Digital literacy of language learners in two different contexts

Son, Jeong-Bae; Park, Sang‐Soon; Park, Moonyoung

doi:10.29140/jaltcall.v13n2.213

Cited by 70 publications

(88 citation statements)

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“…However, their actual computer knowledge, as assessed via the digital literacy test, was high, scoring on average 7.4 out of a total 10. The result is consistent with Murray and Blyth's (2011) and Son et al's (2017) studies and is attributed to a lack of metalanguage on the part of L2 learners to express in words the tasks they are able to perform when using a computer. Most L2 learners stated they could understand and use basic functions of the computer system on a regular basis, along with computer use for learning purposes, use of social networking services, use of keyboard shortcuts and use of online learning resources.…”

Section: Discussion and Pedagogical Implicationssupporting

confidence: 90%

“…Yet, the number of CALL studies on learners' digital literacy skills is strikingly scarce and limited to a few descriptive studies that focus on the assessment of digital literacy skills in a variety of foreign language (FL) contexts. Son, Park, and Park(2017) surveyed and compared the level of digital literacy skills of two L2 learner groups in two different learning contexts involving 100 L2 EAP learners at a university in Australia and 70 L2 EFL learners in Japan. Their results showed higher self-ratings of computing skills for EAP Australian learners but higher scores in actual knowledge of computer use as measured by a digital literacy test for Japanese EFL learners.…”

Section: Digital Literacy and Satisfaction As Predictors Of Successful Blended Learningmentioning

confidence: 99%

“…The target population for this study is considered to be representative of the average student attending state university in Greece, as almost all students are L1 Greek speakers (98.2%) and belong to the same social mix, i.e., middle-and working-class students, mostly from provincial areas of the country. Son et al's (2017) Digital Literacy Questionnaire -Language Learners (DLQ-LL) was used to measure participants' level of digital competence. It is a complex survey questionnaire that consists of five sections.…”

Section: Participantsmentioning

confidence: 99%

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The Effects of Computer Anxiety and Self-Efficacy on L2 Learners’ Self-Perceived Digital Competence and Satisfaction in Higher Education

Katsarou

2021

Journal of Education and e-Learning Research

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Low computer anxiety (CA) and high computer self-efficacy (CSE) levels are important affective factors that promote students' academic success in the current digital era. In an effort to understand their role in successful and effective participation in online learning environments for language learning purposes, the study investigated their effect on 331 undergraduate L2 learners' self-reported assessments of their digital literacy skills and on the level of satisfaction they express with the online component of their English for Specific Purposes course in higher education in Greece. Data were gathered via four survey questionnaires that elicited relevant information on participants' digital literacy level, learner satisfaction, computer anxiety and selfefficacy respectively. Statistical analysis of the results revealed an overall adequate level of students' digital literacy skills and a high level of satisfaction with all aspects of the online module of the blended learning course. Females reported a lower level of CA and a higher level of CSE. CA was found to be the strongest predictor of learners' digital literacy skills assessments and CSE of learner satisfaction perceptions, resulting in overall higher IT use and positive attitudes to the course.

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Section: Discussion and Pedagogical Implicationssupporting

confidence: 90%

Section: Digital Literacy and Satisfaction As Predictors Of Successful Blended Learningmentioning

confidence: 99%

Section: Participantsmentioning

confidence: 99%

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The Effects of Computer Anxiety and Self-Efficacy on L2 Learners’ Self-Perceived Digital Competence and Satisfaction in Higher Education

Katsarou

2021

Journal of Education and e-Learning Research

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“…Being digitally literate means having access to a variety of cultural practices and resources that can be applied to digital tools (Hague & Payton, 2010). This is the ability to make and share meanings in various modes and formats; to create, collaborate and communicate effectively and to understand how and when digital technology can be used (Son, Park, & Park, 2017).…”

Section: Introductionmentioning

confidence: 99%

Digital Literacy Competencies for Teacher Education Students

Atmazaki¹,

Indriyani²

2019

Proceedings of the 1st International Conference on Education Social Sciences and Humanities (ICESSHum 2019)

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As a generation that lives in the millennium, students must be able to utilize information and communication technology (ICT). They are not only expected to master ICT for their own needs in absorbing knowledge, but they must also be able to use ICT to support their profession as educators. This means that students must have good digital literacy competencies. However, is the mastery of Indonesian students' digital literacy sufficient to support their role as educators? This study aims to describe and analyze digital literacy competencies of students at the tertiary level. This includes students' digital literacy levels and the obstacles they experience in mastering and empowering them in education. This research was conducted with a case study method with instruments in the form of questionnaires and interview guidelines. The research correspondents are language students at two universities in West Sumatra. Data analysis showed that digital literacy competencies of educational students tended to be medium to good. However, these competencies are still at the level of knowledge. For the competency level and creativity of students tend to insufficient. In addition, they have become familiar with ICT as a new digital literacy base since entering college. Although students' digital literacy competencies are good, the utilization of these competencies has not been optimally utilized for learning purposes. It is recommended that teacher-education students be trained to master ICT as a course to prepare skilled education students to deal with the work environment.

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“…There should be ways to help share the students" work digitally, as by doing this way it can help improve their competencies in a new literacy in their lives. Within this regard, students have awareness in reading and writing as well as possess digital awareness and attitudes, that is, the ability to appropriately use digital tools and facilities (Son et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Hybrid Literacy and Its Implementation: Challenges and Opportunities

Rifai

Susanto

2018

JET ADI BUANA

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This study aims to illustrate the challenges and opportunities of implementing hybrid literacy at Junior High School level in Surabaya. Drawing from amalgamation of interviews with ten teachers who are responsible and concerned with the literacy programme in their schools, classroom observations and documents analysis, the findings indicate that the potential implementation of hybrid literacy within the schools in Surabaya tend to be disrupted by several aspects, all of which are surrounding social and cultural aspect. Social aspect such as studentsâ€™ social condition and school facilities are being the principal challenges in implementing hybrid literacy, whilst cultural aspect such as the school orientation to a particular type of literacy is also prominent to inhibit the implementation of hybrid literacy practices. This study, to some extent, is able to portray the dynamic challenges of hybrid literacy application in the school literacy programmes within the city as well as the potential sources which positively help facilitate the implementation of the future literacy programme, hybrid literacy. Although this study can be used as a reflection of the actorâ€™s lens involved in the literacy programme in Surabaya, the data is limited to three schools. The future study, therefore, should anticipate involving more schools and participants (teachers and students) to get richer data findings in regard with the challenges and opportunities of the implementation of the programme. Keywords: Hybrid Literacy, implementation, challenges, opportunity

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Digital literacy of language learners in two different contexts

Cited by 70 publications

References 0 publications

The Effects of Computer Anxiety and Self-Efficacy on L2 Learners’ Self-Perceived Digital Competence and Satisfaction in Higher Education

The Effects of Computer Anxiety and Self-Efficacy on L2 Learners’ Self-Perceived Digital Competence and Satisfaction in Higher Education

Digital Literacy Competencies for Teacher Education Students

Hybrid Literacy and Its Implementation: Challenges and Opportunities

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