Using Hybrid Peer-Mentoring in the Curriculum Course to Develop EFL Student Teachers’ Curricular Knowledge and Digital Literacy

Document Type : Original Article

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Department of Curriculum and Instruction, Faculty of Education, Minia University, Egypt

Abstract

The aim of the current study was to identify the effect of using hybrid peer-mentoring in a curriculum course to develop EFL student teachers’ curricular knowledge and digital literacy. The sample of the study consisted of 68 fourth year EFL student teachers at the Faculty of Education, Minia University. The quasi-experimental design was adopted with one group serving as the experimental group while the other serving as the control group. They participated in the field study which took place in the first term of the academic year 2020/2021. A set of instruments were used to measure the effect of hybrid peer-mentoring training. A curricular knowledge test, a digital literacy test, and a digital literacy questionnaire were used to collect quantitative data. In addition, self-reports provided qualitative evidence to support the data from the tests and questionnaire. The findings of the study revealed significant differences due to the training favoring the experimental group in the post-tests of curricular knowledge and digital literacy as well as the digital literacy questionnaire. The qualitative results were in alignment with the quantitative evidence and shed more light on the value of hybrid peer-mentoring in developing the participants’ curricular knowledge and digital literacy. These findings indicate the positive impact of hybrid peer-mentoring in developing EFL student teachers’ curricular knowledge and digital literacy.

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