Technology-Based Language Learning: Investigation of Digital Technology and Digital Literacy

The use of digital technologies in developing the four language skills in English classrooms has not been sufficiently researched. Furthermore, the COVID-19 pandemic has highlighted the importance of digital technology and digital literacy in teaching and learning English. This study aims to firstly...

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Bibliographic Details
Published in:Sustainability 2021-11, Vol.13 (21), p.12304
Main Authors: Alakrash, Hussien Mohamad, Abdul Razak, Norizan
Format: Article
Language:English
Subjects:
Analysis
Classrooms
COVID-19
Digital literacy
Education
Educational technology
English as a second language
English as a second language instruction
English teachers
Epidemics
Information literacy
Investigations
Language
Language acquisition
Language skills
Language usage
Learning
Literacy
Literacy programs
Malaysia
Methods
Reading ability
Second language teachers
Skills
Students
Sustainability
Teachers
Teaching
Teaching methods
Technology
United Kingdom
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Summary:The use of digital technologies in developing the four language skills in English classrooms has not been sufficiently researched. Furthermore, the COVID-19 pandemic has highlighted the importance of digital technology and digital literacy in teaching and learning English. This study aims to firstly investigate the applications of digital technology and the level of digital literacy in learning and teaching English. Secondly, to measure the significant differences between EFL teachers and students in their usage of technology and digital literacies in English classrooms. Two questionnaires were distributed to 150 students and 40 teachers. The data were analyzed descriptively using SPSS 23.0. The findings show that students’ use of digital technology was the highest in learning vocabularies and lowest in reading skills, while teachers’ highest use was for general teaching practices and lowest for reading skills. Participants have high digital literacies. The findings supported the null hypotheses related to the significant difference between usage of digital technology for language pedagogy. These findings offer implications for policymakers towards designing plans to integrate digital technologies in the language classrooms of marginalized societies such as B40 in Malaysia.
ISSN:2071-1050
2071-1050
DOI:10.3390/su132112304