A Correlational Study of Digital Literacy Comprehension Toward Students' Writing Originality

Muthmainnah, Nur

doi:10.31332/lkw.v5i1.1151

Cited by 4 publications

(3 citation statements)

References 7 publications

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“…Besides, the lecturers also introduced students to various types of writing an application to maintain their work originality through some dictionary apps and the magnificent plagiarism checking system. In line with this current research finding, Muthmainnah (2019) revealed a positive correlation between digital literacy understanding and students' writing originality. In addition, Rahman et al (2019) also found that incorporating students with social networking services is a valuable experience to share with the students.…”

supporting

confidence: 89%

Empowering Digital Language Literacy in Writing Instructions: Lecturers’ and Students’ Voices

Sholikhah

Anggraeni²

2022

LENSA

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In facing the metaverse era, technology in language instruction plays an essential role in elevating students’ digital literacy. It leads teachers to integrate digital tools utilization in the instructional context to accommodate the students’ need for productive and meaningful learning. Following this issue, this research explores teachers’ and students’ voices regarding the empowerment of Digital Language Literacy in writing instructions. The research method used in this study is a case study. Researchers administered interviews and questionnaires as data collection instruments in obtaining the data. The open-ended interview was carried out with the lecturers of writing courses. Besides, the close-ended questionnaire was also administered to the students of writing courses. The participants of this current study were 3 lecturers and 40 students from two universities in Indonesia. To uphold the theoretical lens of Digital Language Literacy, this research uses and adapts the theory of Eshat (2004) and Porat, Blau & Barack (2018) as the underlying framework. The results showed the three aspects of lecturers’ and students’ perspectives in which they cover Digital Language Literacy implementation, Digital Language Literacy challenges and opportunities, and the ways to empower Digital Language Literacy in the writing instructions. As a result, the research findings contribute to improving digital language literacy implementation, specifically in teaching writing in EFL Higher Education context.

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confidence: 89%

Empowering Digital Language Literacy in Writing Instructions: Lecturers’ and Students’ Voices

Sholikhah

Anggraeni²

2022

LENSA

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“…e rapid development of technology has radically changed the paradigm of how English language teaching is conducted in the twenty-rst century, especially in English as a foreign language (EFL) learning [1][2][3]. One of the shifts brought by the advent of technology is the use of digital games in EFL learning.…”

Section: Introductionmentioning

confidence: 99%

Investigating the Effect of Using Game-Based Learning on EFL Learners’ Motivation and Anxiety

Ahmed

Ampry

Komariah

et al. 2022

Education Research International

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This study intended to examine the effects of game-based learning on Iranian EFL learners’ language anxiety and motivation. In order to perform the study, the quantitative research method was applied. In this study, 58 Iranian intermediate EFL participants were selected and divided into two groups: control and experimental. Then, the questionnaires of the Foreign Language Classroom Anxiety Scale (FLCAS) and Motivation Test Battery (AMTB) were administered to the participants of both groups as the pretests of the study. After pretesting, 90 English vocabulary items were trained to the EG by using game-based learning, but the same vocabulary items were taught to the CG traditionally. After teaching the vocabularies, the mentioned questionnaires were administered again as the post-tests of the study. The results of independent samples t-tests revealed that implementing game-based learning had the potential of reducing EFL learners’ anxiety to improve their English learning. Also, the results indicated that applying game-based learning increased the language motivation of Iranian EFL learners.

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“…[6] His research offers an in-depth study of the concept by analyzing the main models of digital literacy in an international context to offer a holistic model that combines the contributions of all initiatives. His research that students' understanding of digital literacy was good and there was a perfect positive relationship between understanding digital literacy and the originality of student writing [7]. Some of these studies reveal that normal conditions in the use of technology in learning and research can improve digital literacy skills.…”

Section: Introductionmentioning

confidence: 99%

Comparative Study of Digital literacy in Language Learning among Indonesian Language Education and English Language Education Students in the New Normal Era

Arono¹,

Syahriman²,

Nadrah³

et al. 2021

Proceedings of the 2nd International Conference on Progressive Education, ICOPE 2020, 16-17 October 2020, Universitas Lampung,

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The impact of the pandemic of Covid 19 forces students to stay on top of online learning. Technology with reasonable sophistication can be used better by English education students than Indonesian Language Education students because, in addition to language acquisition, information and applications in digital are generally Englishspeaking and are more numerous and easily obtained. This study aims to describe digital literacy in language learning among Indonesian Language Education students and English Language Education students in the new normal era. This research is a quantitative descriptive study with qualitative data verified in the form of a percentage. The data was obtained using Google forms for each of 100 students (200 samples) in Java and Sumatra randomly and by purposive sampling. The instrument uses closed questions with a Likert scale (five options) and open questions. Research results show that digital literacy in language learning among Indonesian Language Education students and English Language students in the new normal era is not significantly different, at the same level. Digital literacy in language learning is at level 4, that is, students have been able to improve significantly (quantitatively stated) the performance of daily life activities through the use of information and technology with an average bind of 3.59 (71.8%) and bind 3.46 (69.2%). It shows that learning in networks has increased students' mastery and digital literacy abilities.

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A Correlational Study of Digital Literacy Comprehension Toward Students' Writing Originality

Cited by 4 publications

References 7 publications

Empowering Digital Language Literacy in Writing Instructions: Lecturers’ and Students’ Voices

Empowering Digital Language Literacy in Writing Instructions: Lecturers’ and Students’ Voices

Investigating the Effect of Using Game-Based Learning on EFL Learners’ Motivation and Anxiety

Comparative Study of Digital literacy in Language Learning among Indonesian Language Education and English Language Education Students in the New Normal Era

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