DEVELOPMENT OF DIGITAL LITERACY IN ADULT ENGLISH LANGUAGE
LEARNERS: A CASE STUDY
Chapter 1 Introduction
Schwab (2016) stated that the early stages of the fourth industrial revolution have
emerged with the fusion of the physical, digital, and biological spheres that will shape
society's future with the use of technologies. The Fourth Industrial Revolution will
disrupt every industry and future technological innovations may impact future jobs, and
the workforce may require high-skill workers that are more educated and trained. New
job opportunities requiring digital skills will emerge, but also unemployment may
increase, mainly affecting the low skilled and lower educated (Beraza, 2018; Morgan,
2016; Schwab, 2016; Teng et al., 2019).
The U.S. Department of Education (2016) report stated the importance of digital
literacy programs to provide skills to students when evaluating, organizing, creating, and
communicating information in a technology-rich environment. Standards and initiatives
highlighted the need to increase technology integration in adult education. However, the
goals for narrowing the digital skills gap did not match the adult learner reality. Vanet et
al. (2018) discussed how the Integrated Education and Training (IET) is a career pathway
for adult education, literacy, workforce development, and learners developing digital
literacy skills while engaging in English language learning and civics.
The Integrated Education and Training (IET) program offers the adult English
language learner (ELL) opportunities to use technologies used in current work
environments and learn essential college and career-readiness skills (LINCS, 2015;Vanet
et al., 2018). However, a need to prepare lower-skilled adults for higher education and
employment is imminent. Adult ELLs must develop the digital literacy skills needed to
succeed in the 21st-century workforce (OCTAE, 2015).
Chapter 1 provides the background of the problem studied, the purpose and
significance, and the nature of the study related to digital literacy in adult education. The
researcher briefly described the conceptual framework for the study and included
assumptions, limitations, and delimitations. The researcher outlined the study's method,
shared the criteria to select participants, and introduced Chapter 2.
Background of the Problem
Schwab (2016) argued that future technological innovations might impact future
jobs and the workforce that will require high-skill workers. Policymakers, governments,
educational institutions, and global organizations worldwide should pay attention to the
innovation that will shape the future workforce. An example is the emerging Fourth
Industrial Revolution that may disrupt every industry because of the Internet of Things
(IoT), 3D-printing, robotics, quantum computing, artificial intelligence (A.I.),
biotechnology, and nanotechnology fields (Brougham et al., 2019; Schwab, 2016). A.I. is
already here, from drones, self-driving cars to virtual assistances like Alexa and Siri. New
jobs and careers will change the world because of technology (Brougham et al., 2019;
Schwab, 2016).
Bergson-Shilcock (2016) stated that middle-skill jobs that require education and
training, with more than a high school diploma but not a bachelor's degree, make up the
largest share of the labor market in the U.S. Employers had expressed concerns about the
ability to find skilled workers to fill these middle-skill jobs. In the U.S., over 30 million
adults do not have a high school diploma, and adults with a high school diploma have
only beginning literacy skills.
In an assessment of adult skills conducted by the U.S. Department of Education,
Office of Career, Technical, and Adult Education (OCTAE), out of 24 countries, the
United States ranked 21st in numeracy and 16th in literacy, and a significant number of
U.S. adults scored at the two lowest levels of proficiency in solving problems in
technology-rich environments. The adult education system can only provide educational
services for approximately 2 million adults a year. Of the low-skilled working adults, 33
% are white, 21 % are Blacks, 39 % are Hispanics, and 8 % are of other ethnicities.
Policymakers might respond to these issues by adopting policies that may provide
equitable access to middle-skill training, credential, and careers, especially for those
individuals that face barriers to economic opportunity (Bergson-Shilcock, 2016).
Eighteen (18) states have adopted at least one form of integrated education and training
policy as suggested by the National Skills Coalition (NSC) and the standards-based
education that is an integral part of the Office of Vocational and Adult Education's
(OVAE) program nationwide (Bergson-Shilcock, 2016).
LINCS (2015) issue brief shared some ideas on improving adult literacy using
technology to improve the teaching/learning process to enhance youth and adults' digital
literacy with low digital skills to develop the new necessary technical skills American
workforce. Tafazoli, Parra, and Abril (2017) argued that globalization and the increasing
development of Information and Communication Technology (ICT) offer language
teachers and learners' opportunities and challenges. Yuan et al. (2019) discussed that
English language acquisition programs should include digital literacy skills, and ESL
students need support to develop digital literacies because information creation,
communication, and interpretation have changed with technological advances.
The U.S. Department of Education (2016) shared a report from the National
Center for Education Statistics (NCES) about the Program for the International
Assessment of Adult Competencies (PIAAC) that suggested that six in 10 U.S. adults,
ages 18-65, performed at or below the lowest proficiency levels in problem-solving in
technology-rich environments which is around 118 million adults. According to the
National Immigration Forum (2018), by 2050, the USA will see an estimated increase of
42% growth in the working-age population. Therefore, a well-trained, diverse workforce
may support the aging population in the same timeframe. Employers and employees
agreed that the labor force needed the appropriate training, knowledge, and skills to meet
future economic demands.
Mortrude (2018) shared how the Workforce Innovation and Opportunity Act
(WIOA) regulations, released in July 2016, provided support and incentives for adult
education, workforce development, and post-secondary education partners to design and
implement a key strategy in career pathways. A service approach of WIOA is the
Integrated Education and Training (IET) program that must be aligned with a state's
content standards and must be part of career pathways. IET program offers adult
education and literacy, workforce preparation, and workforce training to build the
foundations for employability and occupational skills (Mortrude, 2018). The adult
education system in the United States has provided high-quality instruction for adults
learning English that included teaching English as a foreign language and the use of
technology to prepare the new American workforce for the demands of the 21st century
(Byfield et al.,2016).
Problem Statement
According to the OCTAE (2015) report, the problem is that adult language learners
(ELLs) experience barriers to digital literacy training in the IET program, inhibiting
success in the 21st-century workforce. Many adult ELLs lack the required skills to
succeed in technology-rich environments in the workplace. Consequently, many ELLs
may not possess the digital knowledge and skills needed for career and employment
readiness. According to Feerrar (2019), adult learners should learn how to use
technology, use digital tools, develop critical thinking and creative skills to become
digital citizens and succeed.
According to Vanek (2016), most of the adult English language learners (ELLs) in
the U.S. received English language and literacy instruction through federal and
statefunded Adult Basic Education (ABE) programs. ABE programs' imperative to
support digital literacy has increased as adult learners have high Information and
Communication
Technology (ICT) usage expectations. Under the new Workforce Innovation and
Opportunities Act (WIOA) law, digital literacy has gained importance (Vanek, 2016).
Vanek (2016) discussed that the new digital divide was the gap between who can
use new information technology tools and those who could not. Well-educated adults
used technology to accomplish daily tasks such as navigating the Internet, searching,
evaluating information, sending emails, and applying for jobs online. The author argued
that as ICT continues to evolve, adult English language learners (ELL) with limited
digital literacy might be left further behind.
According to Feerrar (2019), understanding adult ELLs' digital needs and
implementing a digital literacy framework could help instructional designers, adult
education leaders, and administrators to create a relevant digital literacy curriculum to
meet ELLs' learning needs. When developing a robust digital literacy curriculum and
addressing the barriers to digital literacy development, the adult ELLs may be ready to be
part of the American workforce because they will acquire the digital skills necessary to
perform jobs that require the use of technology in different fields.
Purpose of the Study
The purpose of this qualitative descriptive case study was to explore the factors
that influence the development of digital literacy skills for employment and career
readiness in adult English language learners (ELLs) in the ESL Adult Education Program
in Bergen County, New Jersey. The barriers to digital literacy training were evident when
obtaining information through virtual interviews, a document review of the ESL Career
Pathways and the Integrated Education & Training (IET) Information Technology
curriculum, member checks, and data saturation. Little information exists in previous
research on adult ELLs and digital literacy.
Understanding the factor that may influence ELLs' digital literacy acquisition
may help adult education leaders better design a curriculum that supports adult ELLs.
According to Vanek (2016), adult ELLs in the U.S. received English language and
literacy instruction through federal and state-funded Adult Basic Education (ABE)
programs and under the new Workforce Innovation and Opportunities Act (WIOA) law,
digital literacy has gained importance
Population and Sample
The population for this descriptive qualitative case study was the adult ELL
learners, and the target population was a subgroup of adult ELL learners in the ESL
program. As suggested by Yin (2018), the sampling method used was a purposeful
sampling that allowed participants' selection based on the English proficiency levels and
who were willing to participate in the study and understood the central phenomenon. The
researcher reduced bias when provided each member of the sampling population an equal
chance of being selected.
According to Yin (2018), the purposeful sampling technique developed a
homogenous sample from the participants who shared similar characteristics or traits.
Qualitative research methods such as virtual interviews and document review gathered
information about the adult ELLs’ digital skills, and the participants understood the most
critical elements to achieve efficient training for adult ELL students in digital literacy
skills development. A qualitative research approach was the most appropriate method for
understanding the phenomenon through the students' perspectives.
The researcher collected data from seven participants in the 2019-2020 academic
year. Understanding the adult learner digital literacy development through the ESL
program to develop digital literacy and English language skills allowed Adult Education
leaders and instructional designers to implement a program that may address the digital
literacy and English language skills needed for the adult learner.
Significance of the Study
Jacobs et al. (2014) argued that digital literacy and adult English language
programs integration have implications for adult literacy education, especially for
foreign-born adult ELL learners. The research had theoretical and practical implications
for educational technology in adult English language education and provided useful
information to provide equal digital literacy education for adult English language
learners. The fast-technological changes have left behind adults' voices, and adult ELLs
must bridge the digital divide and develop skills, knowledge, and attitudes necessary to
succeed personally, socially, and professionally in the 21st century. This qualitative
research added a body of knowledge around teaching English to adult learners and digital
literacy integration, which may have implications on how instructional designers,
instructors, and school administrators of Adult Education programs design, implement
and integrate English as a Second Language ( ESL) and digital literacy curricula.
Nature of the Study
The study's nature was to engage with adult students and examine a sub-group of
adult ELL students in the ESL program with digital literacy components. Yin (2018)
stated that an overview of the research method and design established the qualitative case
study's appropriateness. The qualitative approach allowed flexibility to understand the
perceptions of the adult ELL regarding the ESL program and identified the barriers adult
ELLs might face developing digital literacy skills.
The researcher used qualitative methods when the purpose of the research
problem is to examine, understand, and describe a phenomenon (Creswell & Poth, 2018;
Merriam & Tisdell, 2016). According to Creswell and Poth (2018), qualitative research
explored a problem or issue that was difficult to measure because of sensitive issues such
as gender, race, economic status, and individual differences. Therefore, the most
appropriate research method to address this study's research question was the qualitative
research method.
Unlike qualitative research that allows the researcher to understand the meaning
people have constructed, how people make sense of their reality and experiences,
quantitative research is about numbers, logic, and objective position (Christensen et al.,
2014; Merriam & Tisdell, 2016). Quantitative research is about statistical models that
examine the relationships and comparison of variables; therefore, quantitative research
focuses on obtaining numerical data and generalizing results in a significant population.
The data collected are in the form of several statistics, and the results can be generalized
to a significant population (Creswell & Poth, 2018). The mixed methods research
approach collected and analyzed quantitative and qualitative data in the same study and
was not appropriate for this study because the mixed research method included statistical
analysis. This type of research was also time-consuming and expensive (Christensen et
al., 2014).
In this study, a qualitative case study design was appropriate because it allowed
the description of a real-life situation and complete contextual research (Creswell & Poth,
2018; Yin, 2018; Merriam & Tisdell, 2016). According to Yin (2018), case study was
suitable for the study because, through a descriptive case study, the researcher could
develop an in-depth description and analysis of the case. A case study is evidence-based
and grounded on the results of the study. The situation, experience, and information were
authentic and challenging to repeat (Creswell & Poth, 2018). The researcher was the
primary instrument of data collection and analysis, and the product was richly descriptive
(Merriam & Tisdell, 2016; Ravitch & Carl, 2016). Other qualitative research designs
were not appropriate for this study. For example, the qualitative phenomenological
research focus was to describe a lived experience of a phenomenon and understand the
essence of the experience (Creswell & Poth, 2018; Ravitch & Carl, 2016).
Phenomenology was suited to study affective, emotional, and often intense human
experiences (Creswell & Poth, 2018; Ravitch & Carl, 2016). A grounded theory study
tried to understand and build a substantive theory about the phenomenon of interest to
develop a theory grounded in data from the field (Creswell & Poth, 2018; Ravitch &
Carl, 2016). Ethnography focused on human society and culture (Creswell & Poth, 2018;
Ravitch & Carl, 2016). Lastly, narrative research analysis used the stories people tell,
analyzes them in various ways, and understands the meaning of the experiences as
revealed in the story (Creswell & Poth, 2018; Ravitch & Carl, 2016).
Research Questions
The qualitative case study focused on understanding adult ELL's digital literacy
development through the ESL program to acquire the digital skills necessary for
employment and career readiness and identify the barriers adult ELL learners faced to
acquiring digital literacy skills through the ESL program. Qualitative studies' research
questions were essential to the study's design and methodology (Creswell & Poth, 2018;
Yin, 2018). The research question that guided this study was:
RQ1: What are the most influential factors to effectively train adult English
language learners in the digital literacy field?
Conceptual Framework
Tappin (2014) discussed that the conceptual basis for this case study was the
constructivist paradigm, such as adult learning theories. Theories that supported this
qualitative case study were Andragogy and Self-directed Learning Theory. Andragogy is
a theory that described adult learning by Malcolm Knowles in 1980. Andragogy has six
assumptions
1. adult learners are self-directed,
2. adults need to know why they learn
3. adults need to learn experientially
4. use prior experiences to gain new experiences
5. adults are self-motivated, and
6. adults prefer to learn when learning is contextual, and problem centered
Tappin (2014) discussed that educators applied principles of Andragogy with the
advancement of computer technology, the Internet, and adult online education. Moreover,
Decelle (2016) expressed how andragogy principles have been applied in adult online
education because it was student-centered, experience-based, problem-oriented, and
required collaboration among adults. Understanding Andragogy's principles helped
educational leaders approach the adult learner as they expect (Tappin, 2014). Andragogy
has shaped the way adult education and adult learners are viewed today (Decelle, 2016).
Self-directed learning (SDL) is perhaps the andragogy principle that has received
the most attention in adult education (Tappin, 2014). Self-directed learning is when the
individual takes the initiative and responsibility for learning (Firat et al.,2016; Tappin,
2014). Tappin (2014) argued that adult learners select, manage, and assess their learning
activities; therefore, motivation and volition are crucial. Loizzo et al. (2017) explained
the thread underpinning SDL is motivation: intrinsic and extrinsic. Adult learners have
different educational levels and interests; some need guidance to learn; others prefer to
learn independently and at their own pace.
Loizzo et al. (2017) SDL described adults to be autonomous. Self-learning is
when learners plan, implement, and evaluate their learning. The self-directed learning
principle may facilitate adult learners to adapt to the complex social, cultural, and
technological changes. Firat et al. (2016) stated that the principles of Andragogy about
adult learning were related to the learners' real-life experiences, promote self-directed
learning, and foster adult students' active participation in their learning. They argued that
as the usage of Information Communication Technologies (ICT) has increased in adult
education, more than ever, educational researchers and instructional designers should
focus on SDL and Andragogy to design effective educational programs for the adult
student.
Definition of Terms
The following terms referred to educational technology with an emphasis on
digital literacy. The researcher included the definitions aligned with this study's terms to
provide additional support for source information.
According to the Merriam-Webster dictionary, andragogy is the art or science of
teaching adults (Merriam-Webster, 2020).
Digital citizenship is when a digitally literate person effectively uses the internet
and other digital technology with ethical responsibility online (Atif & Chou, 2018).
Digital literacy is the ability to use information and communication technologies
to find, evaluate, create, and communicate information, requiring both cognitive and
technical skills (UNESCO, 2018).
Educational Technology is the use of various technologies to facilitate learning
(Kinshuket al., 2013).
ELL refers to English-Language-Learners or students who cannot communicate
fluently or learn effectively in English and usually come from non-English-speaking
countries, homes, and backgrounds (Great Schools Partnership, 2014).
According to the Merriam-Webster dictionary, ESL is English as a second
language (Merriam-Webster, 2020).
Assumptions, Limitations, and Delimitations
Assumptions
Assumptions guided this qualitative case study. The first assumption was that the
research participants provided honest responses to the questions asked. Study participants
shared relevant information about digital literacy development through the ESL program,
part of the Career Pathways, and the Integrated Education & Training (IET) Information
Technology curriculum. All the participants' data were rich, full of genuine responses that
were fact-based about developing digital literacy skills for employment readiness.
Participants agreed to keep the virtual interview schedule. Participants who did not
maintain the virtual interview schedule did not participate in the study.
The researcher formulated and stated the virtual interview in an adequate manner
appropriate for the participants' English language proficiency level. Another assumption
was that the virtual interview questions were relevant to this qualitative case study.
Participants provided information not known to the researcher. The researcher assumed
that it was possible to identify significant barriers that affected the ELLs' digital literacy
development through the interviews. Another assumption was that the sample population
selected represented a broader population.
The researcher believed the information obtained through this qualitative case
study might be transferable to other adult education programs with similar characteristics.
The descriptive case study provided useful information to improve digital literacy
through adult English language programs in similar adult education programs. The
researcher encouraged participants to provide accurate and honest responses to the
research questions. Participants provided valuable additional information, but the
withholding of information was a limitation. All participant information was used only
for this descriptive case study. This qualitative case study focused on identifying the most
influential factors to effectively train adult English language learners in the digital
literacy field in a technical school in New Jersey.
The researcher could not generalize the views and responses of the participants to
all adult ELLs. The researcher kept all the study participants' data confidential and
secured. Participants took part in a recorded and transcribed virtual interview and did not
receive any forms or payments, or incentives for participating. This descriptive case study
depended on the participants' genuine responses to the virtual interview. Another
limitation was to interview many participants and the amount of time available.
Limitations
Participants were encouraged to provide accurate and honest responses to the
research questions. Participants provided valuable additional information, but a limitation
was that participants could have withheld information. The second limitation was that the
researcher only recruited one male participant out of seven (7) participants. Another
limitation was that the researcher could not generalize the participants' views and
responses to all adult ELLs (Yin, 2018). This limitation impeded the generalization of the
results of the study as they relate exclusively to adult English language learners (ELLs)
barriers to develop digital literacy skills through an adult English as a Second langue
(ESL) program. Another limitation was that the researcher bias might have influenced the
case study since the researcher was an institutional employee (Yin, 2018). Lastly, another
limitation was to recruit participants online as some had Internet connectivity issues and
decided not to participate in the study.
Delimitations
The study was descriptive and focused on foreign adult English language learners,
not any other adult ESL learners. The sample population was limited to the ESL program
students, part of the Career Pathways, and the Integrated Education & Training (IET)
Information Technology curriculum. A delimitation was that the study occurred in a
single geographical location, Bergen County in New Jersey. The number of participants
in this qualitative case study allowed for an understanding of the possible barriers to
developing digital literacy skills in ELLs, but the generalization was impossible
(Creswell & Poth, 2018). This case study considered every aspect of the participants'
English language proficiency, and digital literacy impacted the study. Each of the
participants answered the same interview questions. Another delimitation was that the
researcher conducted this qualitative case study using data collection methodologies only
for case study research.
Chapter Summary
Chapter 1 stated this qualitative research case study's purpose and demonstrated
barriers that might have influenced adult English language learners' digital skills
development. Chapter 1 proposed a research plan to explore ELLs' digital literacy
development through the ESL program. The research question aligned with the problem
purpose and conceptual framework of the study. Adult learning theories as andragogy and
self-directed learning provided a background for the literature review. Exploring adult
ELLs' challenges for developing digital literacy through the ESL program may
understand the integration of digital literacy in adult education programs.
Chapter 2 provides an overview of the current literature related to adult education
and educational technology. Current and historical literature indicated that implementing
adult learning theories or principles and technology might have impacted digital literacy
development effectiveness through adult education programs. The literature review
showed the impact adult learning and technology had on adult education.
Chapter 2 Literature Review
This qualitative descriptive case study aimed to explore the factors that influenced
the development of digital literacy skills in adult ELLs in the ESL adult program at
Bergen County Technical Schools in New Jersey. This chapter provided a review of the
literature that was related and relevant to this qualitative case study. The purpose of the
literature review was to provide essential information to support the topic. The chapter
included an inclusive search for sources that support this descriptive case study in areas
such as (a) summary of reviewed literature to support the study, (b) historical overview,
(c) English language learners and technology, (d) educational technology in adult
education, (e) digital literacy and employment readiness, (f) andragogy principles, and (g)
self-directed learning.
The literature review's key sections included the historical context of the problem,
previous studies examining digital literacy, and current research of adult English
language learners and technology. The historical context began with a description of adult
education in the USA and the adult education programs that provide career and
employment readiness. The following sections included educational technology in adult
education, adult English language learners and technology, andragogy and its principles,
self-directed learning, andragogy, adult English language learners, technology, digital
literacy, and employment readiness. The literature review concludes with gaps in the
literature and a conclusion.
Title Searches and Documentation
The literature review offered a view of the phenomenon of digital literacy in adult
English language learners (ELLs). The researcher found peer-reviewed scholarly articles,
publications, and studies in adult education, educational technology, digital literacy, and
adult learning from ProQuest, EBSCOhost, SAGE, and VitalSource. The researcher used
some keywords such as adult education, digital literacy, adult English language learners,
digital divide, educational technology, adult learning theories, and andragogy. The
researcher examined some studies and articles and disregarded the ones with inadequate
information to support the topic.
The literature review aimed to investigate what scholarly research has identified
on adult education, and digital literacy integration and the challenges adult English
language learners (ELLs) faced to acquire digital skills. The purpose was not to identify
any latest trends in the field of educational technology and adult education. The aim of
the literature review was not to explore what the latest technological advancements are
because it might have impacted this qualitative study negatively as this research focused
on the development of digital literacy in adult English language learners ( ELLs) through
the ESL program to acquire digital skills needed for employability and career readiness.
This literature review focused on reviewing scholarly articles about adult learning
with technology and the challenges adult English learners must overcome to acquire the
digital skills necessary to succeed in technology-rich environments after completing the
ESL program. This literature review demonstrated the impact adult learning and
technology have in adult education, both historically and currently. The literature review
concludes with research on the study method.
Table 1
Summary of Reviewed Literature
Conceptual Peer Non-Peer Books Technology
Concepts Reviewed Reviewed Websites
Articles
Search Topics
Dissertations
Total
Adult 11 2 2 3
Education
Educational 7 2 5
Technology
Digital 7 3
Literacy
ESL/ELLs 7
Andragogy 4 2
Self-directed 4 1
Learning
Historical Content
Styslinger et al. (2014) argued that technology has shaped how the adult learner
learns and perceives reality. Technology has brought new implications for adult
education, educational technology, and the instructional design fields. For technology to
be transformative and enhance adult learning, the student must be active in the
meaningmaking process using technology. According to Radovanovic et al. (2020),
digital literacy first emerged in the 21st century. The digital literacy concept has included
different digital literacies such as navigating the Internet, retrieving, and analyzing
information online, content creation skills, and media literacy skills (Radovanovic et al.,
2020). Since digital literacy emerged, new education initiatives have appeared globally,
especially in adult education (Radovanovic et al., 2020).
Adult Education in the USA
The U. S. Department of Education has the Office of Career, Technical, and Adult
Education (OCTAE), and it includes the Division Adult Education and Literacy (DAEL)
(OCTAE, 2019). Administrators from DAEL offer programs to help adult learners
develop necessary reading, Math, English, and problem-solving skills to become
productive workers and excellent citizens (OCTAE,2019). DAEL provides funds for
adult education and literacy programs to different states (OCTAE, 2019). Leaders of the
U.S. Departments of Labor and Education issued regulations to implement the Workforce
Innovation and Opportunity Act (WIOA) through the Division of Adult Education and
Literacy (DAEL) and the Adult Education and Family Literacy Act (AEFLA) to support
and promote services for adult learners over age 16 who are at a disadvantage with
educational opportunities. WIOA included a law on July 22, 2014, and the purpose is to
help job seekers to access employment, education, training, and related services to
succeed in the labor market and to match employers with the skilled workers they need to
compete in the global economy (OCTAE, 2019).
Through the Workforce Innovation and Opportunity Act (WIOA) legislation, job
seekers can acquire industry-recognized credentials for in-demand jobs. The legislation
supports adult students not enrolled in a school, lack a high school diploma, or lack the
necessary skills to function effectively in the workplace and civic life (OCTAE, 2019).
Three programs offered instructional services: Adult Basic Education and Adult
Secondary Education (ABE/ASE), and English language (EL) instruction; some of the
adult education and literacy activities include workplace adult education and literacy,
English language acquisition, workforce preparation, and integrated education and
training (OCTAE, 2019).
Educational Technology in Adult Education
Ginsburg (1999) expressed how technology has the power to transform adult
learning. Since the era of technology started at the end of the 20th century, educators
started to explore the potential of educational opportunities with technology in adult
education. Adult literacy stakeholders, policymakers, educational leaders, instructors, and
learners have increased their expectations of using technology in adult education.
Computer technology and the Internet made information available for everyone and have
given access to new ways of informal and self-directed learning. The author stated that
adult learners wanted to complete credit and non-credit higher education courses,
workplace training, or adult literacy or general education (GED) classes via distance
learning. The Internet has expanded infinite opportunities for virtual education; however,
technology is just a learning tool.
Ginsburg (1999) argued that adult education courses' content and curriculum must
change and integrate with technology. Since 1999, the Department of Labor leaders
expressed the need for developing digital literacy skills in adult learners to meet the
demands of the technology era. Technology has expanded the adult learners' opportunities
to develop skills that support lifelong learning. Ginsburg expressed that technology is in
many workplace functions, and global businesses have already embraced web-based
training. Online learning is an example of the learner-centered model, a lifelong
education that can inform adult programs.
With technology comes excellent learning opportunities but also challenges. The
adult population who have been traditionally underserved or at risk of being left behind
may not have access to educational opportunities using technology (Ginsburg, 1999).
Adult education is a process of self-directed learning, and educational technologies offer
ways to differentiate instruction to meet adult learners' needs (Usun,2003).
Computerassisted instruction (CAI) technology can support adult learning as an adult can
increase motivation and independence (Usun,2003). CAI provides opportunities to
develop reading, language, writing, and listening skills while developing technology
skills
(Usun,2003).
Banyard et al. (2006) discussed how advanced technologies have influenced
selfregulated learning because they bring motivation through Information and
Communication Technology (ICT) tools. Teachers who have incorporated technology to
create engaging lessons have reported increased motivation and computer usage. When
ICT integrates with new teaching approaches, students improve motivation, self-esteem,
collaborative skills, and communication.
Popescu (2013) expressed that the 21st century came new labor market trends
thanks to globalization and rapid technological changes. Schools should implement
technology-enhanced-learning (TEL) to provide trustworthy education where learners
enhance multi-skills with effective use of e-learning tools and content. TEL means any
technology used in education for either knowledge transfer or skill development. Wang
and Cranton (2013) argued that adult learners usually fear that the lack of digital skills
may affect their employability as web 2.0 technologies have emerged, and the importance
of the use of technology in the workplace has increased considerably. Adult workers may
face challenges in finding jobs if they do not have adequate digital skills required for
employment. They believed technology supports transformative learning and principles
of andragogy, and with the support of adult educators, the adult student can succeed.
Technologies can provide useful teaching and learning strategies.
According to Wang and Cranton (2013), technology can contribute to
transformative learning, but adult learners are responsible for the change. Transformative
learning is a process that describes how learners change their habits of mind and
reexamine their assumptions, how they perceive or react towards new contexts.
Technology has shaped the social context, and even though little empirical research exists
to demonstrate how technology supports learner transformation, shifts in how adults
make meaning through collaboration and acceptance of others' views are evident in the
technology era. The author explained that adult learners can transform themselves by
using technology in vocational and adult education programs to emphasize technology
integration. Technology has just brought a new learning environment for the learner to
engage in transformative learning, but without motivation and self-directed learning,
transformative learning is not likely to occur.
Adult English Language Learners and Digital Literacy
Silver-Pacuilla and Reder (2008) discussed that computer technology brought
opportunities for low literate adult English learners to increase English language skills
and engage in online learning that helps adult learners with workforce readiness. Adult
ELLs can obtain more excellent English proficiency and improved work skills using
technology. Web 2.0 technologies such as blogs, video conferencing, and multimedia
have the potential to reach and engage adult English language learners in self-study and
informal learning. However, the digital divide remains full in low-income, low-literacy,
and limited English proficiency communities.
Silver-Pacuilla and Reder (2008) argued that adult education programs for the
English language learner should include digital literacy in their curriculum and determine
the best approach to teach technology skills. The adult ELLs with low literacy face
barriers from searching to interpreting the online search results due to finding information
inappropriate for their reading level. Also, low literate adult ELLs have difficulties
identifying or evaluating information from different sources, whether from .com or .gov.
The adult ELL needs to develop skills to evaluate credible sources of information and
develop navigation skills. Therefore, digital literacy courses are essential to complement
academic and workforce development skills in adult education.
Rance-Roney (2010) expressed that in the past, the English language learner
(ELL) spent many months in the U.S. classrooms to learn the English language and adjust
to a new culture. The ELL engaged in content-based language instruction and performed
at the same level of native language speakers. Technology has played an essential role in
supporting ELL while developing the four language skills of speaking, writing, reading,
and listening. A technological tool that offers incredible learning opportunities for the
ELL is the digital storytelling tool to provide background information, develop real-life
scenarios, and teach vocabulary and content. With digital technology, teachers can bridge
traditional and technology-based approaches while supporting multimodal and academic
literacies for ELLs.
Ball (2011) argued that technological advancements have brought excellent tools
for adult education teachers to improve education, improve learning, and better support
and prepare adult ELLs for real-world English use. Technology tools such as laptops,
cellphones, Ipads, and the Internet have replaced old technologies for teaching and
learning like DVDs, C.D.s, or cassette tapes. Ball expressed that while technology offers
teaching and learning opportunities for adult ELL, technology has significantly impacted
the English language's teaching and learning in adult education. The use of technology in
the adult ELL classroom can prepare the learner to search and find information over the
Internet using search engines like Google or online dictionaries.
Ball (2011) expressed that the adult ELL has become more competent in finding
and evaluating information and taking ownership of their learning. Adult education
leaders wishing to include technology in adult education programs need to invest in
resources and provide training for effective teaching implementation as adult learners
have more shifts in their educational needs than those of younger students. Ball expressed
that every profession demands digital literacy, and adult education plays a significant role
in providing learning opportunities for the ELL to gain this type of competency to secure
employability.
Galante (2014) argued that language and culture integration are into English adult
programs and this integration is useful for the development of communicative
competence and practical applications in adult language learners (ELLs) seeking
professional and educational opportunities. Digital literacy can become a crucial
component of developing digital literacy skills while bringing intercultural awareness as
many international students and newcomers face challenges adjusting to the new
environment.
Galante (2014) also expressed that the adult, English language learner can learn
and understand their own culture while interpreting and relating to other cultures. Digital
literacy may reduce time and space boundaries and equip adult ELLs with the necessary
tools to function effectively in multicultural environments in the school and workplace.
Meanwhile, Pierson (2014) expressed that educational technology has paved the way for
dissolving the classroom walls and allowing the creation of spaces for the students to
share their stories, presentations, and projects through multimedia and the Internet using
computer technology . When adult English learners can use their own experiences for
learning, it results in authentic literacy skills that increase motivation and performance.
Galante (2014) believed that when the adult student work on projects, they
increase cooperation and collaboration skills necessary for career readiness and
workplace. Combining English reading, writing, listening, and speaking activities with
innovative computer-assisted pedagogies, the adult English language learner (ELL)
becomes self-confident, highly motivated, and competent English language user.
However, despite the pressing need for quality programs to support ELLs, many adult
English learners are still underserved (Kennedy, & Walters, 2013; Pierson, 2014). With
an estimate of 23 million limited English proficient adults, the Department of Education
(DOE) only served 913, 00 of them or 4 % of eligible adults, and only 1.7% of adult
English learners improve the English proficiency (Pierson, 2014; Kennedy, & Walters,
2013). U.S. data from the government suggest that the adult English as a Second
Language (ESL) system fails as only 40% of participants are getting proficient each year
(Kennedy, & Walters, 2013).
According to Kennedy and Walters (2013), the federal, state, and local
policymakers should re-assess adult ESL programs to promote English proficiency and
implement flexible and effective learning strategies. In 2009- 2010, data from New York
and New Jersey only showed contrast. Both states have approximately 13% adults; New
York improved proficiency for 53% compared to New Jersey 27 % demonstrating how
adult English language learners participating failed to improve their English language
proficiency under government-run ESL system.
Kennedy and Walters (2013) discussed that New Jersey state enrolled over 21,000
adults under the Department of Education grant program. However, the state only
managed to advance 5,692 adults toward proficiency in 2009-2010. However, non-profit,
and private employers see English language training and a key component for economic
success and integrate workforce skills and application into the English language
curriculum with a blended approach, online and face-to-face components, using
technology. Some employers designed a curriculum around adult English language
learners' needs.
Manasia and Bozon (2014) discussed how e-learning and digital technologies
play a decisive role in the accessibility and quality of adult education in the USA and
other parts of the world. In Europe, the adult education program aims for competencies,
such as language skills, Mathematical skills, and digital technologies. Information
communication technologies (ICT) have positively impacted adult learning as intrinsic
motivation for learning increases, especially when learning in a blended program with
asynchronous and synchronous communication and collaboration. They stated that even
though the e-learning paradigm is growing in adult education, the lack of precise and
reliable assessments limits innovative approaches using technology.
Current Content
According to a report of OCTAE (2015), many adult ELL learners lack the
necessary skills to acquire work positions that require digital literacy skills and are often
not prepared to succeed in a technology-rich environment. Rosen and Vanek (2017)
argued that technology has changed how people participate in economic and civic life.
Therefore, adults need digital literacy and problem-solving skills to interact in
technology-rich environments with family, the community, and the workplace ((Frank &
Castek, 2017; Rosen and Vanek, 2017).
Even though the importance of the Internet and new technologies, such as mobile
technology, have increased, no single solution can close the digital divide and increase
digital literacy skills (Anderson & Mmadhumitha, 2019). According to Rampey et al.
(2016), the Program for the International Assessment of Adult Competencies (PIAAC)
focused on adult skills and life experiences focusing on education and employment. U.S.
Adults between 16 and 65 participated in the assessment. In problem-solving in
technology-rich environments, the United States performed below the PIAAC
international average.
The Literacy Information and Communication System website, known as LINCS
(2019), shared some digital literacy and related technology skills essential for adult
English language learners (ELLs) in the 21st century. Improving adult literacy using
technology is essential to improve teaching and learn to enhance adults' digital literacy
with limited digital skills to develop the necessary technical skills and be part of the new
American workforce (LINCS, 2015). These findings can provide adult education school
administrators, program managers, and curriculum designers a deeper understanding of
adult ESL learners and digital literacy development through the Integrated Education and
Training (IET) programs.
Educational Technology in Adult Education
The USA's adult education system has various advanced programs that support
and promote services for adult learners over 16 (Office of Career, Technical, and Adult
Education, 2019). The Department of Education ( DOE) and the Department of Labor
(DOL) work together to provide education, training, and access to employment to adult
students that lack a high school diploma, low literacy, limited English language
proficiency, or necessary skills to function in the workplace (OCTAE, 2019). However,
90% of adults aged 20 and older are considered the least educated and have not
participated in formal or informal education (Patterson, 2018).
The least educated include high school graduates with low skills or disabilities,
high school dropouts, and immigrants (Patterson, 2018). Researchers know little about
the forgotten 90% of these adult learners. Skills differences, age, and educational
attainment might contribute to the big gap between participants and nonparticipants in
adult education programs (Patterson, 2018). Only 10 % of adult learners participate in
adult education programs (Patterson, 2018). The gap might be because of the aging
population, the increase in non-English speaker immigration, and income (Patterson,
2018).
Sparks and Cates (2018) argued how pedagogic technology practices in adult
education could bridge the gap in digital literacy among adult learners, but the lack of
adequate technology implementation for teaching and learning has impacted adult
education teaching practices. Moreover, Sparks and Cates (2018) stated that the teacher's
pedagogical beliefs and strategies create technology implementation barriers. Immigrant
learners may cope with cultural stereotypes, language barriers, and even immigration
problems to participate in postsecondary education (Bergson-Shilcock, 2017). Limited
employer support for learning, cost, and flexible work schedule affects the least educated
who need education the most (Patterson, 2018). Millions of adults working in the service
sector have limited reading, math, or digital problem-solving skills (Bergson-Shilcock,
2017). These workers help fuel the economy of the USA and are part of the American
workforce.
62% of service-sector workers in the target occupational categories have limited
literacy skills, 74% have limited numeracy skills, and 73% lack digital problem-solving
skills (Bergson-Shilcock, 2017). Lack of digital literacy and low literacy skills affect
those who seek jobs as electronic job applications have increased (Bergson-Shilcock,
2017). Digital technology skills are a barrier for workers with basic skills gaps, and for
many English language learners (ELLs), technology helps them bridge the gaps between
their first language and the English needed for the workplace (Bergson-Shilcock, 2017).
The DOE and DOL issued regulations to carry out the Workforce Innovation and
Opportunity Act (WIOA). WIOA seeks to help adult learners to reach employment,
education, and training (OCTAE, 2019; Bergson-Shilcock, 2017).
However, the funding to support adult education programs have dropped
substantially (Bergson-Shilcock, 2017). The number of adult learners served has
decreased from 2 million to 1.5 million (Bergson-Shilcock, 2017). The federal and state
government should consider increasing funding to strengthen the adult education
programs and better serve the needs of the adult learners, especially English language
learners who are part of the new American workforce (Bergson-Shilcock, 2017). The
Adult Education system should adopt best teaching practices via professional and
curriculum development and adopt technology integration in blended learning (Bergson-
Shilcock, 2017).
Digital Literacy and Career and Employment Readiness
The UNESCO (2018) report proposed a global framework of reference on digital
literacy skills for indicator and stated that:
Digital literacy is the ability to access, manage, understand, integrate,
communicate, evaluate, and create information safely and appropriately through
digital technologies for employment, decent jobs, and entrepreneurship. It
includes competences that are variously referred to as computer literacy, ICT
literacy, information literacy and media literacy. (p.6)
The United Nations Educational, Scientific, and Cultural Organization
(UNESCO) report shares many national and regional efforts of 47 countries that adopted
the UNESCO's digital literacy framework (UNESCO, 2018). The digital literacy
framework (DLF) includes competence areas and competencies for the DFL. The
competencies are (1) devices and software operation, (2) information and data literacy,
(3) communication and collaboration, (4) digital content creation, (5) safety, (6)
problemsolving, and (7) career-related competencies.
According to UNESCO (2018), career-related competencies target adult learners
and include digital technology in engineering for computer-aided design/computer-aided
manufacturing equipment and education, for example, using learning management
systems. Part of the career-related competencies is interpreting and manipulating data,
information, and digital content for a particular field. The proposed digital literacy
framework is valuable for creating a pathway mapping methodology that may serve as a
foundation for developing digital literacy adult programs.
The International Society for Technology in Education (ISTE) created standards
for education leaders, educators, and students and provide a framework for guiding
digital age learning (ISTE, 2020). The ISTE standards for students include (1)
empowered learner, (2) digital citizenship, (3) knowledge constructor, (4) innovative
designer, (5) computational thinker, (6) creative communicator, and (7) global
collaborator (ISTE, 2020). ISTE standards are about transformative learning with
technology.
Feerrar (2019) discussed how, in higher education, digital literacy programs
expanded to ensure students learn how to use technology to apply critical thinking, use
digital tools, and create content. Feerrar argued that digital literacy frameworks might
help address students' and teachers' needs of specific contexts and identify digital literacy
implementation areas. Feerrar discussed how digital literacy emphasizes computer or
technology literacy and critical thinking and creative skills with ethics and citizenship in
digital environments.
Ampong (2020) discussed how understanding digital needs and advancing digital
practices could bring excellent opportunities to integrate digital literacy in school
curricula and urged teachers to avoid assumptions on students' technological aptitudes
and emphasize staying current with modern technology trends. The author argued that
digital literacy skills are essential for teaching and learning, but teachers need to
continually update their knowledge of emerging technologies. Teachers and learners need
to understand the concepts of digital citizenship and the strands of digital literacy.
Conceptual Framework Literature
Knowles et al. (2015) discussed how, until recently, not much was written,
researched, or discussed concerning adult learning, and somehow, education focused
more on Pedagogy that explains how children learn. Historical research on adult learning
dates to great ancient teachers such as Aristotle, Socrates, Confucius, and others that
taught adults only, not children. The authors discussed that the concept of teaching and
learning was different from the beginning; however, children's education dominated the
realm of education for a long time.
Knowles et al. (2015) believed pedagogy, the art and science of teaching children,
brought an educational model that has prevailed through ages and has been the
foundation for the USA's educational system until the present time. Just in recent
decades, the notion of adult learning has evolved and been paid attention to. Scholars and
practitioners have been interested in how adults learn since adult education started as a
professional field in the 1920s.
Merriam (2001) discussed how adult learning theories include sets of principles
and explanations that have become adult learning foundations. Until the mid-twentieth
century, behaviorist research in psychology and educational psychology studied adult
learning, and insights from adult learning research extrapolated from children to adults
under the same condition children. However, adult educators started to consider the
differentiation between adult learning and child learning. That is why there was a need to
develop an adult education knowledge base, and two essential theories or assumptions
that try to explain adult learning are Andragogy and self-directed learning.
Andragogy
Knowles et al. (2015) discussed how Malcolm Knowles stated in the '70s that
children and adults differ in learning. Andragogy, the science that helps explain how
adults learn, has been described as a set of principles, assumptions, or a theory. No single
theory can explain how adult learning occurs; however, Andragogy is the best-known
theory that might explain adult learning. Merriam (2001) argued that many writings,
discussions, and debates about Andragogy's validity as a theory of adult learning occurred
in the 1970s and early 1980s. Some experts have classified Andragogy as an adult
learning theory, a theory of adult education, and even a theory of adult learning
technology. Before Malcolm Knowles popularized Andragogy in the US, the Andragogy
term was already used in Germany as early as 1833 (Knowles et al.,2015).
Lindeman (2015) discussed how adult education teacher-centered pedagogical
models have taken over and expressed the need to search for better ways to teach adults
because rigid pedagogical approaches have no place in adult education. The adult learners
need to see the real-life application of what they learn and find it useful and relevant.
Therefore, adult education should offer educational services with new teaching and
learning methods that are student-centered. Adult learners need to use previous
experiences, solve real-life problems, and learn; the teacher is no longer the center of
attention nor the authority but a guide, a facilitator who also participates in learning
(Lindeman, 2015). An educated person could find satisfaction in applying knowledge
upon experience, and even the best-informed person may still be ignorant when the
knowledge acquired is not part of real-life experiences (Lindeman, 2015).
Knowles et al. (2015) discussed some assumptions about the adult learner that
include 1) adults are motivated to learn when their experience needs and interests are
satisfied, 2) adult's orientation to learn is life-centered, 3) experience is the most abundant
source for adult's learning, 4) adults need to be self-directed, and 5) individual differences
increase with age. Lindeman’s (2015) assumptions have supported later research and
created the adult learning theory. Later research also supported Lindeman's critical
assumptions about adult learning and still serves as the foundation of adult learning
theory.
Andragogy Principles
Andragogy's strength lies in the set of adult learning principles that apply to all
adult learning situations. The six principles of Andragogy are 1) the adult learner' needs to
know why, what, and how to learn, 2) self-concept of the learner, 3) prior experience of
the learner, 4) readiness to learn, 5) orientation to learning, and 6) motivation to learn.
(Egizii, 2015; Karabacak,2018; Knowles et al.,2015). Adult education is about
cooperative, informal learning, which aims to discover new meaning or make sense of the
world (Knowles et al., 2015).
Knowles et al. (2015) discussed how andragogy principles exist to explain how
the adult learner learns best; however, Andragogy might only be valid when implemented
if adapted to meet the learners' unique learning situations. Many factors might affect how
the adult learns, and the adult behavior might be close or not to the core principles of
Andragogy. The curriculum in adult education should meet the learners' needs and
interests, unlike conventional education, where they must adjust to the established
curriculum.
Knowles et al. (2015) argued that adult learners face real-life circumstances that
call for learning adjustments so they can commit to their work, families, personal life in
general, and the community. Adult learners use their rich experiences in their learning.
Traditional or rigid pedagogical approaches to teaching and learning have no place in
adult education. Adult learners possess a reservoir of rich experiences to learn and use
them before using texts. Teachers in adult education are facilitators who lead discussions
searching for wisdom.
Andragogy and Adult Education
Knowles et al. (2015) discussed how Andragogy presents a challenge for the
conventional, standardized educational system; however, some apologist for the current
state of education believe that some adults are not interested in learning and not
motivated to continue with their education unless they receive incentives to take free
educational opportunities offered by some public agencies. However, they argued that
adult learners eager for education are the least attracted to rigid, conventionalized
educational institutions. Karabacak (2018) discussed that adult learners' experience
counts for as much as the teacher's knowledge, and a shared authority reflects two-way
learning. K-12 education is compulsory; however, adult education is voluntary.
Karabacak (2018) expressed that adult educators have a general understanding of
adult education but fail to implement andragogical knowledge in their teaching practices.
Educators that work with adults in public education sometimes fail to apply andragogical
approaches because of the inadequate awareness of how adults learn, how adults are
motivated to learn, and the role of adult experiences in learning. Knowles et al. (2015)
expressed that in Andragogy, learning is problem-solving, and life based. Adults need to
know the value and application of what they are learning, and the adult learner takes
responsibility for learning and the decisions made.
Andragogy, Pedagogy and Adult Educators
Karabacak (2018) expressed that educators working in adult education should
receive training on Andragogy's adult education principles and master basic concepts of
adult learning environments and communication. Teachers, in-service training should
learn more about adult education psychology, how adults learn best, and understand the
factors that might affect adults' motivation towards learning. Knowles et al. (2015)
discussed developing an adult learning theory from experience and research has taken
more than five decades. An early attempt was when Knowles wrote the book Informal
Adult Education in 1950 that shared how adult students learn best in informal, flexible,
and comfortable learning environments.
Knowles et al. (2015) argued that systematic efforts try to establish adult
education programs in the US, yet, pedagogical models of education took over the entire
US educational system, including higher education, and adults receive education as if
they were children. They expressed how pedagogical models of teaching give full
responsibility to the teacher about what the students must learn. Therefore, instruction is
teacher-directed. However, in andragogical models, instruction is student-centered and
the need, and capacity of being self-directed increases when the individual matures along
with the use of experience in learning and identifying and determining readiness to learn.
Knowles et al. (2015) argued that although adult education has been an interest
and concern for centuries, only recently, scholars have researched adult learning. After
World War I, some assumptions about adult learners had emerged. The term andragogy
became known in 1833, but it did not arrive in the US until 1967. Despite the critics,
Andragogy has become popular among adult education professionals as its core
principles of adult learning allow for designing and implementing more effective adult
teaching programs.
Andragogy has contributed to the understanding of adult learners, but the process
of adult learning had a little discussion, and that is probably one of the reasons why many
researchers did not accept Andragogy as a theory of adult learning but just a set of
principles about adults as learners ( Merriam, 2001). More than ever, principles of
Andragogy should be applied in education at all levels, especially when using
technology; it is possible to learn formally, informally, and in all formats with different
approaches face-to-face, online, or blended (Karabacak, 2018). In education, it is possible
to learn formally, informally, and in all formats with different approaches face-to-face,
online, or blended (Karabacak, 2018).
Self-directed Learning Theory
Egizii (2015) argued that one of the 21st century's challenges is to prepare adult
students for employment readiness and be part of the global economy. The era of
technology calls for changes in adult education's direction and vision to prepare adult
learners for jobs that demand new skills. To meet the new challenges, post-secondary
institutions should implement new teaching approaches to teaching adults who need to
enter the workforce or start a new career. Egizii believed that self-directed learning might
offer ways to personalize adult learning and consider key factors that affect adult learners'
learning process.
Merriam (2001) argued that self-directed learning (SDL) appeared as another
model close to when Andragogy was introduced to North Americans by Malcolm
Knowles. Self-directed learning defines adult learners and their differences with children.
The author also expressed that Malcolm Knowles contributed to the self-directed learning
literature as one of the assumptions of Andragogy is that learners become self-directed as
they mature. From a humanistic philosophy standpoint, one goal of a self-directed
learning goal is to develop learners' capacity to be self-directed.
According to Merriam (2001), for Knowles, learners should accept responsibility
for their learning. Merriam expressed that another goal of self-directed learning is
fostering transformational learning, as presented by Mezirow, and an individual's
selfknowledge is a must for developing autonomy in self-directed learning. The third goal
of self-directed learning is to promote transformative-emancipatory learning (Merriam,
2001; Mezirow, 1990).
Mezirow (1990) argued that participating in critical reflection is the nature of
adult learning. Through dialogue, adults try to understand, make meaning, and determine
other assertions' validity while validating one's assertions. The author expressed how
adult education programs should facilitate adult learners with dialogic communities to
engage in reflecting thinking. Adult educators are responsible for fostering critical
selfreflection and helping adult learners act.
Merriam (2001) discussed how self-directed learning has different processes, but
the best known is the Staged Self-Directed Learning (SSDL) model of Gerald Grow.
Merriam stated that Grow explained how students have different abilities to be
selfdirected and how they match their self-direction stage. Students should know the
readiness and comfort level of being self-directed with teachers' support to match the
learner's stage with appropriate teaching strategies. Egizii (2015) argued that self-directed
learning encourages individuals to take the initiative and responsibility for learning.
Adult learners can manage and assess their learning, and motivation and volition are
critical. Self-directed learning is about collaboration and independence in learning, and
the role of the teachers in self-directed learning is to provide scaffolding, mentor, and
advise.
Methodology Literature
This qualitative descriptive case study was the best choice for this research study.
Pearson et al. (2015) argued how a case study offers a flexible method to explore a
phenomenon or get a general understanding of a phenomenon. The case study reflects
factual situations offering a detailed description of the phenomenon for readers (Pearson
et al., 2015). A descriptive case study provides a contextualized description of the
phenomenon and has flexibility regarding the data collection methods (Pearson et al.,
2015; Yin, 2018).
Yin (2018) expressed that a case study research may promote the knowledge of a
particular individual, organization, program, or group and the related phenomena. A case
study allows obtaining data from different sources to conduct an in-depth analysis and
triangulation to verify the findings as rigor is essential at all stages in a case study.
Pearson et al. (2015) argued that a case study plays a significant role in advancing
knowledge about digital literacy in adult education programs. Andragogy and selfdirected
learning theories can support exploring adult English language learners (ELLs) and
developing digital literacy skills through an adult ESL program.
Al-Haj (2020) discussed how case studies had acquired popularity in the field of
education. Several case studies types of research in educational technology and English
language teaching have been relevant to education. The author conducted a descriptive
case study to investigate how applying educational technology effectively enhances
teaching English as a foreign language. Al-Haj also used closed-ended questions in
interviews and direct observations to collect data and used a descriptive data analysis
method.
Dintoe (2018) stated how the University of Botswana conducted a qualitative case
study to explore how lecturers use educational technology in teaching. The researcher
collected data from artifacts such as teaching and learning materials, secondary
documents, interviews, and observations. Another example is Wu (2020) that conducted a
multiple-case study to explore the English foreign language writer's digital literacy
practices in asynchronous communication and the contextual relations of the participants'
literacy practices. Another case study conducted by Chiang (2020) explored digital
storytelling's effects on English language learners (ELLs) to cultivate digital literacy. The
study included a survey, interview, and observations. The survey and interview provided
data to explore emerging themes.
The current qualitative methodological approach adds significant information to
the literature that had focused on English language acquisition and the use of technology
for learning but had minimalized the perspective of the adult English language learners
and digital literacy skill development. The literature findings may provide adult
educational leaders with further information on how to address the adult ESL learner's
learning needs and design a curriculum that integrates digital literacy and English
language teaching effectively.
Research Design Literature
Creswell & Poth (2018) discussed that the purpose of qualitative research is to
explore an issue or to understand a complex phenomenon and identify variables that
cannot be measured and where quantitative measures or statistical analyses do not fit the
problem. People construct knowledge while they engage and try to make meaning of the
experience or phenomenon, which is the foundation of qualitative research. Merriam and
Tisdell (2016) explained that researchers use qualitative research to understand people's
experiences, behaviors, feelings, and opinions. Qualitative research is flexible, evolving
where the researchers are the primary data collection instrument along with interviews,
documents, and observations.
Creswell and Poth (2018) discussed that qualitative researchers often collect data
in a natural setting, the field, or site where the participants or subjects experience the
phenomenon under study. The researcher is the principal data collection instrument and
gathers data from examining documents, observing behaviors, or interviewing
participants, and the researcher relies on multiple data sources. The qualitative researcher
reviews all the data, organizes it into categories/themes, and cuts across all the data
sources.
In this study, the researcher used a descriptive case study. This qualitative design
was appropriate as the study's purpose was to understand and identify the factors that
influenced the development of digital literacy skills for employment and career readiness
in adult English language learners (ELLs). As Yin (2018) argued, case study research
involves describing a case in real-life, current context, or setting. Merriam and Tisdell
(2016) discussed that a case study research is the unit of analysis of a bounded system: a
person, a program, or an event.
Merriam and Tisdell (2016) stated that researchers use qualitative methodologies
to understand the construction of meaning, how people make sense of their reality, and
the primary goal of a qualitative study is to discover and interpret the meanings. All
qualitative research methodologies share common characteristics such as seeking
meaning and understanding, but a qualitative case study research design differs from
other types of qualitative research because the researcher is the primary instrument of
data collection and analysis. The study results are very descriptive, and it was not until
qualitative research methods evolved; case studies did not receive attention from a
methodological perspective.
Merriam and Tisdell (2016) argued that the philosophies that underlie qualitative
research are constructivism, phenomenology, and symbolic interactionism because all
these philosophies emphasize experiences, understanding, and meaning making.
Therefore, qualitative research focuses on understanding the meaning of experience, and
the researchers are the main instrument of data collection and analysis. In Qualitative
research, findings are comprehensive, holistic, and highly descriptive.
Several research designs, both qualitative and quantitative, have been used in
previous research, but the descriptive case study was appropriate for exploring the
phenomenon for the current study. Germinal methodologists Creswell and Poth (2018),
Merriam and Tisdell (2016), and Yin (2018) based their methodological approaches to the
case study design on a constructivism paradigm. According to Yin (2018), the qualitative
researcher should consider two steps to identify a case. One is to define the case, and the
other is to bound the case. A case is a concrete entity that can be a person, an event, a
program, an organization, a small group. Bounding the case is essential to determine the
data collection scope and distinguish the case study's subject or phenomenon from data
external to the case. The case and the research questions are case bounded.
In this current case study, the researcher relied on all three germinal theorists'
perspectives while considering their unique personalities and skills. The researcher held
onto the ontological belief that many realities exist due to the different individual
perspectives. Therefore, the researcher considered the constructivist theory and held the
epistemological view that individuals construct meaning based on their rich and unique
experiences.
Creswell (2013) discussed that every case study differs in the data analysis
process, as some case studies involve analysis of different units within the case. The
researcher identifies themes, issues, or specific situations to study in every case;
therefore, a good case study involves describing the case. According to Yin (2018), there
are four types of designs for case studies: single-case (holistic) design, single-case
(embedded) design, multi-case (holistic) design, and multiple-case (embedded) design.
Yin (2018) argued that the primary distinction in designing a case study was
between single and multiple case study designs. Single-case studies are a standard design
for doing case study research, and the primary step is defining the case itself.
Multiplecase studies are preferred over single-case designs only when the choice and
resources exist to have a strong case. A case study can use six primary sources for
evidence as documentation, archival records, interviews, observations, and physical
artifacts, and all have their strengths and weaknesses (Creswell & Poth, 2018; Yin, 2018).
Other sources of evidence might include films, photographs, videotapes, or psychological
tests (Yin,
2018).
Yin (2018) stated that documentation and archival records as sources of
information are stable, unobtrusive, specific, and broad but can be challenging to find,
might report bias or access can be denied. Interviews targeted on the case study topic as
interviews provided insightful explanations, views, and meanings; however, the
researcher might encounter biases due to inappropriate questions, response bias, or the
interviewee's response to what the interviewer wants to hear. Direct observations can
cover real-time actions or behaviors and be contextual, but it might be time-consuming,
and when conducting an observation, participants' behavior might change.
According to Yin (2018), direct observations require working hours by the human
observer. Participant observation same as direct observations but might provide insights
into interpersonal behaviors and motives; however, bias might be present due to
participant-observer manipulation of events. Lastly, the physical artifact might offer
excellent insights into cultural features or technical operations, but availability and
selectivity might be weaknesses.
Yin (2018) argued that the evidence sources would maximize four data collection
principles to establish the evidence's validity and reliability. The data collection principles
include 1) use multiple sources of evidence to go beyond a case study's scope by using
the triangulation of data, 2) create a case study database. Notes from interviews,
observations, and document analysis are the most common database. A note can be
videotaped, recorded, written, or in an electronic format. The researcher organized,
categorized, completed the notes for later use, and documents included collecting relevant
documents to the case study, and the researcher should have an annotated bibliography of
the documents.
Furthermore, Yin (2018) stated that the database contained tabular materials from
the sources of evidence, such as surveys and observations, and are organized and stored
for later retrieval. Another principle of data collection is maintaining a chain of evidence
to construct the data's validity in a case study. A chain of evidence will allow the
researcher to go back and forth the information, and the researcher should keep all actual
evidence and not lose any piece of data. Another data collection principle is to exercise
care when using data from social media sources, especially when navigating websites and
the Internet.
Yin (2018) expressed that the researcher must get the information with a skeptical
view and request the needed permissions first. Lastly, perspectival triangulation is related
to sampling/participant selection, where the researcher intentionally and systematically
includes a range of participant perspectives (Yin, 2018; Ravitch, 2016). The study's
trustworthiness increases when the researcher not only implements effective validity
strategies but discusses the limitations and interpretations of the study and is aware of
biases and finds ways to mitigate or reduce them (Yin, 2018; Creswell & Poth, 2018).
Ravitch (2016) expressed that the researcher's roles/identities are always in a
complicated relationship with the settings and the participants. The researcher's social
location, identity, and positionality to the research reflect every aspect of the research,
from developing research questions to selecting, recruiting, and interacting with study
participants. This complicated relationship is also evident when the researcher uses
different data collection instruments, develops interview protocols, and analyzes data.
Ravitch stated that the researcher is the primary source of constructing and understanding
its goals and meaning. The researcher's identity, beliefs, and feelings will shape the
study's goals while critically reflecting on the world's thinking, the specific context of the
research, and possible research.
This case study research tried to discover the barriers preventing digital literacy
development in ELLs adult learners through the adult ESL education program. In this
research design, the interviews, the document review, and the member checking provided
the data for the study's current study results. The results were different from previous
research as the researcher sought information from the people who were experiencing the
phenomenon. By examining the identified factor that may influence the development of
digital literacy in adult ELLs through this descriptive case study design, the findings
provided significant criteria for further research in the field of adult education.
Conclusions
Qualitative research has been applied in many fields due to its subjective and
flexible nature to study and understand the essence of a phenomenon and how people
construct meaning from lived experiences (Creswell & Poth, 2018; Yin, 2018). The
researcher was the primary instrument for data collection and interpretation (Creswell &
Poth, 2018; Yin, 2018). Therefore, the researcher's role was significant in qualitative
research because of the complicated relationship between the researcher and the study
participants and the contexts where the study occurs (Ravitch, 2016). All qualitative
research designs have their strengths, but the case study design has gained substantial
consideration in research, especially in the field of education because the case study
results are descriptive, and a case can be an individual, group, program, or institution
(Creswell & Poth, 2018: Yin, 2018).
Chapter Summary
Chapter 2 offered a review of the literature that provided a background to support
the identified problem in the current study and indicated that a gap exists in identifying
the factors that prevent digital literacy development in adult ELLs through the adult ESL
program. In chapter 2, the researcher offered an overview of the qualitative research
methodology and the philosophies that underlie qualitative research. The chapter included
a brief discussion of the case study research design for the current study and discussed
the researcher's importance in conducting a qualitative case study.
Chapter 3 describes the methodology for the current study. The researcher restated
the research questions and described the population, sampling, and data collection
procedures. Also, the researcher discussed a rationale for the population and sampling.
The researcher described the instruments used to determine the data's reliability and
internal and external validity. Chapter 3 described how to address ethical issues. Finally,
the chapter explained the analysis technique's appropriateness and how the data was
analyzed, reported, and protected.
Chapter 3 Research Methodology
The purpose of this qualitative descriptive case study was to explore the
development of digital literacy skills in adult English language learners (ELLs) through
the English as a Second Language program (ESL)-Career Pathways and the Integrated
Education & Training (IET) Information Technology curriculum and identify the most
influential factors to train adult ELLs in digital skills necessary for employability
effectively. The exploration of a group of adult ELL students from a single school was
essential to determine if learners had developed digital literacy skills to succeed in
technology-rich environments.
Research Method and Design Appropriateness
Ravitch and Carl (2016) argued that the researcher chooses a research approach
and related methods depending on the research purpose and research questions that
guided the study. By looking at the research questions, the researcher determined whether
the purpose was to look for casual relationships in quantitative studies or to explore a
phenomenon in qualitative studies. Qualitative research was appropriate for this study
because qualitative research seeks to understand and describe people's life experiences,
actions, behaviors, and how people construct meaning (Creswell & Poth, 2018; Ravitch
& Carl, 2016).
Qualitative research focuses on process, understanding, and meaning (Merriam &
Tisdell, 2016). The researcher is the primary instrument in data collection and analysis
(Creswell & Poth, 2018; Merriam & Tisdell, 2016). Data about the phenomenon can be
observed but not measured because it collects some non-numerical data (Creswell &
Poth, 2018). The quantitative research approach, different from the qualitative approach,
focuses on describing a phenomenon across a more significant number of participants
using statistical techniques and serves to demonstrate cause-and-effect relationships
among variables (Christensen et al., 2014). Qualitative research is descriptive as the
researcher tries to describe a phenomenon, event, or situation (Christensen et al.,2014).
Method Appropriateness
A quantitative research approach was not appropriate because the study's purpose
was not to obtain data to test a hypothesis or determine differences among variables
(Creswell & Poth, 2018). Quantitative research is objective and scientific, and research
questions seek to answer questions to explain or predict human actions/conditions (Stahl
et al.,2019). A researcher uses a mixed research approach to collect, analyze, and interpret
qualitative and quantitative data in the same study (Creswell & Poth, 2018; Merriam &
Tisdell, 2016). Therefore, a mixed research approach was not appropriate for this study
(Creswell & Poth, 2018; Merriam & Tisdell, 2016). Although mixed methods combine
qualitative and quantitative data, only qualitative data can provide useful information to
answer the research question in this qualitative case study.
Using a qualitative research method was more appropriate because the researcher
focused on the problem and purpose of this study on understanding factors that
influenced the development of digital literacy skills in ELLs. The qualitative method
allows exploring the participant experiences in the natural setting (Yin, 2018).
Design Appropriateness
The design implemented in this study was a descriptive case study. This
qualitative design was appropriate because the purpose of this descriptive case study was
to understand the factors that could influence the development of digital literacy skills in
adult ELLs for career and employment readiness.
Researchers use case studies to develop an in-depth description and analysis of
case/ multiple cases (Creswell & Poth, 2018; Merriam & Tisdell, 2018; Yin, 2018).
A case study research implicates the case(s) review in a real-life scenario or context
(Creswell & Poth, 2018; Yin, 2018). The case may be a specific entity such as an
individual, a small group, an organization, or a program (Creswell & Poth, 2018; Yin,
2018).
Creswell and Poth (2018) stated that a case study research is the unit of analysis
of a bounded system: a person, a program, or an event. According to Yin (2018), the types
of case study research designs include exploratory, explanatory, and descriptive the
qualitative researcher should consider two steps to identify a case. One is to define the
case, and the other is to bound the case. A case is a concrete entity that can be a person,
an event, a program, an organization, a small group. Bounding the case is essential to
determine the data collection scope and distinguish the case study's subject or
phenomenon from data external to the case. The case and the research questions are case
bounded.
According to Creswell (2013), every case study differs in the data analysis
process, as some case studies involve analysis of different units within the case. The
researcher identifies themes, issues, or specific situations to study in every case;
therefore, a good case study involves describing the case. Yin (2018) described four types
of designs for case studies: single-case (holistic) design, single-case (embedded) design,
multi-case (holistic) design, and multiple-case (embedded) design.
Other qualitative research designs were not as appropriate as a case study for the
purpose of this study. According to Creswell and Poth (2018), qualitative research
designs include phenomenology, ethnography, ground theory, narrative inquiry, and case
studies and the methods differ in what they try to accomplish. Merriam and Tisdell
(2018) stated that researchers use phenomenology to describe a lived experience while
ethnographers try to describe and understand a culture-sharing group. The researcher uses
ground theory to develop a theory that has emerged from the data from the field
(Creswell & Poth, 2018; Merriam & Tisdell, 2018). Narrative research focuses on
exploring individual experiences (Creswell & Poth, 2018; Merriam & Tisdell, 2018). The
focus of the current study was explicitly defined and included seven (7) participants.
Therefore, a case study design was more appropriate as it met the study's purpose to
examine the case.
Research Questions
The case study focused on digital literacy skills in adult ELLs through the ESL
program and identified the barriers adult ELLs faced acquiring digital literacy skills. A
research question was essential to this qualitative study design and methodology
(Creswell, 2018; Yin, 2018). The research question that guided this study was: RQ1:
What are the most influential factors to effectively train adult English language
learners in the digital literacy field?
Population and Sample
The population for the qualitative case study consisted of all the adult English
Language Learners (ELLs). The target population was the adult ELLs in the ESL
program that were part of the ESL- Career Pathways and the Integrated Education &
Training (IET) Information Technology curriculum of the Adult Education Department in
New Jersey. The sample population was a sub-group of adult ELLs in the ESL program.
The researcher employed purposive sampling to recruit participants who provided
indepth and detailed information about the phenomenon. Purposeful sampling allowed
the selection of participants based on specific criteria such as the English proficiency
level and the willingness to participate in the study to learn and understand the central
phenomenon (Merriam & Tisdell 2016).
The researcher used the English language reading/listening proficiency level as a
criterion to select the participants from a pool of intermediate/advanced English as a
Second Language (ESL) students of the Adult Education program at Bergen County
Technical Schools. The researcher had access to the summary of the intake forms that
included all the students and was collected during the school enrollment process to
determine the English proficiency levels. Students had taken the Adult Basic Education
(TABE) test to determine their English proficiency levels. The intake forms summary had
the information the researcher needed to select the sample population.
For a case study, the researcher selects a small number of individuals as
participants (Creswell & Poth, 2018; Yin, 2018). For this case study, seven (7)
participants provided relevant data to the study (Yin, 2018). Participants were students
who possessed knowledge or experience to provide information for this case study (Yin,
2018). The researcher excluded students with low English reading/listening as the study
was in English only.
To participate in this research, the participant needed to have at least an
intermediate English language reading/listening comprehension to read and understand
the invitation to participate in the research study, understand the informed consent, and be
part of a virtual interview. Information about the participants' English reading/listening
levels was through the English as a Second language Intake Form that each student
completed during the enrollment process.
The researcher reduced biases when each member of the sampling population had
an equal chance of being selected. The participants selected based on the criteria read and
signed the Informed Consent Form (Appendix A) to participate in this research. The
researcher terminated sampling when the researcher reached saturation and did not gather
new information from the interviews and the document review (Creswell & Poth, 2018;
Merriam & Tisdell, 2016; Yin, 2018).
Informed Consent and Confidentiality
Ravitch and Carl (2016) explained why the researcher must obtain participant
consent in qualitative studies. If the researcher is an outsider seeking to obtain
information in a setting or group the researcher is not part of; then, informed consent is
needed. If the researcher needs to obtain data through interviews or conduct a document
review of a document which is not a public record, the researcher must receive
permission.
According to Ravitch and Carl (2016), anonymity refers to privacy, and
confidentiality refers to respecting the participant's identity when the research shares the
study results and determines what information to publish without breaching
confidentiality. The researcher has an ethical responsibility to protect the participant
information under the principle of beneficence, as stated in the Belmont report (1979).
Confidentiality and anonymity must be assured and secured the best possible. For the
current study, the researcher fulfilled the ethical obligations of confidentiality by keeping
all forms, data notes collected, interview transcriptions, electronic files, and documents
coded in a locked box in the researcher's home.
Informed Consent
The researcher shared the purpose of the case study, the data collection
procedures, and the study timeline with the ESL program manager. The researcher
obtained the necessary permissions to recruit participants for the study and conduct the
study online (Yin, 2018). The institution's ESL program manager gave the researcher
authorization to conduct the research, access data, and recruit participants by signing the
data access and using the permission form (Appendix B).
As Yin (2018) suggested, once the researcher had the necessary permissions from
the institution to conduct research and recruit participants online, the researcher began the
recruitment process. The Informed Consent (Appendix A) was a process that began with
the recruitment and screening of a subject and continued throughout the subject's
involvement in the research. To recruit the students to participate in the study, the
researcher visited the intermediate/advanced ESL virtual classroom through Zoom, an
online video-conference application used by the institution to teach online. The
researcher notified the ESL instructors by email about the researcher visiting the Zoom
online ESL classes to share the research information.
The researcher explained the study's nature to the students while sharing the
computer screen with the invitation to participate in the research. The researcher
answered any questions the students had about the study and invited to participate in the
study by email. The invitation to participate in research contained the study's purpose,
what the researcher needed from the eligible participants, how long it took place, and
where it took place (Yin, 2018). The participants had adequate time to consider whether
they wished to take part in a study. The students willing to participate contacted the
researcher by email or phone.
Once the participant contacted the researcher to express the willingness to
participate in the research, they provided the best time to discuss the research Inform
Consent Form and have the virtual interview through Zoom. Like this, the researcher
ensured the participant understood the informed consent (Yin, 2018). The researcher
emailed the informed consent (Appendix A) via Adobe Sign. When the participant and
the researcher signed the form, each received an automatic copy.
When the informed consent was signed electronically through Adobe Sign, this
demonstrated the participants' willingness to participate (Yin, 2018). After the completion
of this process, the researcher conducted a virtual interview. The researcher emailed the
participant to ask for the best time/date to meet on Zoom for the virtual interview. When
the researcher had this information, the participant received a Zoom meeting invitation to
participate in the virtual interview. The researcher reminded the participant in the email to
be alone in a private and quiet place for the virtual meeting.
The Informed Consent (Appendix A) provided information about the researcher,
the study's purpose, the data collection procedures, participant confidentiality, and the
risk associated with being part of the research (Yin, 2018). The researcher did not
consider the participants in this study to be vulnerable. The researcher considered issues
of comprehension, language, and culture, including the elements of information provided
in the US Federal regulations, to ensure that potential participants could genuinely make
informed decisions about whether to participate in this research( Yin, 2018).
Both the screening and recruitment process to select participants demonstrated
and reflected respect for the potential participants' dignity and autonomy by avoiding any
potential undue influence and protecting both the individual's privacy and the
confidentiality of any information obtained for recruitment and screening purposes (Yin,
2018). The recruitment process minimized any risk to human subjects. (Yin, 2018). The
researcher selected participants based on the research question's specifics and the
qualitative research design (Yin, 2018). The researcher kept in mind privacy concerns,
cultural and organizational considerations and necessary permissions, vulnerable
subjects, and the researcher's relationship to the research and the participants (Yin, 2018).
As Yin (2018) suggested, the researcher received all the necessary permissions
from the institution to conduct and recruit study participants and got it all approved and
signed before recruiting or contacting potential subjects. The invitation to participate in
the research study included enough and adequate information for the potential participant
to understand the study's nature and decide whether to participate in the research. The
researcher used the invitation to participate in a research study that included 1) a brief
description of the purpose of this research, 2) eligibility criteria, 3) the questions to ask
participants, and 4) the researcher's contact information. The students interested in
participating could email or call the researcher using the invitation letter's information.
The researcher kept the data of this research confidential (Yin, 2018).
Confidentiality
Yin (2018) suggested that the researcher established a process for protecting the
individuals' privacy by managing the information privately and not sharing information
with anyone. For this study, the researcher used a code (Study ID) to separate identifiers
from the data. A computer-assisted qualitative data software can help the researcher store,
organize, and analyze the data (Merriam & Tisdell, 2016; Yin, 2018). The researcher
used NVivo 12, software installed on the researcher's computer laptop (Thomas, 2016).
NVivo 12 is a qualitative data analysis application that allows collecting,
organizing, analyzing, and visualizing all the qualitative data (Thomas, 2016). As
suggested by Yin (2018), the researcher kept a copy of all the data stored and protected
using a flash drive that was also encrypted and password protected. A reliable database
preserved the collected data in a retrievable form.
As Yin (2018) explained, the researcher kept the data saved for three (3) years and
will destroy it by shredding all the paper files and completely deleting all the electronic
files from all the storage locations such as the researcher's computer, the raw data saved
on NVivo 12, and the backup copy in the USB drive. The researcher separated the
participants' identifiable information from the raw data and stored and saved in a locked
box folder that only the researcher can access. The researcher kept a backup of the
information in a USB drive password-protected and kept in a locked box in the
researcher's home. The researcher kept the paper file copies in a locked box in the
researcher's home.
The virtual interview conducted via web-conference using the Zoom application
was audio-recorded only with the participants' permission. The researcher encrypted the
virtual interview with a unique meeting ID and Zoom automatically generated a meeting
password. Zoom application had a waiting room feature; therefore, no one could enter the
meeting except for the study participant. Once the meeting started, the researcher locked
the virtual meeting, and no one else could join the virtual interview.
The participants understood that the researcher transcribed and saved the virtual
interviews on the researcher's personal computer (Yin, 2018). The researcher coded and
protected the data and guarantee the participants' protection (Yin, 2018). The researcher
did not obtain data from students that withdrew. Participants received a copy of the
interview transcript and reviewed it and signed it via Adobe Sign.
The researcher used a secured and encrypted Internet connection using a Secure
Sockets Layer (SSL) that is the standard security technology to establish an encrypted
link between the Zoom server and the browser. For additional protection and safety, the
researcher navigated using an incognito/in-private browser to eliminate any digital
footprint. The Informed Consent Form (Appendix A) had all the required consent
elements and any additional information necessary to provide complete disclosure (Yin,
2018). The person who signed the consent form electronically received a copy as a
reference and a reminder of the information conveyed. The Informed Consent document
protected the participants' rights and explained how data obtained is stored and encrypted
to protect data privacy in research (Yin, 2018).
The researcher abided by the Protection of Human Research Subjects standards'
rules and used its criteria to conduct interviews, data collection, reporting procedures, and
confidentiality agreements (Yin, 2018). All study participants had the option to withdraw
from the case study during the research process and received the researcher's contact
information to notify the decision (Yin, 2018). In participant withdrawal, the study
participant could provide a signed written statement for documentation purposes (Yin,
2018). All participants agreed to sign the Statement of Informed Consent (Appendix A)
via Adobe Sign before participating in the research.
Using Adobe Sign, the researcher and participants reviewed and signed the
informed consent and the interview transcripts. The researcher used a secured Internet
connection through Adobe to protect the data. Through Adobe Sign, the researcher and
participants signed the documents electronically. The researcher protected the documents
using Adobe Sign, and there was no possibility of modifying, altering, or editing the
documents (Yin, 2018). The result of this study will be published; however, the
researcher used pseudonyms and removed any identifiable information (PII) from data to
prevent the identification of any individual research participant (Yin, 2018).
Instrumentation
A qualitative research approach and a case study described the adult English
language learners (ELLs) digital literacy development through the English as a Second
Language (ESL) program and the factors that influence digital literacy skills. Yin (2018)
discussed that the researcher is the main instrument for gathering and analyzing the data
in a qualitative study. Therefore, the instruments to obtain data were the researcher, a
semi-structured interview with adult ELLs from the ESL program, and a document
review. Member checks and data saturation was implemented to establish data
triangulation and ensure trustworthiness. The researcher created instruments such as the
virtual interview and made a document review of the ESL Career Pathways and IET
Information Technology Curriculum.
Interview Protocol
As Yin (2018) suggested, the virtual interview included open-ended questions to
collect in-depth information on prospect research participants' opinions, thoughts,
experiences, feelings, and behaviors related to digital literacy development through the
English as a Second Language (ESL) program. The researcher scheduled a
semistructured virtual interview one-on-one with seven (7) participants once they had
signed the informed consent form (See Appendix A). The researcher aligned the interview
questions with the study’s research question. The researcher designed the open-ended
questions to gather authentic and detailed responses from the participants (See Appendix
E). The researcher conducted the virtual interview via Zoom online platform and
recorded the audio to transcribe the interview session. Participants knew the researcher
would record the virtual interview session and permitted the researcher via Zoom to start
the recording process.
Document Review
The document review was aligned with the purpose and the research question of
this qualitative case study. The focus was on the factors that influence digital literacy
skills in adult ELLs through the ESL program. Document review is a critical tool for data
collection in qualitative research (Thomas, 2016; Creswell, 2013). The document analysis
yielded invaluable data to complement the interviews and supported and strengthened
research with valid information (Yin, 2018). The researcher reviewed the ESL-Career
Pathways and IET Information technology Curriculum digital literacy curriculum
(Appendix G), and that was a public record document that belonged to the HSE/ESL
program at Bergen County Technical Schools.
Yin (2018) expressed how a document analysis can give voice and meaning
around the research topic, and the researcher can code content into themes and categories
to obtain data. The document analysis was part of the data triangulation along with the
virtual interview. The researcher used a copy of the original digital literacy curriculum for
annotations, explored the content, and asked questions about the curriculum. The
researcher maintained a high objectivity level to make the document analysis credible
and valid. The researcher used self-reflection and critical thinking in every phase of the
study to ensure the research's trustworthiness and reported its findings with the utmost
level of trustworthiness.
Field Test
Dikki (2016) stated that in field tests and pilot studies, the researcher could check
the data collection instrument's trustworthiness/validity and ensure the data collection
tool effectively gathers the information. In this current case study, the researcher
conducted a field test to help ensure the trustworthiness of the study. According to Yin
(2018), a field study is to pre-test a research instrument and detects possible flaws in the
measurement instrument. The field test helped confirm that the researcher elaborated on
the interview questions appropriately for this research study and helped identify unclear
or ambiguous statements. The researcher conducted the field test for the virtual interview
question sets by research experts, and suggestions were incorporated, as necessary.
The researcher revised the interview questions to ensure each question set was
clear and understandable for the participants based on the expert feedback (Yin, 2018).
The field test confirmed that the researcher wrote the question sets correctly for this
research study. For example, in question # 1, the word "may" was included to express
possibility, and the interview question # 2, when asked about the barriers, the wording
included the phrase "if any" to avoid any biases or suggest that barriers existed.
Credibility and Transferability
Trustworthiness and validity are used interchangeably by many scholars in quality
research to refer to study rigor, and some researchers prefer to use the term validity
because it remains the most prominent word in the field (Ravitch, 2016). Validity refers
to the quality and rigor (Ravitch, 2016; Yin, 2018). In qualitative research, the
components of trustworthiness are how the researcher can affirm the findings are faithful
to the participants' experiences (Ravitch, 2016; Yin, 2018). Validity is the study's quality
and rigor to ensure credibility, which is paramount in qualitative research (Creswell &
Poth, 2018; Yin, 2018; Ravitch, 2016).
In this case study, the researcher obtained credibility and trustworthiness through the
implementation of data triangulation. The interview questions posed to participants in the
semi-structured interview (See Appendix E) were permitted to obtain the information
needed through data analysis from the participants' responses. The field test allowed the
researcher to have three experts to review the questions before IRB submission and
before conducting the study.
Credibility
According to Yin (2018), to establish trustworthiness in this study, the researcher
used different criteria to assess the study's quality and rigor, such as credibility,
transferability, dependability, and confirmability. The researcher established credibility by
implementing validity strategies such as triangulation, member checking, and external
auditor (Ravitch, 2016). Internal validity is related to the research design and the
researcher's instruments and data (Ravitch, 2016; Yin, 2018). To establish validity, the
researcher reviewed all the data collected in the qualitative study and implemented
validity strategies of triangulation, member checking or participant validation, and
discussed negative cases (Creswell & Poth, 2018; Yin, 2018). Creswell and Poth (2018)
stated that the researcher validates the qualitative research's accuracy by using one or
more validation procedures, such as member checking, triangulating data sources, or
using a peer or external auditor statement.
To establish credibility in this qualitative case study, the researcher used a data
triangulation to compare data from the virtual interview, the document review, and
member checking (Creswell & Poth, 2018; Yin, 2018). The researcher implemented some
validation strategies such as triangulating to cross-reference the different responses from
the different data collection instruments, engaged in reflexibility to mitigate or reduce
researcher bias and collaborated with the participants (Creswell & Poth, 2018; Yin,
2018). The researcher analyzed the participants' data and demographic information to
obtain relevant background information to identify the appropriate participants. The
researcher conducted a content analysis of the ESL curriculum to increase the study's
rigor.
As suggested by Yin (2018), in this study, the researcher compared the data from
the different sources and developed convergent evidence to strengthen the construct
validity and maintain a chain of evidence to increase the study's validity and reliability.
The researcher based the findings in this research on the same evidence collected from
this case study during the data collection process as a careless manipulation or bias could
affect the data. The researcher followed a protocol to maintain the chain of evidence and
always went back and forth to revise the evidence when needed (Yin, 2018). The
researcher indicated every detail of the data collection circumstance, such as the time and
place of the virtual interview and document analysis (Yin, 2018).
Transferability
Ravitch (2016) stated that transferability is how this qualitative case study can be
applicable or transferable to a similar broader context. This qualitative research did not
produce statements that can be generalized to other people or settings, but researchers can
transfer the descriptive, context-based statements to similar contexts or cases.
Dependability is the stability of the data (Yin, 2018; Ravitch, 2016). The researcher could
achieve dependability using the triangulation method and rationale to confirm the
appropriate data collection plan based on the research question (Ravitch, 2016). Lastly,
with confirmability, the qualitative researcher looked for confirmable data that was
relatively neutral and where the researcher could acknowledge existent biases and tried to
eliminate or mitigate them. The researcher implemented triangulation strategies, engaged
in reflexivity processes, and had member checking to achieve conformability (Ravitch,
2016; Yin, 2018).
As suggested by Yin (2018), the researcher enhanced data triangulation by
collecting data from the virtual interviews, document review, member checking, and data
saturation with the participants. Member checking and data saturation allowed the
researcher to strengthen the internal validity and transferability of the study. When the
researcher transcribed the virtual interviews, participants received an electronic copy
through Adobe Sign. When participants received the interview transcript, the researcher
requested participant feedback to avoid errors or inaccurate information. Data
triangulation through the virtual interviews, document review, member checking, and
data saturation provided the research with much information to address the study's
problem. The researcher analyzed the data through pre-coding and coding the data
collected.
Data Collection
Data collection took place online through Zoom, a web-based conference
application. Participants' recruitment was the first stage of the informed consent process
after the researcher had obtained all the necessary permissions to conduct the study (Yin,
2018). The permissions included the Informed Consent (Appendix A), the Premises,
Recruitment, and Name (PRN) Use Permission Form ( Appendix B), the Data Access and
Use Permissions ( Appendix C), and the Invitation to Participate in Research (Appendix
D). The researcher received the institution's necessary permissions before conducting the
study before recruiting or contacting any potential subject (Yin, 2018).
Once the researcher received the approval to conduct the study and recruit study
participants, the researcher visited the intermediate/advanced ESL virtual classroom
through Zoom to share the invitation to participate in the research study. According to Yin
(2018), the invitation had the necessary information for the participant to understand the
study's nature and make an educated decision on whether to participate in this research. If
the students decided to participate in this research, they could contact the researcher via
email or phone. After the researcher recruited the participants, the researcher contacted
the participants to discuss the informed consent. The participants emailed the researcher
with the best date/time to have a meeting on Zoom and discuss the informed consent.
After participants completed this step and got the informed consent signed, the
researcher contacted the participants once again to schedule the date/time/place to
conduct the virtual interview through Zoom. The researcher considered a flexible
schedule to meet the needs of the participants (Yin, 2018). The study participants read
and signed the Informed Consent (Appendix A) via Adobe PDF Sign document that
stated the study's purpose and how the researcher collected, analyzed, stored, and
protected the data.
Yin (2018) expressed that informed consent stated the research participants' rights
and how to contact the researcher. By signing this informed consent electronically, the
participant understood the study's possible risks and benefits and how the researcher kept
the participant's identity confidential. By signing the informed consent electronically, the
participant expressed the willingness to participate in the research voluntarily.
Interviews
After getting the informed consent signed electronically, and when both the
participant and researcher received a copy, the researcher scheduled a virtual interview on
the agreed date/time. A case study semi-structured interview was like a guided
conversation that flowed naturally while being consistent with the research (Yin, 2018).
The interview took place through Zoom, a web-conference application. The researcher
assigned a study ID code for each participant on Zoom, included the ID code in each
interview document, and shared the screen with each participant before the virtual
interview began (Yin, 2018).
The researcher explained to participants that the study ID code was to find their
data and delete the study's data if the participants wished to withdraw from the study after
completing the interview (Yin, 2018). Both the researcher and participant used the study
ID code during the study to withdraw information. On Zoom, the researcher will rename
the participant with the study ID code. After the researcher completed this step, the
researcher continued with the virtual interview. The interview was a guided, natural
conversation consistent with the research. The researcher was flexible in case the
interview needed to be re-schedule. Each interview took approximately 45 minutes. The
participant had the opportunity to review the interview transcripts and add comments or
additional information that served as a member checking procedure to triangulate and
validate the data (Yin, 2018).
In this study, the researcher did an audio recording only of the virtual interview
using Zoom. The audio recording provided a more accurate rendition of the virtual
interview than taking notes (Yin, 2018. Zoom application allowed audio recording only.
The researcher did not record the video. Inside the Zoom audio recorder, each participant
had an audio track listed as its file with the file name ending in the participants' study ID
code. The researcher saved all the audio data into the researcher's encrypted computer
using a bit locker that encrypts the entire computer's hard drive to protect the data (Yin,
2018).
Once the virtual interview finished, the researcher emailed the interview transcript
via Adobe Sign for the participant to review and ensure accuracy. Inside the Adobe Sign
document with the virtual interview transcript, there was a section where the participant
could state whether the transcript reflected the information shared in the interview, and
the participant could determine whether the transcript was accurate. The researcher did a
member checking to validate the accuracy of the data (Yin, 2018). The interview
transcripts included a section for the participants to add additional comments. Member
checking ensured the triangulation of the data (Yin, 2018). After the researcher completed
the interview phase, the researcher stored and organized the study data collected in the
researcher's laptop using NVivo 12 (Yin, 2018).
Document Review
After the researcher finished the interviews, the researcher conducted a document
analysis of the ESL-Career Pathways and Integrated Education and Training (IET)
Information Technology Curriculum. The researcher conducted the document review to
gather data about the curriculum. The curriculum included the digital literacy components
integrated into the ESL program (Appendix G). The document review supported the
study with relevant data that answered the research question (Yin, 2018).
The researcher could triangulate the data from virtual interviews and the
document review by comparing themes, emerging themes, and codes (Yin, 2018). The
reviewed document was a public document that belonged to the HSE/ESL program at
Bergen County Technical Schools. Through an analysis of the curriculum and comparing
the interview responses, the researcher could determine the factors that influenced digital
literacy development in adult ELLs.
Data Analysis
According to Yin (2018), the researcher conducted a case study analysis by
preparing an analytic strategy. As suggested by Yin (2018), the researcher approached the
data analysis in a holistic manner and analyze the data to gain a deep understanding of the
case. The researcher reviewed the student data to determine the English proficiency level
of each participant. Students that had a low English proficiency level were not part of the
study as did not meet the criteria to participate in this study.
The analytic strategy linked the case study data to essential concepts of interests
that gave direction when analyzing the data. Hancock and Algozzini (2017) stated that the
researcher identified the research question, read through the data, and established
grounded categories and sorted the data into themes/subthemes, considered any patterns
relevant to the literature explained the findings. The researcher input all the data collected
from the virtual interview and the document review into NVivo 12, which helped store,
organize, collect, and analyze data (Yin, 2018). NVivo was a computer qualitative data
analysis software that had powerful tools to categorize and classify the data and
automatically sort themes and attributes (Merriam & Tisdell, 2016; Ravitch, 2016). The
researcher organized, stored, and retrieved the qualitative data, and imported the audio
from the virtual interviews and the document review (Ravitch, 2016).
The researcher used Microsoft Word to transcribe the virtual interview and use the
editor tool to make any amendments, add notes, or tag speakers. With NVivo, the
researcher could quickly tabulate and visualize the results (Merriam & Tisdell, 2016;
Ravitch, 2016). As Yin (2018) stated, NVivo 12 did not complete the analysis
independently, but the researcher used the software as a reliable tool to assist with the
analysis. The researcher was the primary analyst and directed the software or tool. The
researcher used the open coding method to analyze the data. Open coding was a method
for grouping words and phrases into abstract concepts (Ravitch, 2016).
The researcher used an open coding method during the virtual interview and
document analysis phases. Open coding is about reading the data several times and
creating small data labels to summarize what was happening (Ravitch, 2016). Open
coding allowed the researcher to label concepts and defined and developed categories.
The researcher analyzed the data with open coding using line by line, every sentence, or
word. This process of coding is called line-by-line coding (Ravitch, 2016). The researcher
identified relationships within data with coding and established common themes/elements
(Ravitch, 2016; Saldaña, 2013). The researcher played with the data to search for
patterns, insights that could seem relevant when juxtaposing the data from two different
interviewees (Yin, 2018).
Ravitch (2016) suggested the interview transcripts were verbatim because they
represented the participants' genuine feelings, opinions, perceptions, and behaviors. The
researcher followed some steps when transcribing the interview. The steps included
becoming familiar with the datum by reading the data to look for meaning, writing down
any impressions, and determining which data is valuable for the research (Ravitch, 2016;
Saldaña, 2013). When transcribing the data, the researcher focused on the analysis to
identify critical questions in the analysis. The research question guided the researcher
(Ravitch, 2016; Saldaña, 2013).
Another step was precoding, and the researcher read, questioned, and engaged
with the data before formally begin data coding (Ravitch, 2016; Saldaña, 2013).
Precoding included color-coding with markers or highlighters, circling, underlining
keywords, or phrases, writing notes/questions, and note specific terminology (Ravitch,
2016; Saldaña, 2013). Precoding can be done with the computer or by hand and will help
the researcher familiarize with the data, generate potential codes, revise aspects of the
design, and determine which literature to consult (Ravitch, 2016; Saldaña, 2013).
Coding was another step that involved assigning codes, which were words or
phrases, to chunks of data (Ravitch, 2016; Saldaña, 2013). The researcher organized the
data to support analysis with coding, which helped identify patterns across different
sources or data points and identify relationships within data and establish common
themes/elements across non-uniform data (Saldaña, 2013). The researcher looked for
themes and essential responses and attempted to find explanations from the data
(Saldaña, 2013). The data analysis software NVivo helped organize the data, assigned
coding, and looked for connections (Ravitch, 2016; Saldaña, 2013). The last step when
transcribing the data was interpreting the data and reporting the findings (Saldaña, 2013).
After precoding and coding, the researcher attached the meaning and significance of the
data (Saldaña, 2013).
According to Ravitch (2016), the interview data analysis required much reading,
creating themes, sub-themes, and coding to better organize and analyze it. The researcher
determined whether the type of questions shaped the participants' responses or whether
the questions were enough to obtain the necessary data to answer the research question.
The researcher understood how to engage with the data appropriately and determine what
stands out from the data and how that information might guide the research question.
Chapter Summary
This descriptive case study focused on digital literacy skills in adult ELLs through
the ESL program and identified the barriers adult ELLs faced acquiring digital literacy
skills. The researcher used a qualitative methodology, and a case study design was
appropriate. The researcher was the primary data collection instrument and obtained the
information through one-on-one semi-structured virtual interviews and a document
review. The researcher triangulated the data by implementing member checking and data
saturation, giving the study a high trustworthiness level.
Chapter 3 included a detailed overview of the study's qualitative methodology,
design choice, and appropriateness. In the chapter, the researcher discussed the research
questions, population, the informed consent instrumentation, field test, credibility and
trustworthiness, data collection, and data analysis. Chapter 4 discusses the results of the
study and presents an evaluation of the findings.
Chapter 4 Analysis and Results
The purpose of this qualitative case study is to explore the factors that influence
the development of digital literacy skills for employment and career readiness in adult
English language learners (ELLs). A better understanding of this phenomenon would
allow adult education leaders, instructional designers, and educators to provide better
educational programs that meet adult ESL students' educational needs.
In chapter 3, the researcher provided a detailed account of the research
methodology. Chapter 4 shares the research questions, the data analysis, and the data
results of the factors that may influence digital literacy skills in adult English language
learners (ELLs) through the English as a Second Language (ESL) curriculum. Chapter 4
presents the key findings obtained from seven (7) interviews with ELLs and from a
detailed document review of the (ESL) curriculum that is part of the Career Pathways and
the Integrated Education & Training (IET) Information technology curriculum.
Research Questions
This qualitative case study focused on understanding the digital literacy
development on adult ELLs through the ESL curriculum to acquire the digital skills
necessary for employment and career readiness and identify the barriers adult ELL
learners might overcome. The research question that will guide this study is: RQ1:
What are the most influential factors to effectively train adult English language
learners in the digital literacy field?
Data Collection
In this qualitative case study, the researcher collected the data in phases. First, the
researcher received the institution's necessary permissions before conducting the study
and before recruiting or contacting any potential subject using Informed Consent
(Appendix A), the Premises, Recruitment, and Name (PRN) Use Permission Form
(Appendix B), the Data Access and Use Permissions ( Appendix C). Once the researcher
received approval to conduct the study and recruit study participants online, the
researcher notified the ESL intermediate/advanced instructors via email about the
researcher joining the Zoom classes to share the invitation to participate in the research
study (See appendix C).
On Zoom, the researcher shared the computer screen showing the invitation to
participate in the study and answered any questions students had about the study. The
invitation had enough and adequate information for the potential participant to
understand the study's nature and make an educated decision on whether to participate in
this research. The invitation to participate included the study's purpose, the criteria for
participating in the study, and its duration.
To determine eligibility, the researcher used a summary of the intake Forms that
included all the students’ information collected during the enrollment process. The
summary showed the students' English proficiency levels after they had taken the test for
the Adult Basic Education (TABE). The students that decided to participate in this
research contacted the researcher via email and phone. A total of 388 ESL students
enrolled in the ESL program at Bergen County Technical School, and the sample was
taken from a sub-group of 174 males and females adult ELLs in the ESL
intermediate/advanced program. This study included the recruitment of ten participants to
participate, but only seven (7) took part in the study as the researcher stopped collecting
data when the researcher could not obtain new information, no new themes emerged, and
data saturation occurred.
After recruiting participants, the researcher obtained the date/time to have a Zoom
meeting, discuss the research informed consent form, and determine whether participants
understood its content. The researcher sent the Informed Consent (Appendix A) via
Adobe PDF Sign, and participants signed it electronically. The informed consent stated
the study's nature and how the researcher collected, analyzed, stored, and protected the
data. The researcher interviewed participants via the web-conference application Zoom
and recorded only the audio. The researcher transcribed the virtual interview, and the
participant reviewed it via Adobe Sign.
The researcher coded the study ID to separate identifiers and saved the raw data
on NVivo 12 into the computer with a backup copy in a USB drive. The researcher kept a
backup copy of the information in a USB drive password-protected and locked the data in
a box in the researcher's home. The participant's identifiable information was kept
separate from the raw data and stored and saved in a folder and files copies inside a
locked box that only the researcher can access.
The researcher kept the data for three (3) years and will be destroyed by shredding
all paper files and completely deleting all electronic files from all storage locations such
as the researcher's computer, the raw data saved on NVivo 12, and the backup copy in the
USB drive. By signing the informed consent electronically, the participant agreed to
participate in the study, understood the study's possible risks and benefits, and how the
researcher kept the data confidential. When the participant electronically signed it, the
participant agreed to participate in the research voluntarily. After this phase, both the
researcher and the participant received an electronic copy of the informed consent via
Adobe PDF Sign. Also, the researcher contacted the participants via email or phone to
schedule the virtual interview through Zoom. The researcher considered a flexible
schedule to meet the needs of the participants.
After the researcher had contacted and scheduled the participant for the virtual
interview, the interview took place virtually through Zoom, a web-conference application.
Once on Zoom, each participant is given a study ID code, added it in each interview
question document (See Appendix E), and the researcher shared the computer screen with
each participant before the virtual interview began. On Zoom, the researcher renamed the
participant's name with the study ID code. The researcher used the interview guide (See
appendix F) when conducting the virtual interview that consisted of five questions.
Each interview took approximately 30 min. The interview flew naturally, and the
researcher only recorded the audio using Zoom. The audio recording provided a more
accurate rendition of the virtual interview. The researcher saved each audio track with the
unique study ID code for each participant.
The researcher transcribed the interviews using MS Word and converted it into a
PDF document. After the researcher transcribed the interviews, the researcher sent
participants a copy of the interview transcript via Adobe PDF Sign. Each participant
reviewed and signed the transcript to ensure accuracy. Each participant had the
opportunity to revise the interview transcript and had a chance to provide additional
information. The virtual interview transcript evaluation had a section for participants to
add additional information. The researcher used this section as member checking, part of
the data triangulation to ensure validation and trustworthiness. After this phase, the
researcher stored and organized the data on NVivo 12.
Table 2
Research Question and Interview Questions Alignment
Research Question Interview Questions
What are the most influential factors to
effectively train adult English language
learners in the digital literacy field?
How do you think the digital literacy curriculum,
that is part of the ESL program, may help you to
succeed in your career or job? Explain
What digital skills you may develop through the
digital literacy curriculum that is aligned with
your ESL program and that are necessary for you
to use in your career or job? What are these
skills? Please, list
What barriers, if any, may influence the
development of your digital skills through the
digital literacy curriculum? Mention some.
What do you think of the digital literacy
curriculum?
Do you think that to prepare you for using
technology in your career or job, you need to
participate in a different adult literacy program?
If so, which one and why?
When the virtual interview phrase finished, the researcher conducted a document
analysis of the ESL-Career Pathways and Integrated Education and Training (IET)
Information Technology curriculum. The document supported the research by providing
useful data that answered the research question. The analysis of the document gave a
voice and meaning around the research topic. The researcher coded the content into
themes to obtain data. A copy of the original ESL curriculum was used for annotations, to
explore the content and ask questions about it. The document analysis is part of the data
triangulation along with the virtual interview and the member checking.
Demographics
The population for this qualitative case study consisted of 1023 English as a
Second Language (ESL) adult learners who were part of the consortium of Bergen
County Technical Schools, Bergen Community College, and the Greater Bergen County
Community program in New Jersey. Out of this population, 388 ESL students enrolled in
the ESL program at Bergen County Technical School.
The sample was taken from a sub-group of 174 males and females adult ELLs in
the ESL intermediate/advanced program. The sample size represented students of the ESL
intermediate/advanced classes only. For this study, the researcher recruited 10
participants, but the researcher collected data from only seven (7) participants as data
saturation occurred because the researcher did not obtain any new information.
Table 3
Demographic Information of Participants
Participant Gender English Proficiency
Level
Educational Attainment
A
B
C
D
E
F
G
F
M
F
F
F
F
F
Intermediate-Advanced
Intermediate-Advanced
Intermediate-Advanced
Intermediate-Advanced
Intermediate-Advanced
Intermediate-Advanced
Intermediate-Advanced
College Degree
Post-Secondary
Post-Secondary
Post-Secondary
Post-Secondary- No degree
Secondary School Diploma
Grade 6-8
Field Test
The researcher conducted a field test to help ensure the trustworthiness of the
study. The researcher pre-tested the virtual interview questions to detect possible flaws in
the measurement instrument and ensure rigor when collecting the data. The field test
helped to confirm that the researcher wrote the interview questions appropriately for this
research study and helped identify unclear or ambiguous statements.
The researcher conducted the field test for the virtual interview question sets by
asking research experts and incorporating the suggestions. The researcher revised the
interview questions to ensure each question set was clear and understandable for the
participants based on the expert feedback. The field test confirmed that the researcher
wrote the question sets correctly for this research study. For example, the researcher
removed the word “may” in question # 1, to express possibility. The researcher included
the phrase “if any” in interview question # 2 to avoid any biases or suggest that any
barriers existed.
Data Analysis
The researcher collected data from the virtual interviews and from reviewing the
ESL curriculum of the Career Pathways and the Integrated Education & Training (IET)
Information technology program. The researcher guided the virtual conversation as a
natural conversation that was consistent with the research. Participants' responses to the
open-ended questions provided the data for the analysis. The researcher audio-recorded
and transcribed the responses.
The participants reviewed and signed the virtual interview transcripts to ensure
accuracy and provide any additional information. The researcher did a member checking
to see if the participants provided any new information during the transcript revisions, but
the researcher did not obtain any new data. After interviewing seven (7) participants, data
reached the saturation point. The researcher summarized the responses from each virtual
interview. The researcher ran queries on NVivo 12. Four (4) nodes and five (5) themes
emerged, representing the five open-ended interview questions. The researcher
summarized the interview questions.
The researcher used words and phrases frequency queries to analyze nodes for
emerging themes, categories, and patterns. The researcher coded the responses of the
participants according to the interview questions asked. Question-based coding provided
the data collection process's dependability, which offered a complete understanding of the
participants' perceptions. The researcher used coding to identify shared patterns and
themes. Keywords helped with the validation and evaluation of themes and sub-themes.
Results
The researcher analyzed the interview questions and identified several themes and
patterns. Each responded to the study’s research question. The research question was:
What are the most influential factors to effectively train adult English language learners
in the digital literacy field? The use of NVivo 12 permitted the analysis of the data from
the virtual interviews. Eleven (11) sub-themes supported five (5) themes.
The study's five themes were digital literacy perceptions for success, possible
digital literacy skills through the ESL program, digital skills barriers, digital literacy
curriculum perceptions, and a different adult literacy program. The two (2) sub-themes
observed in Q1 in the study included: digital world preparation and employment
opportunities. The two (2) sub-themes observed in Q2 in the study were computer skills
and computer software.
The three (3) sub-themes observed in Q3 in the study were English language
proficiency, program/lesson duration, and ESL and digital literacy integration. The two
(2) sub-themes observed in Q4 in the study were relevance and limited lesson time/
frequency. Q5 in the study included two (2) sub-themes, such as the need for a computer
program course and ESL and digital literacy curriculum separation.
Table 4
Emerging Themes and Sub-themes
Themes Subthemes
Theme 1:
Digital Literacy Perceptions for Success
Theme 2:
Digital Literacy Skills and the ESL Program
Theme 3:
Barriers to Digital Literacy Skills
Theme 4:
Digital Literacy Curriculum Perceptions
Theme 5:
Different Adult literacy Program
Digital World Preparation
Employment Opportunities
Computer skills
Computer software
English Language Proficiency
Program/Lessons duration
ESL and Digital Literacy Integration
Relevance
Limited Lesson Time/Frequency
Need for Computer Program course
ESL and Digital Literacy Curriculum
Separation
Theme 1: Digital Literacy Perceptions for Success
The first theme emerged from the data analysis of the participant’s perceptions of
digital literacy for succeeding in the digital world or workplace. The interviewees
indicated that digital literacy was essential for preparing for the digital world and
employment opportunities. The researcher documented the interviewees’ quotes in each
sub-theme category relevant to the theme of digital literacy perceptions for success.
Table 5
Frequency of subthemes for Theme 1
Digital Literacy Perceptions for Success
Frequency Percentage of
Occurrences
Digital World Preparation
Employment Opportunities
6
7
86%
100 %
Subtheme 1 of Theme 1: Digital World Preparation.
The first sub-theme is derived from the data related to digital literacy's importance
to prepare for the digital world. Most interviewees indicated the relevance of studying
digital literacy for success. Participant A answered, “I feel that I need to learn a lot of
digital technology because in this world everything is done by computers, everything is
digital, and I feel that I’m behind.” Participant B said, “I can learn how to use a computer
better, learn about some applications like Microsoft Word, how to use the Internet.
Technology is the future. We use technology for everything today.” Participant C
expressed how the digital literacy program was very important to learn how to use a
computer as today everything is done digitally from writing documents, looking for
information online and working from home. The participants' responses demonstrated the
importance of acquiring digital skills for employment and using them in daily life.
Subtheme 2 of Theme 1: Employment Opportunities
The researcher obtained the second sub-theme from the participants' responses
and their perception of digital literacy. Many interviewees considered digital literacy to
be essential for employment opportunities. Participant E responded:
Yes, this program of digital literacy can help me in my job and career a lot. For
example, I can learn how to use a computer better, learn about some applications
like Microsoft Word, how to use the Internet, look for a better job. I am planning
to apply for a different job, and I think that if I develop computer skills, I can
have a better future.
When asked the same question, participant F stated, “I can develop skills using
Word and Excel that are related to my career, which is accounting. These skills help to
get a better job. I can learn how to look for jobs, how to use computers.” Participant D
expressed that it was beneficial to work from home using a computer, especially during
pandemic times, where many people had lost jobs. Many people would have to start
working online from home. Participants recognized how beneficial it was to develop
digital skills for employment readiness. However, this realization did not change the
participants’ feelings towards the digital literacy program as they expressed their
frustration about the lack of digital literacy skills.
Theme 2- Digital Literacy Skills and the ESL Program
The second theme emerged after analyzing the digital literacy skills that ELLs
may develop through the ESL program. The researcher documented the interviewees’
quotes in each subtheme category relevant to the theme. The researcher observed two
main sub-themes that emerged from the interviews, including computer skills and
computer software.
Table 6
Frequency of subthemes for Theme 2
Digital Literacy Skills and the ESL
Frequency Percentage of
Occurrences
Computer skills
Computer software
6
5
86%
71 %
Subtheme 1 of Theme 2: Computer Skills
The first sub-theme emerged from the data related to how ELLs can develop
computer skills through the ESL program's digital literacy curriculum. Interviewees
expressed the importance of developing computer skills that helped learn how to type
sentences in English, use the Internet, search for jobs online, and learn technologies
necessary for daily life. When asked the question, participant C expressed: I remember
learning how to type, and how to create a document using the computer. I practice how to
create a resume and type some sentences in English. I think we can learn many computer
skills, typing, creating documents, using the Internet.
Participant G stated, “In the digital literacy program, I learned how to type faster,
how to find things on the Internet, how to use a computer better.” Participant B stated,”
The skill that I developed in this program was typing. When I started this program, I
typed five words in one minute and now I can type 25-30 words per minute.” Participants
acknowledge that they practiced how to use a computer, but it was evident they needed
more instruction to learn how to operate a computer.
Subtheme 2 of Theme 2. Computer Software.
The second sub-theme originated from the data related to ELLs’ digital skills
through the digital literacy curriculum. Interviewees expressed how crucial it was to use
computers for personal and business purposes. Participant D stated,” We can learn how to
use Excel. I have a business, and this helps me to create invoices and sale receipts. So,
yes, this digital literacy program is good to learn how to use some technologies important
for life.” Participant H stated, “We created a monthly shopping list, or if you have to
make a list of meetings with the names of the peoples, which dates you have a meeting,
you know.” Participant G expressed the necessity to learn how to use Excel, Word, or
PowerPoint for daily life. The participants appeared just a bit satisfied with what they
learned as they expressed the need to learn how to use relevant software useful in any job
or career, such as Microsoft Excel, Word, and PowerPoint.
Theme 3: Barriers to Digital Literacy Skills
The third theme emerged when analyzing the barriers that may influence
technology skills development through the digital literacy curriculum. The researcher
documented the interviewees’ quotes in each subtheme category relevant to the theme
barriers to digital literacy skills. The researcher observed three (3) subthemes in
participant interviews that included the English language proficiency, the program/lesson
duration, and ESL and Digital literacy integration.
The interviewees expressed how different barriers affected them to acquire
necessary digital skills and how school leaders needed to make the necessary changes in
the ESL and digital literacy programs to meet their learning needs.
Table 7
Frequency of subthemes for Theme 3
Barriers to Digital Literacy Skills
Frequency Percentage of
Occurrences
English Language Proficiency
Program/Lessons Duration
ESL and Digital Literacy Integration
5
6
7
71%
86 %
100%
Subtheme 1 of Theme 3: English Language Proficiency
The first sub-theme emerged from the analysis of English language proficiency
and its relationship to digital literacy. The interviewees expressed how having low
English language proficiency may affect their ability to develop digital skills. Participant
A expressed, “Hmmm, I think that the English language is a problem because there are
many words I don’t know about technology and then it’s more difficult to learn about
technology, it’s more difficult to understand.” Participant C stated, “Yes, definitely
English. You know, the grammar. This is the barrier that I have. Many companies are
looking for people that are bilingual and this is so beneficial, so important.” Participant F
expressed how the English language was a problem to learn about computers because of
the limited knowledge of technical words and expressions that make learning about
computers difficult. It was clear that participants found the English language proficiency
a barrier to developing digital literacy skills in participants with a lower English level.
Subtheme 2 of Theme 3: Programs/Lessons Duration
The second sub-theme emerged from the analysis of the program/lesson’s
duration. The interviewees indicated how the length of the program/lesson were barriers
to acquiring digital skills. Participant G stated, “I think we spend little time using a
computer. We need more time to practice more, more computer lessons and longer.”
Participant B expressed, “ We spend little time with a computer only 1-2 times a week for
like 45 min. We need more time to practice using technology.” Participant E expressed
how students took classes only once a week and how valuable it would be to study twice
or three times a week to learn more about technology use. The participants demonstrated
frustration about the lack of time learning and practicing digital skills as the program
length and duration was a limitation.
Subtheme 3 of Theme 3: Integration of ESL and Digital Literacy
The third sub-theme emerged from the analysis of the integration of ESL and
digital literacy curricula. The interviewees indicated how having computer lessons mixed
with ESL was not useful for acquiring digital literacy skills and how ESL and Digital
literacy curriculum were more effective for learning if separated as individual courses.
Participant F expressed,” I think that this program cannot be in the same ESL program.
There could be another program only for digital literacy. I think that the school needs to
have a digital literacy program and ESL program, separate.” Participant C stated,” Oh, I
need more time for computer class, more days. Hmm...maybe a separate class for
computer. We need a computer teacher, not an English language teacher that pays
attention to English and know little about technology.” Participant H expressed that more
time was needed to practice the use of technology and not learn English at the same time.
The English teacher uses the computer just a little. Participant A expressed that learning
technology and the English language at the same time was difficult because the teacher
had to explain many words and no time for the computer practice. It was evident that
participants found learning about computers and technology in an ESL class challenging
and not appropriate to mix both classes. Participants also believed the English language
teacher lacks preparation to teach digital literacy and not use technology enough.
Theme 4: Digital Literacy Curriculum Perceptions
The fourth theme emerged when analyzing digital literacy curriculum perceptions.
The researcher documented interviewees' quotes in each subtheme category relevant to
the digital literacy curriculum's theme. The researcher observed three (2) subthemes in
participant interviews that included the curriculum's relevance and the limited lesson
time/lesson frequency.
The interviewees revealed the relevance of the digital literacy curriculum for
employability and success in technology-rich environments. However, the interviewees
indicated how the limited lesson time and frequency were an issue for developing digital
skills.
Table 8
Frequency of subthemes for Theme 4
Digital Literacy Curriculum Perceptions
Frequency Percentage of
Occurrences
Relevance
Limited Lesson Time/Frequency
6
5
86%
71%
Subtheme 1 of Theme 4: Relevance
The first sub-theme derived from the data was relevance and how the digital
literacy curriculum was essential for learning digital skills necessary for finding a job,
working online, getting certified, and even helping children with schoolwork.
Participant A stated:
In my opinion everyone needs to know how to use a computer. It’s the future and
everything is done on computers, on the Internet. If we can learn how to use
computer well our lives will get better because we will have better jobs, make
more money, we can help our children with schoolwork, we can find information,
look for jobs or study a course, get certifications, learn new skills.
Participant D stated:
I think this is a good program, you know. The digital literacy program is
necessary for everybody! Look at what it’s happening for many people now with the
covid-19. We have to do many things online and it’s very hard. We need to help children
with school like in my case and some people need to work from the Internet. There are
many things we need to learn about technology so we can have a job that pay us more. If
we know how to use computers, technology, in general, we find a job, so we make more
money. There are many jobs out there but because my technology skills are poor, limited,
I cannot apply for that job. So, I think it’s important to have a digital literacy program to
help us with technology. Participant E expressed that everyone in the 21st century should
know about digital literacy programs and get skills to have better jobs, make money and
save time.
Subtheme 2 of Theme 4: Limited Lesson Time/Frequency
The second sub-theme originated from analyzing the data related to the limited
time and limited frequency of lessons. Participant C expressed,” We spend little time with
a computer only 1-2 times a week for like 45 min. It’s not enough.”
Participant D stated:
In the adult program we are taking the class once a week and it would be more
beneficial if we could take it 2 or 3 times a week to advance more in the
technology field. I know once a week it’s not enough. We started using Microsoft
Word but again, it’s not enough. Actually, I remember not even having my full
schedule from 6:00- 9:00 pm. We used to split the class. Half computer, half
English. If we could do, at least, do two times a week computer classes only and
then, of course, the English, it would be more beneficial for us.
Participant Stated:
Our class need to have more time to explain person to person, to explain for
understanding. If one teacher teaches all, sometimes it’s difficult to ask questions
and I don’t want to bother other people. I like this digital literacy program but it’s
not enough to be for 45 min or 1 hours. It’s not enough. We need more time.
Separate English and computer classes.
Theme 5: Different Adult Literacy Program
The fifth theme that emerged from the data analysis connected how there is a need
for a different adult literacy program to develop digital literacy skills. The researcher
identified two (2) sub-themes in the participant’s interviews, including the need for a
computer program only and the separation of ESL from the digital literacy program.
The researcher documented the interviewees’ quotes in each sub-theme category
relevant to the theme of different adult literacy programs. The interviewees expressed the
need for a different adult literacy program that met their learning needs and how
providing a separate ESL and computer courses benefited their learning.
Table 9
Frequency of subthemes for Theme 5
Different Adult literacy Program
Frequency Percentage of
Occurrences
Need for Computer Program course
ESL and Digital Literacy Curriculum
Separation
5
6
71%
86%
Subtheme 1 of Theme 5: Computer Program Only
The first sub-theme emerged from the data of the need for a computer program
course. The interviewees expressed how having a computer program course would permit
acquiring necessary computer skills separate from English learning. Participant F
expressed,” We need to learn more computer programs, and when I am in class, I can pay
attention to only computers. So, yes, a computer program is great and then have another
program that is different for only English language.” Participant E stated:
I was looking for any computer course where they teach me , where I call learn
more about Excel, PowerPoint ..and I need to use them sometimes and I have to
ask somebody to help me. As I told you, I was in a high school before for ESL
classes, adult like us we need to learn about computers to do better in any job, in
our future. We need to learn more computer programs, and when I am in class, I
can pay attention to only computers. So, yes, a computer program is great and
then have another program that is different for only English language. Participant
B expressed that learning advanced Excel, Google sheet, Google drive was
crucial and would like to attend a separate advanced Google Sheet and Excel
course that was relevant for the career. Participant A stated:
Well, I like the digital literacy program, but I would like the program to be
different. For example, I think it’s better that the school offers only a computer
class to learn how to use a computer better and to have more time to practice
things that I need for my life, for my job.
Subtheme 2 of Theme 5: ESL and Digital Literacy Curriculum Separation
The second sub-theme that emerged from the data was ESL and digital literacy
curriculum separation. The interviewees stated the need to separate the ESL curriculum
from the digital literacy curriculum and that it would benefit students as they can learn
English and computers through separate courses. Participant D stated, “There could be
another program only for digital literacy. I think that the school needs to have a digital
literacy program and ESL program, separate.” Participant E expressed the preference to
study computers separate from English classes and was concerned about the lack of
digital technology preparation of some English language teachers. Participant B
expressed that the digital literacy program was good but not enough, and how the school
could separate the course only for computers or technology to learn about the use of
technology better. Participant G expressed how learning computers and English together
would make them tired and would rather have a separate computer program from ESL
because students had different English levels. This theme also corresponds closely to
themes 3 and 4 and suggests the need to have two separate programs: English language
acquisition and the other for only computers/technology conducted by a teacher with
adequate training in teaching with technology. It appears evident in the responses that
participants felt frustrated about the lack of technology preparation through an ESL
program with digital literacy components.
Document Review
The purpose of the document review in the data analysis was to understand the
ESL Career Pathways and Information Technology curriculum (Appendix G) and analyze
its digital literacy component. The researcher believed that a better understanding of the
digital literacy curriculum could support the virtual interviews' data analysis and had a
better-informed answer to the research question.
Table 10
ESL Career Pathways and Information Technology Curriculum Overview
Program Program Weekly Hours Program DL DL
Length Total Hours Frequency per Total Hr./Wk. Lesson
Weeks Lesson Hours Duration
DL
16 80 2 2.5 24 1.5 45 min
The ESL Career Pathways and Information Technology program ran for a total of
16 weeks. Participants received a total of 80 hours of instruction time. Lessons were
conducted twice (2) a week for 2.5 hr. each lesson. Out of 80 hours of instruction time
during the program, students only had 24 hours to digital literacy lessons representing
30% of the program's total instruction time. Participants received 1.5 hr. of instruction
time weekly.
The duration of each digital literacy lesson was 45 min. When analyzing the
digital literacy components, participants only studied digital literacy topics for nine (9)
weeks, representing 56 % of the program 16 weeks. The results of the document analysis
supported the evidence found in the virtual interviews.
Chapter Summary
In chapter 4, the researcher conducted an analysis of the data and the obtained
results. The researcher conducted a virtual interview and obtained data from seven
participants. The researcher found that the major themes from the interviews were (a)
digital literacy perceptions for success, (b) digital literacy skills and the ESL program, (c)
barriers to digital literacy skills, (d) Digital Literacy Curriculum Perceptions, and (e)
different Adult literacy Program.
The two (2) sub-themes of theme # 1 were digital world preparation and
employment opportunities. The two (2) sub-themes for theme # 2 were computer skills
and computer software. The three (3) sub-themes for theme # 3 were English language
proficiency, program/lesson duration, and ESL and digital literacy integration. The two
(2) sub-themes for theme # 4 were relevance and limited lesson time/ frequency. Lastly,
the two (2) sub-themes for theme # 5 were Need for Computer Program course and ESL
and digital literacy curriculum separation.
A document reviewed conducted to the ESL- Career Pathways and Information
Technology curriculum supported the virtual interviews' findings. These findings
answered the research question: What are the most influential factors to effectively train
adult English language learners in the digital literacy field? Chapter 5 discusses the
conclusions and recommendations based on the data evident in chapter 4.
Chapter 5 Conclusions and Recommendations
The purpose of this qualitative descriptive case study was to explore the factors
that influence the development of digital literacy skills for employment and career
readiness in adult English language learners (ELLs). The researcher obtained data from
seven (7) virtual interviews and analyzed the English as a Second Language (ESL)
Career Pathways and the Integrated Education & Training (IET) Information Technology
curriculum. A case study design was appropriate to learn about the most influential
factors to train adult English language learners (ELLs) in digital technologies. In this
chapter, the researcher stated the research question and discussed its findings and its
limitations. The researcher also shared some recommendations to leaders and
practitioners in educational technology and adult education and included future research
recommendations.
Research Questions The research question that guided this study was: RQ1:
What are the most influential factors to effectively train adult English language
learners in the digital literacy field?
Discussion of Findings
The findings helped to fulfill the study's purpose in exploring the factors that
influence the development of digital literacy skills for employment and career readiness
in adult English language learners (ELLs) in the adult education program in Bergen
County, New Jersey. The study findings revealed barriers to the development of digital
literacy. Five major themes emerged that supported the research question and the
conceptual framework. The themes were: (a) digital literacy perceptions for success, (b)
digital literacy skills and the ESL program, (c) barriers to digital literacy skills, (d) digital
literacy curriculum perceptions, and (d) a different adult literacy program.
Aside from these central themes, there were eleven (11) sub-themes (a) digital world
preparation, (b) employment opportunities, (c) computer skills, (d) computer software,
(e) English language proficiency, (f) program/lessons duration, (g) ESL and digital
literacy integration, (h) relevance, (i) limited lesson time/frequency, (j) need for computer
program course, and (k) ESL separation from digital literacy.
The data analysis of the open-ended virtual interviews, member checking, and the
document analysis implemented triangulation. Triangulation determined the rigor of this
study through credibility, transferability, dependability, and confirmability. To establish
trustworthiness, the researcher will use different criteria to assess the study's quality (Yin,
2018). To establish credibility in this qualitative case study, the researcher will use a data
triangulation to compare data from the virtual interview, member checking, and the
document review (Creswell & Poth, 2018; Yin, 2018). Transferability is how this
qualitative case study can be applicable or transferable to a similar, broader context
(Ravitch, 2016). This qualitative research did not produce statements that the researcher
could generalize to other people or settings, but other researchers could use its
descriptive, context-based statements and transfer it to similar contexts or cases (Ravitch,
2016).
The study's findings revealed that adult English language learners (ELLs) find
digital literacy an essential component to increase employment opportunities, succeed in
the workplace, and perform daily activities that require digital skills. Interviewees
expressed the importance of developing computer skills and learn about software that was
helpful for daily life and found the digital literacy curriculum relevant to develop digital
skills necessary for career and employment readiness. However, based on this study's
findings, adult ELLs faced many barriers to developing digital literacy skills through
English as a Second (ESL) program with digital literacy components.
Adult ELLs expressed the limitation of the ESL program length and the short
lessons' frequency, and how the adult ELLs did not have enough time to learn and
practice new digital skills. Adult ELLs expressed their frustration and stated the need for
a different adult literacy program that focused on computer learning only and separate
English language classes from digital literacy to focus on digital skills only while having
adequate time to study and practice digital literacy lessons separate from English lessons.
Therefore, having a separate program and curriculum for digital literacy may better
address adult ELLs' learning needs and will permit adult ELLS to better prepare in digital
skills necessary for career and employment readiness.
Conclusions and Themes
Based on the data and analysis obtained in this case study, five (5) core themes
emerged that virtually permitted the researcher to understand the barriers to training
ELLs in digital literacy skills. The five (5) core themes were digital literacy perceptions
for success, digital literacy skills and the ESL program, barriers to digital literacy skills,
digital literacy curriculum perceptions, and a different adult literacy program. The core
themes emerged following the coding process of NVivo 12. The summary of these core
themes in this case study is as follows:
Core Theme 1: Digital Literacy Perceptions for Success
Seven participants indicated that digital literacy is vital to prepare them for the
digital world and succeed in the workplace. This result supports previous research by
Bode and Gold (2018), who stated that digital technologies create new jobs and replace
new ones in the digital age and that national adult training programs should focus on
providing adult learners not only general skills but digital skills to keep them employable
in the digital age. The results also reinforced Jose (2016) that stated the importance of the
English language and digital literacy for the workplace and foster digital citizenship.
Another study supported this result, as Egizii (2015) stated that the era of technology
calls for changes in adult education's direction and vision to prepare adult learners for
jobs that demand new skills. Lastly, the study results support Tafazoli et al. (2017) that
stated that computer literacy is necessary for ESL learners and must effectively learn how
to use digital technology in the classroom and workplace settings.
Core Theme 2: Digital Literacy Skills and the ESL Program
Seven participants discussed the importance of developing digital literacy skills
while acquiring English language skills when searching for information online, using
different software to learn how to type sentences in English, using the Internet to search
for jobs online, and learn about technologies necessary to perform daily activities. Also,
participants expressed how significant it was to use computers for personal and business
purposes. The results support Bîrsanu's (2020) statement that language learning and
computer literacy were among the first three adult education courses. Adult English
language learners take language classes not for learning the formal language, but adult
English language learners (ELLs) may need the informal English language required for
work purposes. Adult English language learners take language classes not for learning the
formal language, but adult English language learners (ELLs) may need the informal
English language required for work purposes. The results also support Bode and Gold
(2018) that stated that digital technologies would create new jobs in different occupations
and industries in the digital age and highlighted the need to emphasize lifelong learning
in adult learners.
Moreover, the statements of Bode and Gold (2018) supported the study results
when stating that digital skills are essential such as how to use the Internet, access
information, software and programming skills, and the ability to use computer programs
and digital literacy. The results also support previous research by Van Rensburg and Son
(2010) on how adult learners with limited English language proficiency and minimal
computer skills improved English language and computer literacy skills through using a
computer as an educational tool and web-based learning activities. Results are also
supported by Chaaban and Ellili-cherif (2017) that stated that English as a Foreign
Language (EFL) and technology integration are crucial for using technology as a learning
tool but argued that using technology requires formal training.
Moreover, Chaaban and Ellili-cherif (2017) argued that EFL teachers are
responsible for providing digital literacy skills to become lifelong learners in the digital
age. The result supports Ampong's (2020) study that stated how understanding digital
needs and advancing digital practices could bring excellent opportunities to integrate
digital literacy in school curricula and urged teachers to avoid assumptions on students'
technological aptitudes and emphasize staying current with modern technology trends.
Core Theme 3: Barriers to Digital Literacy Skills
Seven participants discussed the barriers they faced when developing digital
literacy skills. Participants shared how the English proficiency level, the digital literacy
curriculum length/lesson duration, and the integration of ESL with digital literacy were
barriers to learning. Also, participants expressed the need of teachers with the necessary
technology skills to teach digital literacy and not only focused on English teaching. The
results supported a study of Gibson and Smith (2018) that stated that learners of all ages
need to learn how to find and evaluate digital information, process it, create new ones,
and share digital information with others in the school or workplace. However, Gibson
and Smith (2018) argued that learners have different skill levels and need to develop
digital literacy to navigate digitally.
Moreover, the results reinforced Chang et al. (2019) findings on how English
language learners (ELLs) need support to develop digital literacy and a need for a more
appropriate teaching pedagogy to empower ELLs to become active learners and prepare
them for a future in which learning a new technology is natural. Chang et al. (2019) also
argued that the school curriculum and the school leadership and administration should
focus on practical strategies as using technology for teaching and learning does not
guarantee effective use and quality learning outcomes. The results reinforced Sparks and
Cates (2018) that teachers in adult education programs struggled to implement effective
pedagogic technology and how gaps exist between the instructor's pedagogic beliefs and
the students' expectations.
The results supported Lindeman (2015) that discussed how adult education fell
victim to teacher-centered pedagogical models and had started searching for better ways
to teach adults. The study results also supported the statements of Tappin (2014) that
stated that understanding andragogy's principles helped educational leaders approach the
adult learner as they expect and how the educator could apply principles of andragogy
with the advancement of computer technology, the Internet, and adult online education.
Another study that supported this study's results was Tafazoli et al. (2017) that stated that
technology provided excellent opportunities and challenges for language teachers and
learners. Tafazoli et al. (2017) stated that students should learn how to assess their
educational technologies and develop multiple literacies using technology beyond
copying and pasting information from the Internet. The study results supported
BergsonShilcock (2017) that stated digital technology skills are a barrier for workers with
basic skills gaps, and for many English language learners (ELLs), technology helped
them bridge the gaps between their first language and the English needed for the
workplace.
Core Theme 4: Digital Literacy Curriculum Perceptions
Seven participants shared the relevance of the digital literacy curriculum that is
part of the Integrated Education and Training (IET) model for career and employment
readiness in adult education. Participants revealed the relevance of the digital literacy
curriculum for employability and success in technology-rich environments. However,
participants were disappointed by the limited time and frequency of the lessons.
The results support Vanek et al. (2018) statements that the Integrated Education
and Training (IET) model provides adult education and literacy activities with workforce
preparation and discusses the relevant role of technology in Adult Basic Education
(ABE). Adult education programs should strengthen technology integration, distance
learning, and support digital literacy skill development. A single curriculum delivery
platform could support adult learners like an online curriculum.
The results also support Frank and Castek (2017) that stated that ELLs could
practice language skills while developing essential digital literacies in real-world settings
and accomplish tasks using technology. The study results support Egizii's (2015)
statements on how self-directed learning encourages individuals to take the initiative and
responsibility for learning, and adult learners can manage and assess their learning, and
motivation and volition are critical (Egizii, 2015).
Core Theme 5: Different Adult Literacy Program
Seven participants shared the need for a different adult literacy program that
emphasizes computer/digital literacies and the need to separate the English as a Second
Language (ESL) curriculum from the digital literacy curriculum. The study results
support Chang et al. (2019) that argued technology had brought opportunities for new
literacies with transformative implications for ESL teaching and learning and the need for
more appropriate digital literacy teaching practices to address ESL learners' needs. The
results also aligned with Tafazoli et al. (2017) that argued that some students might have
some computer or digital literacy in their language and cultures in the ESL classrooms.
However, ESL students may find it challenging to see and respond to the amount of
information available on the Internet in English.
The results supported Jose (2016) that argued the workplace demands digital
literacy competencies and how in adult institutions, English language and technology
literacy instruction can be through a blended approach that may facilitate language
acquisition and digital literacy with positive outcomes. The results support Knowles et al.
(2015) that stated that andragogy's core principles of adult learning allow for designing
and implementing more effective adult teaching programs. The study results support
Morris (2019) that stated the self-directed learning (SDL) principle might facilitate adult
learners to adapt to complex social, cultural, and technological changes. Finally, the
results support Firat et al. (2016) that stated the usage of Information Communication
Technologies (ICT) has increased in adult education, and educational researchers and
instructional designers should focus on SDL and Andragogy to design effective
educational programs for the adult learner.
Document Review
The curriculum only offers limited instruction related to computers, the Internet,
and the use of the software. Some of the suggested learning goals are not relevant to
employment or career readiness as the document does not include computer technology
skills such as using Microsoft Word, Excel, using the Cloud, and any other new
technology trends that are essential for any job or career preparation. The ESL Career
Pathways and Information Technology curriculum seems to be limited to allow
participants to develop the necessary digital employment readiness skills. The program
length and duration of lessons are a limitation as well.
Limitations
The study presented five limitations. One limitation was that participants could
have withheld information. The second limitation was that the researcher only recruited
one male participant out of seven (7) participants. Another limitation was that the
researcher could not generalize the participants' views and responses to all adult ELLs.
This limitation impeded the generalization of the results of the study as they relate
exclusively to adult English language learners (ELLs) barriers to develop digital literacy
skills through an adult English as a Second langue (ESL) program. Another limitation
was that the researcher bias might have influenced the case study since the researcher was
an institutional employee. The last limitation was to recruit participants online as Internet
connectivity issues made it challenging to participate in the study.
Recommendations to Leaders and Practitioners
This research provides educational leaders and practitioners an understanding of
the factors that might influence digital literacy skills in adult English language learners
(ELLs) part of the adult education programs. Chang et al. (2019) argued that new
technological developments have influenced how stakeholders perceive what it means to
be literate in the 21st century. Chang et al. (2019) stated that with the rapid changes in
technology, English language learners (ELLs) need support to develop digital literacies to
prepare them for career and employment readiness in the digital age with a good
curriculum that empowers ELLs as critical thinkers, creators of information in the digital
age and to empower ELLs to become active learners.
A recommendation for leaders and practitioners is to continue supporting
educational technology in adult education and creating digital literacy curricula with
standards that meet adult ELLs' learning needs based on andragogical principles
(Knowles et al.,2015). In the US, adult learners still receive an education with
pedagogical models and receive instruction as they were children (Knowles et al., 2015).
Therefore, andragogy and self-directed learning principles should be part of education at
all levels when using technology as it is possible to offer formal and informal education
with different approaches face-to-face, online, or blended (Karabacak, 2018). Another
recommendation for leaders and practitioners is to consider the digital literacy
frameworks that exist and implement them when designing adult education programs that
emphasize digital literacy and digital citizenship (Feerrar, 2019).
One more recommendation for educational leaders is to evaluate their current ESL
adult education design and approaches, identify weaknesses, redesign the adult ESL
programs, and include an effective adult digital literacy program while considering
emerging technologies (Ampong, 2020). The last recommendation for educational leaders
and practitioners is to ensure that teachers/instructors receive adequate training with the
use of technology and possess digital literacies' knowledge and skills to deliver effective
instruction with technology integration and foster self-directed learning with
collaboration and independence and emphasize the role of the adult teacher as a facilitator
while engaging in student-centered teaching (Ampong, 2020; Egizii, 2015).
As a scholar, practitioner, and leader in educational technology, the researcher will
make positive adult education changes and solve issues that impact the school and
community. The researcher will address immediate issues with vision and look for
opportunities to positively influence while sharing informed and practical responses
based on theories and evidence-based research to lead the school or organization towards
success. Combining theory, learning, and practice in educational technology will permit
the researcher to support lifelong learning, contribute to the workplace and community,
and become an educational technology leader with discipline and dedication.
Recommendations for Future Research
The themes obtained from this study provided insights into the factors that may
influence the development of digital literacy skills in adult English language learners
(ELLs). The researcher generated recommendations for future research. The
recommendations may help determine how these barriers to digital literacy training may
affect how adult ELLs can develop the digital skills necessary for career and employment
readiness. First, it is necessary to research digital literacy in adult education and ESL
programs as adult ESL workers may find challenges finding jobs if they do not have
adequate digital skills for employment (Wang & Cranton,2013). Second, further
investigation could provide more significant insights into adult ELLs' needs in adult
education programs to better plan, design, and implement digital literacy in the curricula
that apply adult learning theories such as Andragogy and self-directed learning (Knowles
et al., 2015).
Third, future research must examine the extent to which stakeholders, educational
leaders, school leaders, and administrators are aware of the importance of digital literacy
in adult education and how much training and support teachers and ELLs need (Ampong,
2020). More research on andragogy and adult education may help educational leaders
approach the adult learner as they expect (Tappin, 2014). Educational researchers and
instructional designers should focus on Self-directed learning (SDL) and Andragogy to
design effective educational programs for adult ESL students (Firat et al., 2016).
Chapter Summary
The purpose of this qualitative descriptive case study was to explore the factors
that influenced the development of digital literacy skills for employment and career
readiness in adult English language learners (ELLs) part of the adult education program
in Bergen County, New Jersey. The themes found expressed the perceptions of the adult
ELLs regarding digital literacy and ESL curriculum. The researcher found that the major
themes of the study were (a) digital literacy perceptions for success, (b) digital literacy
skills and the ESL program, (c) barriers to digital literacy skills, (d) digital literacy
curriculum perceptions, and (d) different adult literacy program. During the analysis, the
researcher indicated subthemes including (a) digital world preparation, (b) employment
opportunities, (c) computer skills, (d) computer software, (e) English language
proficiency, (f) program/lessons duration, (g) ESL and digital literacy integration, (h)
relevance, (i) limited lesson time/frequency, (j) need for computer program course, and
(k) ESL separation from digital literacy.
The results showed that the digital literacy curriculum did not meet the learning
needs of the adult ELLs. The English proficiency level, the digital literacy curriculum
length/lesson duration, and the integration of ESL with digital literacy were barriers to
learning. The findings may explain the barriers that influence the development of digital
literacy skills in adult ELLs. These findings may assist adult educational leaders, school
administrators, and instructional designers in designing and implementing a digital
literacy curriculum that addresses adult ELLs' needs whose voices have not been heard
(Knowles et al., 2015). Andragogy has become popular among adult education
professionals as its core principles of adult learning allow for designing and
implementing more effective adult teaching programs (Knowles et al., 2015). As
technology evolves, adult English language learners (ELL) with limited digital literacy
might be left further behind (Vanek, 2016).
Researcher Reflection
I firmly believe that the Department of Labor and the Department of Education,
with stakeholders, adult educational leaders, and administrators, should emphasize digital
literacies at all levels and support adult education more. Adult Education should have its
standards different from K-12. Therefore, adult education should stand by itself as the
policies, regulations, and programs should consider how the adult student learn best as
they learn differently from children.
Also, digital literacy frameworks offer strong foundations to start some significant
reforms in adult education. The adult education programs still use K-12 education
standards and are not adequate for the adult learner. Adult Education should emphasize
adult learning theories and andragogy and not focus on pedagogical models. The lack of
adequate technology implementation for teaching and learning has impacted adult
education teaching practices (Sparks & Cates, 2018). Adult educators have a general
understanding of adult education but fail to implement andragogical knowledge in their
teaching practices (Karabacak, 2018).
Past research has focused on digital literacy in K-12 Education, colleges, and
universities with little emphasis on adult education or the adult ELLs (Knowles et al.
2015). Despite efforts to establish adult education programs in the US, pedagogical
models of Education still prevail over the US educational system. These pedagogical
models of teaching give full responsibility for making decisions about what the students
must learn to the teacher, and instruction becomes teacher-directed, nor student-centered
(Knowles et al., 2015).
The adult educational leaders should work together with stakeholders and
instructional designers to design and implement a digital literacy curriculum in adult
education and offer 21st-century Education to all adult learners, especially to the new
American workforce, low-skilled workers who are mainly foreign workers whose first
language is not English (National Immigration Forum, 2018). Adult English language
learners need to receive education and training with the new technologies to be part of the
new American workforce in the digital age to advance our country and economy
(National Immigration Forum, 2018; Wang & Cranton, 2013).
