Assessing ESL Teachers’ Knowledge and Readiness in Integrating 4IR into Teaching Practices: A Concept Paper
Nur Maechea Avelino, Hanita Hanim Ismail
Abstract
English as Second Language (ESL) teachers’ ability to integrate technologies has an insightful impact on students’ language performance as well as their educational development. Thus, inquiring teachers’ level of knowledge and readiness in their practice of integrating Industrial Revolution 4.0 (4IR) into their teaching practices is necessary. Besides reviewing past literature on teachers’ level of knowledge in 4IR and factors that affect teachers’ level of readiness, this paper provided a conceptual framework that can be useful to measure teachers’ level of knowledge and readiness in integrating 4IR into their teaching. The determinants highlighted are analysed mainly using theoretical framework based on TAM3 model. The research questions formed are derived from two variables—level of knowledge and level of readiness among ESL primary school teachers. It is hoped that this study could highlight the effectiveness of the framework in analysing ESL primary teachers’ level of knowledge and readiness in integrating 4IR in their teaching practices.