Examining Foreign Language Teachers’ Information Literacy: Do Digital Nativity, Technology Training, and Fatigue Matter?

Abstract

Given the inadequate empirical research on teachers’ information literacy, this study examined Chinese university foreign language teachers’ information literacy and explored factors that influence their information literacy. Analyses of data collected through questionnaires suggested university Chinese foreign language teachers perceived positively in their information literacy and among the five dimensions of information literacy, information ethics achieved the highest score, followed by information attitude, information awareness, information knowledge, and information competence. The results from the structural equation modeling (SEM) analysis indicated that Chinese foreign language teachers’ information literacy was significantly associated with their perceptions of digital nativity and technology training effectiveness, but the impact of fatigue on information literacy did not reach a significant level. Digital nativity significantly influenced teachers’ perceptions of technology training effectiveness. The research model explained 63% of the variance of information literacy. This study highlighted the importance of digital nativity and effective technology training to improve teachers’ information literacy and adoption of technology in foreign language teaching.