The Deployment of Technology: A Strategy in Language Learning or an Intensification Tool of EFL Learners' Digital Literacy?

Document Type : Original Article

Authors

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

2 MA in TEFL, Hafez Institute of Higher Education, Shiraz, Iran

Abstract

Technology has modified education in many ways, and one of them is broadening access to education and eliminating the limitations. The current study assessed whether using technology as an educational tool for language learning can simultaneously augment the EFL learners’ digital literacy level. In other words, this study explored the impact of technology-based instruction on learners’ digital literacy. Chosen through convenient sampling, 56 Iranian female high school students (aged 13-14) of two intact classes participated in the study. One was considered the experimental group, and the other the control group. In order to check their homogeneity, the English language proficiency level of the participants was determined by the Oxford Quick Placement Test. Students were pre-tested and post-tested on their knowledge of digital literacy through the digital literacy questionnaire. The results revealed that students who enjoyed treatment through technology-based instruction received statistically significantly higher scores on digital literacy post-tests. The results of this research delineated the role and significance of technology-based instruction in language teaching and learning in Iran. The results also indicate that while technology-based instruction was a medium in language learning, it simultaneously increased learners’ digital literacy levels. The quality of teaching and learning will be improved by shifting concentration from merely conventional teaching to technology-based instruction.

Keywords

References

Abdullah, Z. D., Ziden, A. B. A., Aman, R. B. C., & Mustafa, K. I. (2015). Students’ attitudes towards information technology and the relationship with their academic achievement. Contemporary Educational Technology, 6(4), 338-354.
Bawden, D. (2008) Origins and Concepts of Digital Literacy. In: Lankshear, C. and Knobel, M. (eds). Digital Literacies: Concepts, Policies and Practices, Peter Lang, New York.
Benson, V., & Kolsaker, A. (2015). Instructor approaches to blended learning: A tale of two business schools. The International Journal of Management Education, 13(3), 316-325.
Chen, K. N., & Lin, P. C. (2011). Information literacy in university library user education. Aslib Proceedings, 63(4), 399-418.
Coccoli, M., Guercio, A., Maresca, P., & Stanganelli, L. (2014). Smarter universities: A vision for the fast changing digital era. Journal of Visual Languages & Computing, 25(6), 1003-1011.
Council of Europe. Concil for Cultural Co-operation. Education Committee. Modern Language Division (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge: Cambridge University Press.
Dale, E. (1969). Audiovisual methods in teaching, third edition. New York: The Dryden Press; Holt, Rinehart and Winston.
Dashtestani, R., & Hojatpanah, S. (2020). Digital literacy of EFL students in a junior high school in Iran: voices of teachers, students and Ministry Directors. Computer Assisted Language Learning, 35(4), 635-665.
DQInstitute (2018), “Impact and research defining global standards for digital intelligence”, Retrieved May 15, 2023, from www.dqinstitute.org/impact-research/
Eshet-Alkalai, Y. (2012). Thinking in the digital era: A revised model for digital literacy. Issues in Informing Science and Information Technology, 9(2), 267–276. https://doi.org/10.28945/1621
Ferrari, A. (2012). Digital competence in practice: An analysis of frameworks. JCR IPTS, Sevilla. https://ifap.ru/library/book522.pdf Fraenkel, J. R., Wallen, N. E., & Hyun, H. H.
Gentil, G., & Meunier, F. (2018). A systemic functional linguistic approach to usage-based research and instruction. In A. E. Tyler, L. Ortega, M. Uno & H. Park, Usage-inspired L2 instruction: Researched pedagogy , 267-289. Amsterdam: John Benjamins Publishing Company.
Ghanizadeh, A., Jahedizadeh, S., & Movaghar, F. (2022). The Effect of Mobile Assisted Language Learning (MALL) on Iranian EFL Learners’ Idiom Learning and Perceptions of Classroom Activities. Iranian Journal of Applied Language Studies, 14(1), 87-108.
Gultom, E., Pudjiati, D., & Martisa, E. (2022). Digital literacy of promoting speaking skill through MALL: a confirmation of Indonesian EFL. ELITE Proceeding, 1(1), 1-7.
Gündüz, N. (2005). Computer assisted language learning. Journal of language and linguistic studies, 1(2), 193-214.
Hair, J. F., Anderson, R. E., Tatham, R. L., & Black, W. C. (1998). Factor analysis. Multivariate data analysis. NJ Prentice-Hall, 3, 98-99.
Juliana, R., Listia, R., Hidayat, F., & Nasrullah, N. (2023). EFL Students’ Perception of Extensive Reading through MALL during the Covid-19 Pandemic. International Social Sciences and Humanities, 2(1), 140-148.
Levy, M. (1997). Computer-assisted language learning: Context and conceptualization. Oxford University Press.
Li, C., Cao, C., & Wang, Y. (2020). Exploring Digital Literacy Awareness in English Learning among Chinese Tertiary EFL Learners. In 2020 12th International Conference on Education Technology and Computers ,62-68.
Lloyd, M. (2005). Towards a definition of the integration of ICT in the classroom. AARE’05 Education Research Creative Dissent: Constructive, 1-18.
Livingstone, S. (2012). Critical reflections on the benefits of ICT in education. Oxford review of education, 38(1), 9-24.
Martin, A. (2006). A European framework for digital literacy. Nordic Journal of Digital Literacy, 1(2), 151-161.
Ng, W. (2011). Why digital literacy is important for science teaching and learning. Teaching Science, 57(4), 26-32.
Ng, W. (2012). Can we teach digital natives digital literacy? Computers & Education, 59(3), 1065–1078. https://doi.org/10.1016/j. compedu.2012.04.016
Rafi, M., JianMing, Z., & Ahmad, K. (2019). Technology integration for students’ information and digital literacy education in academic libraries. Information Discovery and Delivery, 47(4), 203-217.
Rahman, A.I.M.J., Rahman, M.M. and Chowdhury, M.H.H. (2015), “Digital resources management in libraries: step towards digital Bangladesh”, National Seminar on Cross-Talk of Digital Resources Management: Step towards Digital Bangladesh, available at: https://doi.org/10.13140/RG.2.1.1635.5043
Rahman, T., Amalia, A., & Aziz, Z. (2021). From Digital Literacy to Digital Intelligence. In 4th International Conference on Sustainable Innovation 2020–Social, Humanity, and Education (ICoSIHESS 2020), 154-159. Atlantis Press.
Rosita, N., Fudhla, N., & Saputro, B. H. (2019). Mall in learning English grammar for higher education students. Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni, 20(1), 77-87.
Rusydiyah, E. F., Purwati, E., & Prabowo, A. (2020). How to use digital literacy as a learning resource for teacher candidates in Indonesia. Cakrawala Pendidikan, 39(2), 305-318.
Sari, P. (2019). Analisis terhadap kerucut pengalaman Edgar Dale dan keragaman gaya belajar untuk memilih media yang tepat dalam pembelajaran. Mudir: Jurnal Manajemen Pendidikan, 1(1), 42-57.
Sart, G. (2023). The effects of the effective usage and the development of technology as 21st century skills on university students’ self-confidence. In EDULEARN23 Proceedings, 8546-8546. IATED
Son, J. B., Park, S. S., & Park, M. (2017). Digital literacy of language learners in two different contexts. Jalt Call Journal, 13(2), 77-96.
Tang, C. M., & Chaw, L. Y. (2015). Digital literacy and effective learning in a blended learning environment. Academic Conferences and Publishing International.
Ting, Y. L. (2015). Tapping into students’ digital literacy and designing negotiated learning to promote learner autonomy. The Internet and Higher Education, 26, 25-32.
Tsvetkova, M., Ushatikova, I., Antonova, N., Salimova, S., & Degtyarevskaya, T. (2021). The use of social media for the development of digital literacy of students: From adequate use to cognition tools. International Journal of Emerging Technologies in Learning (iJET), 16(2), 65-78.
UNESCO (2018). A Global Framework of Reference on Digital Literacy Skills for Indicator 4.4.2, Information Paper No. 51 June 2018 UIS/2018/ICT/IP/51 http://uis.unesco.org/sites/default/files/documents/ip51-global-framework-reference-digital-literacy-skills-2018-en.pdf
Wilkinson, M. (2016). Language learning with ICT. English language teaching today: Linking theory and practice, 5, 257-276. https://doi:10.1007/978-3-319-38834-2_18
Yılgın, F. (2023). Exploring the Voscreen app: Strengthening EFL Learners’ Autonomy: Exploring the Voscreen app and its Impact on Encouragement and Engagement in Technology-Based Language Learning. Language Education and Technology, 3(2).
Technology Assisted Language Education
Volume 1, Issue 4 - Serial Number 1
December 2023
Pages 57-73

Files

Share

How to cite

Statistics