Abstract #3210

Abstract: The following presentation aims to analyze L1 teachers’ approach towards the use of digital applications in language education. The incorporation of such didactic tools has been encouraged by the European Union as they lead to the elimination of digital exclusion and the acquisition of technological competencies that are indispensable in modern society (Commission & Directorate-General for Education, 2023). Moreover, the use of ICT instruments in class may boost students' motivation as electronic novelties are vastly appealing to the youngest generation as they reflect their desire to combine the process of acquiring new knowledge with enjoyment and leisure (Prensky, 2001). Nonetheless, PISA 2022 Results (“PISA 2022 Results Volume II,” 2023) suggest that a continuous decrease in students’ educational performance may be the result of unrestricted use of digital gadgets. In the current research, we attempt to investigate the extent to which this dichotomy is visible in L1 (Polish) teachers’ perception of digital tools. Therefore, we decided to analyze the spontaneous utterances of the pedagogues on social media groups for teachers as the professional development networks allow their participants to express their opinions frankly and freely with other individuals who share similar experiences. Thanks to the use of netnography research method and natural language processing tools available on the platform CLARIN-PL, it was possible to investigate the most prevailing issues related to digital applications raised by L1 teachers on social media, as well as discover emotions and universal values expressed in the posts and comments on Web groups for L1 teachers. The preliminary results of the research show that many teachers are enthusiasts of modern technologies - they use social media to seek professional guidance related to the utilization of ICT applications and eagerly share their ideas on working in a digital environment. They also discuss their students’ reactions to particular applications and highlight the importance of engaging the young people into the educational process.

References
Commission, E., & Directorate-General for Education, Y. S. a. C. (2023). Digital education action plan 2021-2027 – Improving the provision of digital skills in education and training: Publications Office of the European Union.
PISA 2022 Results (Volume II) (2023): OECD.
Prensky, M. (2001). Digital Natives, Digital Immigrants Part 1. On the Horizon, 9(5), 1–6. https://doi.org/10.1108/10748120110424816

Keywords: L1 education, social media, digital application.

Between Enthusiasm and Doubt: L1 (Polish) Teachers on the Use of Digital Applications in Institutional Education