DIGITAL LITERACY IN SOCIAL MEDIA FOR LANGUAGE TEACHING AND LEARNING: AN ENGLISH TEACHER’S PERSPECTIVE

Abstract

The advance of modern technology brings to significant amount of online participation in the using social media as a tool for language teaching and learning. However, there is a deficiency in digital literacy and awareness of seeking information. This study adopted a qualitative single case study approach to investigate a language teacher’s integration in the context of online/virtual English Language teaching and learning in Indonesia, to explore and analyze the use of sources, keywords, research strategies and the development of information seeking for better understanding and collaborating between teacher’s footprint of digital literation and his private theories about social media integration. The finding will describe “Digital literacy” refers to the teacher’s competencies in digital communication and discourse. Moreover, the use of technologies and different kind of social media platforms for teaching guidance to support collaborative learning and its critical project-based assessment. Results also will show that the teacher’s private theories about social media integration may or may not change with his adoption of these Digital Literation. However, such changes from the teacher may lead to student’s critical thinking in seeking paths and strategies to complete the tasks.