Demystifying the Effect of Digital Literacy-Based Instruction on Iranian EFL Learners’ Level of Self-Confidence

Document Type : Original Article

Authors

1 English Language Department, Hafez Institute of Higher Education, Shiraz, Iran

2 Ph.D. in TEFL-Assistant Professor, English Department, Hafez Institute of Higher Education, Shiraz, Iran

Abstract

This study was designed to determine the effect of digital literacy-based instruction on Iranian EFL learners’ self-confidence. Fifty-six participants in two intact classes of a high school in Shiraz were selected as the experimental and control groups to achieve this aim. The experimental class received treatment, whereas the control class followed the conventional instruction. Students were pre-tested and post-tested on their self-confidence through the Academic Behavioral Confidence Scale. The results revealed that students who enjoyed treatment through digital literacy-based instruction received significantly higher self-confidence post-test scores than those in the control group. The results of the current study suggest that using digital literacy-based instruction leads to higher scores in self-confidence of Iranian EFL learners. Based on the results, the students in the experimental group outperformed their counterparts in the control group in terms of their level of self-confidence. The study's findings indicated that a more planned use of digital literacy-based instruction and nurturing digital literacy can reinforce learners’ self-confidence.

Keywords

Technology Assisted Language Education
Volume 1, Issue 3
September 2023
Pages 111-130

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