Home⇛International Journal of Multidisciplinary Educational Research and Innovation⇛vol. 2 no. 4 (2024)

E- readiness and E- satisfaction of Pre- service ESL Teachers: A Sequential Explanatory Mixed Method Study

Nathale Jane C Ecunas | Era Maeh N Espada | Khif Muamar M. Miranda

Discipline: Education

 

Abstract:

This study assessed the e-readiness and e-satisfaction of pre-service ESL teachers at Davao de Oro State College, focusing on how well they are prepared for and satisfied with online learning environments. A mixed method design was employed, using an explanatory sequential approach. Data were initially collected through a stratified random sample of 80 out of 110 fourth-year English students via an adaptive survey questionnaire, followed by virtual interviews with eight purposively selected participants. The findings revealed that pre-service ESL teachers exhibit moderate e-readiness, indicating a reasonable proficiency in integrating technology into their teaching. This readiness positively influenced their esatisfaction, as a significant correlation was found between the two variables. Teachers with higher e-readiness showed greater satisfaction with online learning. The study identified the need for enhancing digital preparedness among pre-service ESL teachers. Recommendations were made for educational institutions to provide comprehensive pedagogical and technological training, as well as strong support systems, to equip future educators for both online and face-to-face teaching environments.



References:

  1. Alem, F., Plaisent, M., Zuccaro, C., & Bernard, P. (2016). Measuring e-Learning Readiness Concept: Scale development and validation using structural equation modeling. International Journal of e-Education e-Business e-Management and e-Learning, 6(4), 193–207. https://doi.org/10.17706/ijeeee.2016.6.4.193-207
  2. Almusharraf, N., & Khahro, S. (2020). Students Satisfaction with Online Learning Experiences during the COVID-19 Pandemic. International Journal of Emerging Technologies in Learning (iJET), 15(21), 246. https://doi.org/10.3991/ijet.v15i21.15647
  3. Atar, C., & Bağci, H. (2023). Pre-service English Language Teachers’ 21st Century skills: A Mixed-methods study on digital literacy. Journal of Teacher Education and Lifelong Learning, 5(1), 245–258. https://doi.org/10.51535/tell.1254377
  4. Bahri, A., Idris, I. S., Muis, H., Arifuddin, M., & Fikri, M. J. N. (2020). Blended Learning Integrated with Innovative Learning Strategy to Improve Self-Regulated Learning. International Journal of Instruction, 14(1), 779–794. https://doi.org/10.29333/iji.2021.14147a
  5. Balcı, T., Temiz, C. N., & Sivrikaya, A. H. (2021). Transition to distance education in COVID-19 Period: Turkish Pre-Service Teachers’ E-Learning Attitudes and readiness levels. Journal of Educational Issues, 7(1), 296. https://doi.org/10.5296/jei.v7i1.18508
  6. Baltes, S., & Ralph, P. (2022). Sampling in software engineering research: a critical review and guidelines. Empirical Software Engineering, 27(4). https://doi.org/10.1007/s10664-021-10072-8
  7. Crossman, A. (2020). Understanding purposive sampling. ThoughtCo. https://www.thoughtco.com/purposive-sampling-3026727
  8. De Vera, J. L., Andrada, M. D., Bello, A., & De Vera, M. G. (2020). Teachers’ competencies in Educational Technology Integration on instructional methodologies in the new normal. SSRN Electronic Journal. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3885890
  9. Dou, C., Yuan, T., Cai, K., Wang, M., & Liu, X. (2022). A Study on the Influencing Factors of Online Learning Satisfaction among College Students. International Conference on Orange Technology (ICOT). https://doi.org/10.1109/icot56925.2022.10008178
  10. Dy, L. J. (2022). TPACK in times of Emergency Remote Teaching: Status of Newly-Hired Public School Teachers. International Journal of Science and Management Studies (IJSMS), 120–130. https://doi.org/10.51386/25815946/ijsms-v5i6p113
  11. Gopal, R., Singh, V., & Aggarwal, A. (2021). Impact of online classes on the satisfaction and performance of students during the pandemic period of COVID 19. Education and Information Technologies, 26(6), 6923–6947. https://doi.org/10.1007/s10639-021-10523-1
  12. Harakchiyska, T. K. (2023). Self-Assessment of Pre-Service English Teachers’ Digital Competence. MIPRO ICT and Electronics Convention. https://doi.org/10.23919/mipro57284.2023.10159858
  13. Hung, L. N. Q. (2023). EFL Teachers’ Perceptions of Digital Transformation Readiness: A Case in a Vietnamese Educational Institution. European Journal of Open Education and E-learning Studies, 8(2). https://doi.org/10.46827/ejoe.v8i2.4812
  14. Jwaifell, M., Abu-Omar, R., & Al-Tarawneh, M. (2018). The readiness of Arabic language teachers for integrating flipped Classroom: Case of Ma’an. International Journal of Instruction, 11(4), 855–868. https://doi.org/10.12973/iji.2018.11454a
  15. Leba, S. M. R., & Temaja, I. G. B. W. B. (2023). The Integration of ICT in the Classroom: Pre-Service EFL Teachers Experiences. Journal of Education Technology, 7(2), 372–380. https://doi.org/10.23887/jet.v7i2.58442
  16. Liza, K., & Andriyanti, E. (2020). Digital literacy scale of English pre-service teachers and their perceived readiness toward the application of digital technologies. Journal of Education and Learning (EduLearn), 14(1), 74–79. https://doi.org/10.11591/edulearn.v14i1.13925
  17. Manaf, K., Nurul, C. A., Subaeki, B., Pitara, S., Kaffah, F. M., & Rahman, A. B. A. (2022). E-Readiness Model to Measure Implementation Information and Communication Technology on Cooperatives In Indonesian: A Systematic Literature. International Conference on Wireless and Telematics (ICWT). https://doi.org/10.1109/icwt55831.2022.9935451
  18. Mawloood, D. M. (2023). Examining E-Readiness of teachers in EFL classes. Journal of Language Studies, 7(3), 145–162. https://doi.org/10.25130/lang.7.3.7
  19. Osborne, N., & Grant-Smith, D. (2021). In-Depth interviewing. In Cities research series (pp. 105–125). https://doi.org/10.1007/978-981-16-1677-8_7
  20. Ozturk, D. S., Ozturk, F., & Ozen, R. (2018). The Relationship Between Prospective Teachers’ Readiness and Satisfactions about Web-Based Distance Education. Turkish Online Journal of Distance Education, 19(1), 147–162. https://doi.org/10.17718/tojde.382791
  21. Pham, L., Kim, K., Walker, B., DeNardin, T., & Le, H. (2019). Development and validation of an instrument to measure student perceived E-Learning service quality. International Journal of Enterprise Information Systems, 15(2), 15–42. https://doi.org/10.4018/ijeis.2019040102
  22. Rashid, A. H. A., Shukor, N. A., Tasir, Z., & Na, K. S. (2021). Teachers’ perceptions and readiness toward the implementation of virtual learning environment. International Journal of Evaluation and Research in Education (IJERE), 10(1), 209. https://doi.org/10.11591/ijere.v10i1.21014
  23. Toyon, M. a. S. (2021). Explanatory sequential design of mixed methods research: Phases and challenges. International Journal of Research in Business and Social Science (2147-4478), 10(5), 253–260. https://doi.org/10.20525/ijrbs.v10i5.1262
  24. Yan-Li, S., Jiang, N., Pamanee, K., & Sriyanto, J. (2022). Online Learning Readiness and Satisfaction During Covid-19 Pandemic Among University Students in Four Asian Countries. Journal of Nusantara Studies (JONUS), 7(2), 245–269. https://doi.org/10.24200/jonus.vol7iss2pp245-269.
  25. Yasemin, G. (2012). Study of developing scales for assessment of the levels of readiness and satisfaction of participants in e-learning environments. Ankara Universitesi Egitim Bilimleri Fakultesi Dergisi, 45(2), 119–137. https://doi.org/10.1501/egifak_0000001256.

Tools


Copyright © 2025  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic