Result: Exploring the influence of EFL teachers’ informal digital learning on creative classroom instruction: a cross-sectional study

Title:
Exploring the influence of EFL teachers’ informal digital learning on creative classroom instruction: a cross-sectional study
Authors:
Herri Mulyono, Zain Adinul Falah, Gunawan Suryoputro, Florante Ibarra
Source:
Discover Education, Vol 3, Iss 1, Pp 1-13 (2024)
Publisher Information:
Springer, 2024.
Publication Year:
2024
Collection:
LCC:Education
Subject Terms:
Informal learning, Informal digital learning, English language teaching and learning, Teaching creativity, Education
Document Type:
Academic journal article
File Description:
electronic resource
Language:
English
ISSN:
2731-5525
Relation:
https://doaj.org/toc/2731-5525
DOI:
10.1007/s44217-024-00268-7
Access URL:
https://doaj.org/article/5c62f9c26b72496fb44f588db7f2e5a8
Accession Number:
edsdoj.5c62f9c26b72496fb44f588db7f2e5a8
Database:
Directory of Open Access Journals

Further Information

Abstract This study addresses the limited exploration in the literature regarding the influence of EFL teachers’ informal digital learning of English (IDLE) on their creativity in Indonesian EFL classroom instructions. Using a cross-sectional survey design, data were collected from 244 Indonesian EFL teachers, encompassing both pre-service and in-service teachers. Through multiple regression analysis and Rasch modelling analysis, the study evaluated the association between teachers’ IDLE participation, demographics, and their teaching creativity. Findings of the present study revealed that Indonesian EFL pre-service and in-service teachers actively participate in Informal Digital Learning of English (IDLE), which impacts their teaching creativity. Nearly half (49.18%) engage strongly in activities like listening to English songs and watching YouTube videos, while 36.88% moderately engage in online educational content and social media conversations. A smaller group (13.93%) shows lower engagement in IDLE. The regression analysis revealed that while IDLE significantly predicted teaching creativity (p