The Impact of Computer Literacy on Pedagogy: A Case Study of English Teachers in Sri Lanka

Abstract

Recent years have seen a growing emphasis on the integration of digital competencies in education, particularly in the context of English language teaching. This study explores the role of computer literacy as a critical factor influencing pedagogical effectiveness among English teachers in Sri Lanka. Drawing on both theoretical and empirical perspectives, the study examines how digital proficiency shapes teaching methodology and its effectiveness. A mixed-method, case study design was employed in the research, involving 55 participants, with data collected through structured questionnaires and semi-structured interviews. Quantitative data were analyzed using SPSS, while qualitative data underwent thematic analysis. The findings revealed a significant correlation between teachers’ computer literacy and their teaching performance, while qualitative insights highlighted persistent challenges such as limited access to resources, insufficient training, and institutional constraints. While the quantitative results confirmed the predictive value of digital skills, qualitative data suggested that contextual and infrastructural barriers often mediate their practical application. The study concludes by recommending targeted professional development and policy reforms to enhance digital integration in teaching.