Towards Understanding New Digital-based Reading Practices In Higher Education Institutions
Keywords:
Digital-based reading practices, EFL teachers, higher education, printed-text resourcesAbstract
Printed texts have been the primary sources of reading for a long time. While new technologies have increased, innovative reading practices have been observed to be displayed on electronic devices. University teachers and students often read on the go, which could substantially affect how teachers instruct, and how students learn. The present study aims to investigate the shift from printed-text resources to digital-based reading practices in higher education institutions. This study employed an exploratory, descriptive research design using an online survey. A random sample of EFL teachers (N=20) from the faculty of arts and foreign languages at different Algerian universities participated in the study. The findings reveal that the survey respondents demonstrated their technology dependency whilst reading. The digital literacy competencies and skills teachers moderately prioritize could be classified as basic and critical skills. The research on digital reading contributes to the literature on innovative teaching practices in higher education institutions in Algeria. It is valuable to EFL teachers to modify their teaching practices and pedagogical approaches to promote digital reading and therefore equip students with necessary 21st-century reading skills.
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