academic qualification, type of institution, perceptions) correspond to teachers' multimedia knowledge. Secondly, it reveals the teacher’s practices in implementing multimedia in EFL classrooms. This present study surveyed 120 participants (Male=33 and Female=87) from Indonesia (N=108) and outside Indonesia (N=12). They answered a questionnaire to identify their demographic information and took a literacy test to examine their multimedia knowledge. The findings indicate that of the demographics, only gender correlates significantly to teacher’s multimedia knowledge. It was also found that teachers have worked hard to bridge the gaps of remote teaching by implementing multimedia regardless of the barriers they have met. It implies that multimedia should be applied not only in remote teaching but also in face-to-face and blended learning due to the power of multimedia in language learning.

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Why is it important?

This study is important because it explores how English as a Foreign Language (EFL) teachers utilized multimedia during the COVID-19 pandemic. It investigates whether demographic factors like gender influence teachers' multimedia knowledge and examines their practices in integrating multimedia into EFL classrooms. The findings highlight the resilience of teachers in adapting to remote teaching challenges by leveraging multimedia tools, emphasizing the broader implications for enhancing teaching strategies beyond the pandemic in various learning environments.