The relationship between efl teachers’ digital literacy practices and their informal professional development in algerian higher education

La relation entre les pratiques de littératie numérique des enseignants d’anglais langue étrangère et leur développement professionnel informel dans l’enseignement supérieur algérien

Abstract

In the perpetually changing digital environment, the integration of digital tools and platforms has transformed how educators access, engage with, and implement professional learning opportunities. Efforts to promote those professional learning opportunities cannot overlook digital literacy as an important contributing factor. This descriptive study delves into the realm of Algerian EFL teachers’ digital literacy practices, with an emphasis on their engagement in informal professional development. To this end, 33 EFL university teachers completed a quantitative online questionnaire. The findings revealed that educators demonstrated a high level of competence in communication and collaboration. Besides, their competence in information and data literacy, as well as in digital content creation, is moderate. This paved the way to them to engage in various informal professional development practices. Nevertheless, the findings demonstrated that the teachers exhibit insufficient competencies in the areas of safety and problem-solving, which undermine optimal professional development purposes.