A Study on University EFL Teachers’ Information Literacy in China

Shujing WU


Based on the review of definitions and connotations of teachers’ information literacy, the study investigates the status quo of university EFL teachers’ information literacy in China. Seven hundreds and eighty-four English teachers with different genders, professional titles and academic degrees from 23 universities in China participated in the study. The results show that: a) Chinese university EFL teachers’ information literacy are generally at a medium level, with the ability of teaching design the lowest; b) male teachers are better at the aspect of instruments and implication, but there is no significant difference; c)teachers with a doctoral degree are at the highest at the aspects of resources and management, and efficiency and development; d) there is significantly difference between professors and other professional titles. Furthermore, some suggestions as to development of university EFL teachers’ information literacy are put forward to.


Survey; Information literacy; University EFL teachers

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DOI: http://dx.doi.org/10.3968/%25x


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