A Research Proposal on an Empirical Study of Foreign Language Teachers’ Information Literacy in Shandong Province

Lili LIU


With the increasing advancement of global information technology in education, educational informatization has become a necessary road to the development of education. The information technology has been affecting foreign language teaching in every aspect, which has experienced three phases so far, from the assistance of college English teaching using information technology, the integration of the two aspects, to the current deep fusion. The interaction between foreign language teaching and information technology is an ecological evolutionary process, and information technology, as an exotic species, will unavoidably transform and affect the evolution of the whole system. Therefore, it has become a crucial obligation for foreign language teachers to choose, accept and infuse when encountering the information technology. No doubt to say, whether the fusion of IT and foreign language teaching can be effective largely depends on a group of teachers possessing excellent information literacy. Teachers have the final decision in choosing what kind of technology will be used, how long and how well technologies will be employed in the actual teaching activities. They have been playing a vital role in the transformation and advancement of classroom ecosystem. However, the academic research conducted in recent years mainly concentrated on the mode of fusion, teaching designs as well as the students’ self-study, while few attention has been drawn to the foreign language teachers’ information literacy in the process of fusion between foreign language teaching and information technology. Based on this, the research proposal will delve into the development and difficulties concerning the deep infuse between foreign language teaching and information technology, as well as the transformation of research paradigm. And lastly, the purpose and significance also will be illustrated so as to infer some practical suggestion to foreign language teachers.


Information literacy; Foreign language teachers; Deep infusion

Full Text:



Alder, L. A. (1989). Presidential Committee on Information Literacy: Final Report. American Library Association.

Chen, W. W. (2002). The Connotation, Levels, and Cultivation of Information Literacy. E-education Research, 23(11), 7-9.

Guo, Z. M. (2007). The Connotation and Cultivation in the Informational Age. E-education Research, 28(11), 16-19.

Kai, L., & Hou, Y. D. (2020). Local College Foreign Language Teachers’ Information Literacy Survey and Improvements in the Big Data Time - a Study Based on Data Collected in 14 Colleges in Guangxi Province. The Chinese Journal of ICT in Education, 6, 68-72.

Ming, Lin, & Luo. (2019). The Global Comparison between the Connotation and Structure. Journal of Beijing Normal University (Social Sciences), 2, 59-65.

Mu, X. W. (2006). The Comment on the Connotation and Cultivating Methods of Information Literacy. Assembly Documents of China Association for Science and Technology, 1997-2000.

Qin, M. J., & He, G. J. (2009). The Discussion of College English Teachers’ Information Literacy Connotation. Foreign Language World, 5, 18-25, 41.

Ren, C. L. (2004). The Teachers’ Information Literacy and Its Cultivation. Jiangxi Educational Research, 12, 45.

Sun, X. H. (2013). A Study on Teacher’s Computer Self-Efficacy When Integrating Information Technology into College English Curriculum: The Research Based on the College English Reform in Liaocheng University. Shanghai International Studies University, 5.

Wang, G. Y., & Wang, X. J. (2017). College English Teachers’ Information Literacy: Current Situation and Countermeasure. Library Theory and Practice, 6.

Zhang, G. Y., & Wang, X. J. (2017). College English Teachers’ Information Literacy: Current Situation and Countermeasure. Library Theory and Practice, 6.

Zhao, F. Y. (2012). The Structural Characteristics and Cultivating Strategies for Local College Foreign Language Teachers. Higher Education Research in Heilongjiang, 4, 86-88.

Zhong, X. X. (2013). Facing Lifelong Learning: The Connotation, Evolution, and Standards. Distance Education in China, 8, 21-29, 95.

DOI: http://dx.doi.org/10.3968/13122


  • There are currently no refbacks.

Copyright (c) 2023 Higher Education of Social Science

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Share us to:   


  • How to do online submission to another Journal?
  • If you have already registered in Journal A, then how can you submit another article to Journal B? It takes two steps to make it happen:

1. Register yourself in Journal B as an Author

  • Find the journal you want to submit to in CATEGORIES, click on “VIEW JOURNAL”, “Online Submissions”, “GO TO LOGIN” and “Edit My Profile”. Check “Author” on the “Edit Profile” page, then “Save”.

2. Submission

  • Go to “User Home”, and click on “Author” under the name of Journal B. You may start a New Submission by clicking on “CLICK HERE”.

We only use three mailboxes as follows to deal with issues about paper acceptance, payment and submission of electronic versions of our journals to databases:
caooc@hotmail.com; hess@cscanada.net; hess@cscanada.org

 Articles published in Higher Education of Social Science are licensed under Creative Commons Attribution 4.0 (CC-BY).


Address: 1055 Rue Lucien-L'Allier, Unit #772, Montreal, QC H3G 3C4, Canada.
Telephone: 1-514-558 6138 
Website: Http://www.cscanada.net Http://www.cscanada.org 
E-mailcaooc@hotmail.com; office@cscanada.net

Copyright © 2010 Canadian Research & Development Center of Sciences and Cultures