Measuring EFL Learners’ Perceptions of Technology Self-efficacy in Online Language Learning
DOI:
https://doi.org/10.54855/ijli.24334Keywords:
technology self-efficacy, online learning, EFL learners, perception, measuringAbstract
Technology self-efficacy plays a pivotal role in learners’ technology uptake during their learning process in technology-mediated learning environments. This study aims to explore EFL learners’ perceived technology self-efficacy in online language learning. The quantitative data obtained in this study was via a survey questionnaire with 910 learners of a Vietnamese university. The study results revealed that the overall level of EFL learners’ technology self-efficacy was moderate, except for their high efficacy in using the Internet to gather information. Moreover, these results indicated that male learners were more confident in fulfilling online learning tasks than their female counterparts. The learners majoring in engineering showed more confidence in their capability to use computers and learning management systems in their English learning process compared to those of other majors. However, the learners’ length of time learning English had no significant impact on their perceptions of technology self-efficacy. The findings provide some insights into how the EFL learners perceive their self-efficacious beliefs of technology use in online language learning, which will help train strategies to promote technology uptake in Vietnamese higher education settings.
References
Al-Harthi, A. S. A. (2016). Technological self-efficacy among school leaders in Oman: A preliminary study. Journal of Further and Higher Education, 41(6), 760-772. https://doi.org/10.1080/0309877x.2016.1177168 DOI: https://doi.org/10.1080/0309877X.2016.1177168
Alqurashi, E. (2016). Self-efficacy in online learning environments: A literature review. Contemporary Issues in Education Research (CIER), 9(1), 45-52. https://doi.org/10.19030/cier.v9i1.9549 DOI: https://doi.org/10.19030/cier.v9i1.9549
Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual review of psychology, 52(1), 1-26. https://doi.org/10.1146/annurev.psych.52.1.1 DOI: https://doi.org/10.1146/annurev.psych.52.1.1
Bates, R., & Khasawneh, S. (2004, March 3-7). A path analytic study of the determinants of college students' motivation to use online learning technologies [Paper presentation]. Academy of Human Resource Development International Conference, Austin, Texas, United States. Retrieved from http://files.eric.ed.gov/fulltext/ED492503.pdf
Cai, J., Yang, H. H., Gong, D., MacLeod, J., & Zhu, S. (2019). Understanding the continued use of flipped classroom instruction: a personal beliefs model in Chinese higher education. Journal of Computing in Higher Education, 31(1), 137–155. https://doi.org/10.1007/s12528-018-9196-y DOI: https://doi.org/10.1007/s12528-018-9196-y
Chang, S. C., & Tung, F. C. (2008). An empirical investigation of students' behavioural intentions to use the online learning course websites. British Journal of Educational Technology, 39(1), 71-83. https://doi.org/10.1111/j.1467-8535.2007.00742.x DOI: https://doi.org/10.1111/j.1467-8535.2007.00742.x
Chen, I. S. (2017). Computer self-efficacy, learning performance, and the mediating role of learning engagement. Computers in Human Behavior, 72, 362-370. https://doi.org/10.1016/j.chb.2017.02.059 DOI: https://doi.org/10.1016/j.chb.2017.02.059
Chien, T. (2012). Computer self-efficacy and factors influencing e-learning effectiveness. European Journal of Training and Development, 36(7), 670–686. https://doi.org/10.1108/03090591211255539 DOI: https://doi.org/10.1108/03090591211255539
Clark, D., Nelson, B., Sengupta, P., & D’Angelo, C. (2009, October). Rethinking science learning through digital games and simulations: Genres, examples, and evidence. [Paper presentation]. National Research Council Workshop on Learning science through computer games, simulations, Washington, DC, the USA.
Cohen, L., Manion, L., & Morrison, K. (2017). Factor analysis, cluster analysis and structural equation modelling. In Research methods in education (pp. 818-838). Routledge. DOI: https://doi.org/10.4324/9781315456539-43
Compeau, D. R., & Higgins, C. A. (1995). Computer self-efficacy: Development of a measure and initial test. MIS Quarterly, 19(2), 189–211. https://doi.org/10.2307/249688 DOI: https://doi.org/10.2307/249688
Christensen, R., Knezek, G., & Tyler-Wood, T. (2015). Alignment of hands-on STEM engagement activities with positive STEM dispositions in secondary school students. Journal of Science Education and Technology, 24(6), 898-909. https://doi.org/10.1007/s10956-015-9572-6 DOI: https://doi.org/10.1007/s10956-015-9572-6
Doan, T. T. T. (2021). The effect of perceived risk and technology self-efficacy on online learning intention: An empirical study in Vietnam. The Journal of Asian Finance, Economics and Business, 8(10), 385-393. https://doi.org/10.13106/jafeb.2021.vol8.no10.0385
Durndell, A., & Haag, Z. (2002). Computer self-efficacy, computer anxiety, attitudes towards the Internet and reported experience with the Internet, by gender, in an East European sample. Computers in human behavior, 18(5), 521-535. https://doi.org/10.1016/S0747-5632(02)00006-7 DOI: https://doi.org/10.1016/S0747-5632(02)00006-7
Eastin, M. S., & LaRose, R. (2000). Internet self-efficacy and the psychology of the digital divide. Journal of Computer-Mediated Communication, 6(1), JCMC611. https://doi.org/10.1111/j.1083-6101.2000.tb00110.x DOI: https://doi.org/10.1111/j.1083-6101.2000.tb00110.x
Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255-284. https://doi.org/10.1080/15391523.2010.10782551 DOI: https://doi.org/10.1080/15391523.2010.10782551
Field, A. (2013). Discovering statistics using IBM SPSS statistics (4th ed.). London: Sage.
Gist, M., & Mitchel, T. R. (1992). Self-efficacy: A theoretical analysis of its determinants and malleability. Academy Management Review, 17(2), 183–211. https://doi.org/10.5465/amr.1992.4279530 DOI: https://doi.org/10.5465/amr.1992.4279530
Goodman, P. S. (2001). Technology enhanced learning: Opportunities for change (1st ed.). New York, Routledge. https://doi.org/10.4324/9781410601933 DOI: https://doi.org/10.4324/9781410601933
Hao, Y. (2016). Exploring undergraduates' perspectives and flipped learning readiness in their flipped classrooms. Computers in Human Behavior, 59, 82-92. https://doi.org/10.1016/j.chb.2016.01.032 DOI: https://doi.org/10.1016/j.chb.2016.01.032
Ho, N. T. T., Sivapalan, S., Pham, H. H., Nguyen, L. T. M., Pham, A. T. V., & Dinh, H. V. (2020). Students’ adoption of e-learning in emergency situation: The case of a Vietnamese university during COVID-19. Interactive Technology and Smart Education, 18(2), 246-269. https://doi.org/10.1108/ITSE-08-2020-0164 DOI: https://doi.org/10.1108/ITSE-08-2020-0164
Holcomb, B., Bailey, J. M., Crawford, K., & Ruffin, M. T. (2004). Adults’ knowledge and behaviors related to human papillomavirus infection. The Journal of the American Board of Family Practice, 17(1), 26-31. https://doi.org/10.3122/jabfm.17.1.26 DOI: https://doi.org/10.3122/jabfm.17.1.26
Hsu, M. K., Wang, S. W., & Chiu, K. K. (2009). Computer attitude, statistics anxiety and self-efficacy on statistical software adoption behavior: An empirical study of online MBA learners. Computers in Human Behavior, 25(2), 412-420. https://doi.org/10.1016/j.chb.2008.10.003 DOI: https://doi.org/10.1016/j.chb.2008.10.003
Hutcheson, G. and Sofroniou, N. (1999) The multivariate social scientist: Introductory statistics using generalized linear models. Thousand Oaks, CA: Sage Publication. https://doi.org/10.4135/9780857028075 DOI: https://doi.org/10.4135/9780857028075
Hwang, Y., Lee, Y., & Shin, D. H. (2016). The role of goal awareness and information technology self-efficacy on job satisfaction of healthcare system users. Behaviour & Information Technology, 35(7), 548-558. https://doi.org/10.1080/0144929X.2016.1171396 DOI: https://doi.org/10.1080/0144929X.2016.1171396
Isman, A., & Celikli, G. E. (2009). How does student ability and self-efficacy affect the usage of computer technology? Turkish Online Journal of Educational Technology, 8(1), 33-38. http://www.tojet.net/articles/v8i1/814.pdf
Jia, D., Bhatti, A., & Nahavandi, S. (2014). The impact of self-efficacy and perceived system efficacy on effectiveness of virtual training systems. Behaviour & Information Technology, 33(1), 16-35. https://doi.org/10.1080/0144929X.2012.681067 DOI: https://doi.org/10.1080/0144929X.2012.681067
Jokisch, M. R., Schmidt, L. I., Doh, M., Marquard, M., & Wahl, H. W. (2020). The role of internet self-efficacy, innovativeness and technology avoidance in breadth of internet use: Comparing older technology experts and non-experts. Computers in Human Behavior, 111, 106408. https://doi.org/10.1016/j.chb.2020.106408 DOI: https://doi.org/10.1016/j.chb.2020.106408
Joo, Y. J., Bong, M., & Choi, H. J. (2000). Self-efficacy for self-regulated learning, academic self-efficacy, and internet self-efficacy in web-based instruction. Educational Technology Research and Development, 48(2), 5-17. https://doi.org/10.1007/BF02313398 DOI: https://doi.org/10.1007/BF02313398
Kaiser, H. F. (1960). The application of electronic computers to factor analysis. Educational and psychological measurement, 20(1), 141-151. https://psycnet.apa.org/doi/10.1177/001316446002000116 DOI: https://doi.org/10.1177/001316446002000116
Keengwe, J. (2007). Faculty integration of technology into instruction and students’ perceptions of computer technology to improve student learning. Journal of Information Technology Education: Research, 6(1), 169-180. https://www.learntechlib.org/p/111414/ DOI: https://doi.org/10.28945/208
Kennedy, G., Krause, K.-L., Judd, T., Churchward, A., & Gray, K. (2008). First-year students' experiences with technology: Are they really digital natives? Australasian Journal of Educational Technology, 24(1), 108–122. https://doi.org/10.14742/ajet.1233 DOI: https://doi.org/10.14742/ajet.1233
Ketsing, W. (1995). Means and the interpretations. Research in Education, 18(3), 8-11.
Kim, D.-H., Wang, C., & Truong, N. T. N. (2021). Psychometric properties of a self-efficacy scale for English language learners in Vietnam. Language Teaching Research, 5(6), 201-223. https://doi.org/10.1177/13621688211027852 DOI: https://doi.org/10.1177/13621688211027852
Kraja, P., & Muka, R. (2023). Self-efficacy of higher education students during online learning. Proceedings of Karadeniz 14th International Conference on Social Sciences, 22, 22-36. Retrieved from https://www.karadenizkongresi.org/_files/ugd/797a84_70a0cfd1a09c4eddabdb9d65027fc50b.pdf
Lai, M. L. (2008). Technology readiness, internet self‐efficacy and computing experience of professional accounting students. Campus-Wide Information Systems, 25(1), 18-29. https://doi.org/10.1108/10650740810849061 DOI: https://doi.org/10.1108/10650740810849061
Lai, C., & Gu, M. (2011). Self-regulated out-of-class language learning with technology. Computer-assisted language learning, 24(4), 317-335. https://doi.org/10.1080/09588221.2011.568417 DOI: https://doi.org/10.1080/09588221.2011.568417
Lai, C., Wang, Q., & Lei, J. (2012). What factors predict undergraduate students' use of technology for learning? A case from Hong Kong. Computers & Education, 59(2), 569-579. https://doi.org/10.1016/j.compedu.2012.03.006 DOI: https://doi.org/10.1016/j.compedu.2012.03.006
Luu, T. M. V., & Pham, T. S. T. (2022). An analysis of online learning self-efficacy in the case of Vietnamese university students. Ho Chi Minh City Open University Journal of Science-social Sciences, 12(1), 40-49. https://doi.org/10.46223/HCMCOUJS.soci.en.12.1.2145.2022 DOI: https://doi.org/10.46223/HCMCOUJS.soci.en.12.1.2145.2022
Madden, O., Sweeney, R., & Gonzales, A. (2023).Exploring the Use of Live Interactive Worksheets in Foreign Language Classes:Perceptions of Students and Teachers. International Journal of Language Instruction, 2(4), 1-18. https://doi.org/10.54855/ijli.23241 DOI: https://doi.org/10.54855/ijli.23241
Martin, F., Tutty, J. I., & Su, Y. (2010). Influence of Learning Management Systems self-efficacy on e-learning performance. Journal on School Educational Technology, 5(3), 26-35. https://doi.org/10.26634/jsch.5.3.1086 DOI: https://doi.org/10.26634/jsch.5.3.1086
Marakas, G. M., Yi, M. Y., & Johnson, R. D. (1998). The multilevel and multifaceted character of computer self-efficacy: Toward clarification of the construct and an integrative framework for research. Information systems research, 9(2), 126-163. https://doi.org/10.1287/isre.9.2.126 DOI: https://doi.org/10.1287/isre.9.2.126
McDonald, T., & Siegall, M. (1992). The effects of technological self-efficacy and job focus on job performance, attitudes, and withdrawal behaviors. Psychology; Interdisciplinary and Applied 126(5), 465–475. https://doi.org/10.1080/00223980.1992.10543380 DOI: https://doi.org/10.1080/00223980.1992.10543380
Mekhzoumi, O., bin Hamzah, M. H., & Krishnasamy, H. N. (2018). Determinants of mobile applications acceptance for English language learning in Universiti Utara Malaysia. Journal of Advanced Research Design, 51(1), 1-13. Retrieved from https://www.akademiabaru.com/submit/index.php/ard/article/view/4884
Miltiadou, M., & Yu, C. H. (2000). Validation of the online technologies self-efficacy scale (OTSES). Article ED445672. https://eric.ed.gov/?id=ED445672
Mikusa, M. E. (2015). The effect of technology self-efficacy and personal engagement on students' and teachers' attitudes toward technology use in education. [Doctoral dissertation, Appalachian State University]. Retrieved from https://libres.uncg.edu/ir/asu/f/Mikusa.pdf
Multon, K. D., Brown, S. D., & Lent, R. W. (1991). Relation of self-efficacy beliefs to academic outcomes: A meta-analytic investigation. Counseling Psychology, 38(1), 30-38. https://doi.org/10.1037/0022-0167.38.1.30 DOI: https://doi.org/10.1037//0022-0167.38.1.30
Murphy, C. A., Coover, D., & Owen, S. V. (1989). Development and validation of the computer self-efficacy scale. Educational and Psychological Measurement, 49(4), 893-899. http://dx.doi.org/10.1177/001316448904900412 DOI: https://doi.org/10.1177/001316448904900412
Nguyen, T. D. T., & Pham, V. P. H.(2022). Effects of using technology to support students in developing speaking skills. International Journal of Language Instruction, 1(1),1-8. https://doi.org/10.54855/ijli.22111 DOI: https://doi.org/10.54855/ijli.22111
O'Connor, B. P. (2000). SPSS and SAS programs for determining the number of components using parallel analysis and Velicer’s MAP test. Behavior Research Methods, Instruments, & Computers 32, 396–402. https://doi.org/10.3758/BF03200807 DOI: https://doi.org/10.3758/BF03200807
Pallant, J. F., Haines, H. M., Green, P., Toohill, J., Gamble, J., Creedy, D. K., & Fenwick, J. (2016). Assessment of the dimensionality of the Wijma delivery expectancy/experience questionnaire using factor analysis and Rasch analysis. BMC pregnancy and childbirth, 16, 1-11. https://doi.org/10.1186/s12884-016-1157-8 DOI: https://doi.org/10.1186/s12884-016-1157-8
Pan, X. (2020). Technology acceptance, technological self-efficacy, and attitude toward technology-based self-directed learning: learning motivation as a mediator. Frontiers in Psychology, 11, 564294. https://doi.org/10.3389/fpsyg.2020.564294 DOI: https://doi.org/10.3389/fpsyg.2020.564294
Peterson, T. O., & Arnn, R. B. (2005). Self‐efficacy: The foundation of human performance. Performance Improvement Quarterly, 18(2), 5-18. Retrieved from https://eric.ed.gov/?id= EJ846211 DOI: https://doi.org/10.1111/j.1937-8327.2005.tb00330.x
Plumm, K. M. (2008). Technology in the classroom: Burning the bridges to the gaps in gender-biased education?. Computers & Education, 50(3), 1052-1068. https://doi.org/10.1016/j.compedu.2006.10.005 DOI: https://doi.org/10.1016/j.compedu.2006.10.005
Pham, T., Lai, P.., & Nguyen, V. (2021, December). Exploring relationships between learners’ Internet self-efficacy, online self-regulation, and interaction during online learning amid COVID-19 in Vietnam. In Proceedings of the AsiaCALL International Conference (Vol. 621, pp. 121-134). Vietnam: Hoa Sen University. https://doi.org/10.2991/assehr.k.211224.013 DOI: https://doi.org/10.2991/assehr.k.211224.013
Punch, K. F. (2013). Introduction to social research: Quantitative and qualitative approaches. Sage.
Qashou, A. (2021). Influencing factors in M-learning adoption in higher education. Education and information technologies, 26(2), 1755-1785. https://doi.org/10.1007/s10639-020-10323-z DOI: https://doi.org/10.1007/s10639-020-10323-z
Reinders, H., & White, C. (2011). Learner autonomy and new learning environments. Language Learning and Technology, 15 (3), 1-3. Retrieved from https://hdl.handle.net/10652/2497
Rezki, A. (2018). Students’ self-efficacy of Nicenet in EFL Classroom. Langkawi: Journal of The Association for Arabic and English, 3(2), 175-184. DOI: https://doi.org/10.31332/lkw.v3i2.617
Rivers, D. J. (2021). The role of personality traits and online academic self-efficacy in acceptance, actual use and achievement in Moodle. Education and Information Technologies, 26(4), 4353-4378. https://doi.org/10.1007/s10639-021-10478-3 DOI: https://doi.org/10.1007/s10639-021-10478-3
Saville, J. D., & Foster, L. L. (2021). Does technology self-efficacy influence the effect of training presentation mode on training self-efficacy? Computers in Human Behavior Reports, 4, 100-124. https://doi.org/10.1016/j.chbr.2021.100124 DOI: https://doi.org/10.1016/j.chbr.2021.100124
Schunk, D. H., & Pajares, F. (2002). The development of academic self-efficacy. In A. Wigfield, J. S. Eccles, U. Schiefele, R. W. Roeser, & P. Davis-Kean, Development of achievement motivation (pp. 15-31). Academic Press. https://doi.org/10.1016/B978-012750053-9/50003-6 DOI: https://doi.org/10.1016/B978-012750053-9/50003-6
Shakarami, A., Khajehei, H., & Hajhashemi, K. (2013). Digital self-efficacy and language learning enhancement in an online setting. Journal of Basic and Applied Scientific Research (JBASR), 3(11), 80-84. Retrieved from http://www.textroad.com/pdf/JBASR/J.%20Basic.%20Appl.%20Sci.%20Res.,%203(11)80-84,%202013.pdf DOI: https://doi.org/10.2139/ssrn.2637404
Shu, Q., Tu, Q., & Wang, K. (2011). The impact of computer self-efficacy and technology dependence on computer-related technostress: A social cognitive theory perspective. International Journal of Human-Computer Interaction, 27(10), 923-939. https://doi.org/10.1080/10447318.2011.555313 DOI: https://doi.org/10.1080/10447318.2011.555313
Srisaad, B., & Nilkaew, B. (1992). Population referencing when using rating scale with samples. Journal of Educational Evaluation, Srinakharinwirot University, Mahasarakham Campus, 3(1), 22-25.
Sun, P., Tsai, R., Finger, G., Chen, Y., & Yeh, D. (2008). What drives a successful e-learning?: An empirical investigation of the critical factors influencing learner satisfaction. Computers & Education, 50(4), 1183–1202. https://doi.org/10.1016/j.compedu.2006.11.007 DOI: https://doi.org/10.1016/j.compedu.2006.11.007
Teo, T., & Van Schaik, P. (2012). Understanding the intention to use technology by preservice teachers: An empirical test of competing theoretical models. International Journal of Human-Computer Interaction, 28(3), 178-188. https://doi.org/10.1080/10447318.2011.581892 DOI: https://doi.org/10.1080/10447318.2011.581892
Terzis, V., & Economides, A. A. (2011). The acceptance and use of computer-based assessment. Computers & Education, 56(4), 1032-1044. https://doi.org/10.1016/j.compedu.2010.11.017 DOI: https://doi.org/10.1016/j.compedu.2010.11.017
Tsai, M. J., & Tsai, C. C. (2003). Information searching strategies in web-based science learning: The role of Internet self-efficacy. Innovations in education and teaching international, 40(1), 43-50. https://doi.org/10.1080/1355800032000038822 DOI: https://doi.org/10.1080/1355800032000038822
Venkatesh, V., & Davis, F. D. (1996). A model of the antecedents of perceived ease of use: Development and test. Decision sciences, 27(3), 451-481. https://doi.org/10.1111/j.1540-5915.1996.tb00860.x DOI: https://doi.org/10.1111/j.1540-5915.1996.tb00860.x
Wang, L., Ertmer, P., & Newby, T. (2004). Increasing pre-service teachers‘ self-efficacy beliefs for technology integration. Journal of Research on Technology in Education, 36(3), 231-250. https://doi.org/10.1080/15391523.2004.10782414 DOI: https://doi.org/10.1080/15391523.2004.10782414
Wang, C. H., Shannon, D. M., & Ross, M. E. (2013). Students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning. Distance Education, 34(3), 302-323. https://doi.org/10.1080/01587919.2013.835779 DOI: https://doi.org/10.1080/01587919.2013.835779
Wei, H. C., & Chou, C. (2020). Online learning performance and satisfaction: do perceptions and readiness matter? Distance Education, 41, 48–69. https://doi.org/10.1080/01587919.2020.1724768 DOI: https://doi.org/10.1080/01587919.2020.1724768
Wilfong, J. D. (2006). Computer anxiety and anger: The impact of computer use, computer experience, and self-efficacy beliefs. Computers in Human Behavior, 22(6), 1001-1011. https://doi.org/10.1016/j.chb.2004.03.020 DOI: https://doi.org/10.1016/j.chb.2004.03.020
Whitty, M. T., & McLaughlin, D. (2007). Online recreation: The relationship between loneliness, Internet self-efficacy and the use of the Internet for entertainment purposes. Computers in human behavior, 23(3), 1435-1446. https://doi.org/10.1016/j.chb.2005.05.003 DOI: https://doi.org/10.1016/j.chb.2005.05.003
Wood, R., & Bandura, A. (1989). Social cognitive theory of organizational management. Academy of Management Review, 14(3), 361-384. https://doi.org/10.5465/amr.1989.4279067 DOI: https://doi.org/10.5465/amr.1989.4279067
Zheng, Y., Wang, J., Doll, W., Deng, X., & Williams, M. (2018). The impact of organisational support, technical support, and self-efficacy on faculty perceived benefits of using learning management system. Behaviour & Information Technology, 37(4), 311-319. https://doi.org/10.1080/0144929X.2018.1436590 DOI: https://doi.org/10.1080/0144929X.2018.1436590
Zimmerman, W. A., & Kulikowich, J. M. (2016). Online learning self-efficacy in students with and without online learning experience. American Journal of Distance Education, 30(3), 180-191. https://doi.org/10.1080/08923647.2016.1193801 DOI: https://doi.org/10.1080/08923647.2016.1193801
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Do Thi Thuy Linh, Pham Ngoc Thach, Ngo Phuong Anh
This work is licensed under a Creative Commons Attribution 4.0 International License.
The copyright of all articles published in the International Journal of Language Instruction (ijli) remains with the Authors, i.e. Authors retain full ownership of their article. Permitted third-party reuse of the open access articles is defined by the applicable Creative Commons (CC) end-user license which is accepted by the Authors upon submission of their paper. All articles in the ijli are published under the CC BY-NC 4.0 license, meaning that end users can freely share an article (i.e. copy and redistribute the material in any medium or format) and adapt it (i.e. remix, transform and build upon the material) on the condition that proper attribution is given (i.e. appropriate credit, a link to the applicable license and an indication if any changes were made; all in such a way that does not suggest that the licensor endorses the user or the use) and the material is only used for non-commercial purposes.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository, in a journal or publish it in a book), with an acknowledgment of its initial publication in this journal.
