E- readiness and E- satisfaction of Pre- service ESL Teachers: A Sequential Explanatory Mixed Method Study           

Nathale Jane C. Ecunas

Researcher, Davao de Oro State College, Compostela, Davao de Oro, Philippines

Era Maeh N. Espada

Researcher, Davao de Oro State College, Compostela, Davao de Oro, Philippines

Khif Muamar M. Miranda

Information Officer III, Davao de Oro State College, Compostela, Davao de Oro, Philippines 

Abstract

This study assessed the e-readiness and e-satisfaction of pre-service ESL teachers at Davao de Oro State College, focusing on how well they are prepared for and satisfied with online learning environments. A mixed method design was employed, using an explanatory sequential approach. Data were initially collected through a stratified random sample of 80 out of 110 fourth-year English students via an adaptive survey questionnaire, followed by virtual interviews with eight purposively selected participants. The findings revealed that pre-service ESL teachers exhibit moderate e-readiness, indicating a reasonable proficiency in integrating technology into their teaching. This readiness positively influenced their e-satisfaction, as a significant correlation was found between the two variables. Teachers with higher e-readiness showed greater satisfaction with online learning. The study identified the need for enhancing digital preparedness among pre-service ESL teachers. Recommendations were made for educational institutions to provide comprehensive pedagogical and technological training, as well as strong support systems, to equip future educators for both online and face-to-face teaching environments.  

Keywords:  E-readiness, E-satisfaction, pre-service ESL teachers, online learning, educational technology

How to cite:

Ecunas, N. J., Espada, E. M., & Miranda, K. F. (2024). E- readiness and E- satisfaction of Pre- service ESL Teachers: A Sequential Explanatory Mixed Method Study. International Journal of Multidisciplinary Educational Research and Innovation. 2(4), 121-136.  https://doi.org/10.17613/08r45-jq053.

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