Harnessing Digital Literacy Practices of Undergraduate Pre-service English Language Teachers in Tanzania

Abstract

AbstractThis paper examines undergraduate pre-service English languageteachers ' digital literacy practices to establish whether their digitalskills predict effective integration into language teaching and learning.A total of 410 undergraduate pre-service English language teachersenrolled in an education programme participated in the study. Thefindings revealed that the transfer of digital skills from non-academicto academic purposes was limited among the participants. Accordingto the results, digital experience outweighed age as a factor inintegrating technology into educational practices. Mobile devices werealso frequently used to access the Internet for teaching and learning.From a pedagogical viewpoint, this study emphasises mobile literacyin universities, where efforts should be made to code transferabledigital skills that may aid language teaching and learning.Keywords: digital learning resources, digital skills, preserviceteachers, Tanzania, TPACK