The relationship between EFL teachers' digital literacy and their online teaching self-efficacy

This study investigated the relationship between EFL teachers' digital literacy levels and their online teaching self-efficacy. The participants of this research are 158 EFL teachers teaching at the prep schools of both state and private universities in different cities in Turkey and were selected by snowball sampling method. The study adopted a quantitative research design. Data were collected from Digital Literacy Scale (DLS) (Weerakanto, 2019) and Online Teaching Self-Efficacy Inventory (OTSEI) (Gosselin, 2009). The results revealed that there was a moderate positive relationship between teachers' digital literacy skills and their online teaching self-efficacy. It was also found that years of teaching experience was not a determining factor when it comes to digital literacy and online teaching self-efficacy. Based on the gathered findings, the study offers recommendations and pedagogical implications for fostering digital literacy in online education. Key Words: Digital Literacy, Online Teaching, Self-Efficacy, ELT