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Abstract

Teaching and learning in the 21st century is flexible due to the usage of digital tools and by extension the development in science and technology. The call for classroom instruction in first language was necessitated due to its efficacy to improve students’ deep understanding of scientific concepts, theoretical and practical explanation behind technological advancement. The current study examined the pre-service physics teachers’ willingness to communicate and utilize first language in classroom instructions as determined by the receptive and productive informal digital learning and when mediated by first language communication anxiety and competence. The study utilized the 157 responses as completed by pre-service physics teachers in an online survey. The instruments used for data collection were adapted from previous literature and modern statistical method “structural equation model” framework was developed to determine the direct and mediation relationship between the exogenous, mediators and endogenous constructs. The result of the study revealed that receptive informal digital learning of first language significantly correlated with pre-service physics teachers’ willingness to communicate and utilize first language in classroom. Furthermore, the productive informal digital learning of first language had negative and non-significant relationship with pre-service physics teachers’ willingness to communicate and utilize first language in classroom. The study concluded that pre-service physics teachers’ willingness to communicate and utilize first language in classroom is influenced by their receptive informal digital learning and first language communication competence.

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