The Impact of E-Visual English Instructions Prototype, Local Wisdom, and Spiritual Values on Pre-Teachers’ Perceptions and English Teaching Effectiveness
DOI:
https://doi.org/10.17507/tpls.1509.35Keywords:
e-visual English instructions, local wisdom, spiritual values, pre-teacher perception, English teaching effectivenessAbstract
This study explores the impact of the E-Visual English Instructions (EUIS) prototype, local wisdom, and spiritual values on pre-teachers’ perceptions and English teaching effectiveness in Indonesia and South Korea. As digital pedagogy evolves, integrating cultural and spiritual dimensions is essential for optimizing instructional effectiveness. This research employs Partial Least Squares-Structural Equation Modelling (PLS-SEM) to analyze data from elementary school educators in both countries. Findings indicate that the EUIS prototype significantly enhances pre-teachers’ perceptions (loading factor = 0.935, T-statistic = 99.358, p < 0.001) and positively influences English teaching effectiveness (loading factor = 0.952, T-statistic = 161.275, p < 0.001). Local wisdom and spiritual values also contribute substantially to pedagogical strategies, fostering a more culturally relevant learning environment. The cross-national analysis underscores significant differences between Indonesian and South Korean teachers, highlighting the moderating role of national context in technology-enhanced instruction. All structural relationships in the PLS-SEM model show strong statistical significance (T-statistics > 1.96, p < 0.001), confirming that the model is valid and can make accurate predictions. This study advances the discourse on educational technology and language pedagogy, providing empirical insights into the efficacy of integrating cultural and spiritual frameworks into digital instruction. The findings offer valuable implications for policymakers and educators in designing contextually adaptive, technology-driven English language teaching models.
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