Exploring Digital Literacy Practices in English Language Learning for Secondary Level Students

Authors

  • Arif Rahman Pendidikan Bahasa Inggris, Universitas Pendidikan Mandalika, Mataram, Indonesia
  • Selma Al-Qasri English Teacher, Aspire Bilingual School, Kuwait City, Kuwait, Kuwait
  • Wafika Ofara English Teacher at Dar Jana International School, Jeddah, Saudi Arabia, Saudi Arabia

DOI:

https://doi.org/10.33394/jollt.v11i4.8939

Keywords:

Digital Literacy, English Language Learning, Digital Practice,

Abstract

Integrating digital literacy into the teaching and learning process in ELT (English Language Teaching) classes has become a significant challenge for teachers in the 21st century. Digital literacy has evolved beyond being a mere technical skill; it has fundamentally transformed the way learners approach their education. In response to this shift, many English learners, including secondary school students, now rely heavily on advanced utilities and web-based tools to create and share meaning. This paradigm shift has not only influenced the curriculum for English students at SMA IT Abhur Mataram but has also been guided by the global Digital literacy competency framework set forth by UNESCO. The approach taken in this study employs a graphical representation to subjectively depict the advanced levels of English language learning. It identifies seven key areas of higher education skills that play a crucial role in English learning at Abhu Mataram High School. These areas encompass proficiency in equipment and software, mastery of data and information, effective communication and collaboration, content generation using computers, ensuring online security, problem-solving abilities, and career-related skills. In summary, the digital literacy standards established by UNESCO for the broader digital society can be effectively applied within the context of English language learning. These seven areas of computer skills, which are integral to the learning process at Abhur Islamic School Mataram, are systematically integrated into preparatory, intermediate, and concluding exercises, ensuring a comprehensive and up-to-date approach to English education in the digital age.

Author Biographies

Arif Rahman, Pendidikan Bahasa Inggris, Universitas Pendidikan Mandalika, Mataram

Pendidikan Bahasa Inggris

Selma Al-Qasri, English Teacher, Aspire Bilingual School, Kuwait City, Kuwait

English Teacher, Aspire Bilingual School, Kuwait City, Kuwait

Wafika Ofara, English Teacher at Dar Jana International School, Jeddah, Saudi Arabia

English Teacher at Dar Jana International School, Jeddah, Saudi Arabia

References

Abutalebi, J., & Clahsen, H. (2022). Digital tools for learning new languages: Benefits and limitations. Bilingualism: Language and Cognition, 25(3), 359–360. https://doi.org/10.1017/S1366728922000268

Bahari, A. (2022). Teacher identity in technology-assisted language learning: Challenges and affordances. E-Learning and Digital Media, 19(4), 396–420. https://doi.org/10.1177/20427530221092855

Bakla, A., & Mehdiyev, E. (2022). A Qualitative Study of Teacher-Created Interactive Videos Versus Youtube Videos in Flipped Learning. E-Learning and Digital Media, 19(5), 495–514. https://doi.org/10.1177/20427530221107789

Blau, I., Shamirâ€Inbal, T., & Hadad, S. (2020). Digital collaborative learning in elementary and middle schools as a function of individualistic and collectivistic culture: The role of ICT coordinators’ leadership experience, students’ collaboration skills, and sustainability. Journal of Computer Assisted Learning, 36(5), 672–687. https://doi.org/10.1111/jcal.12436

Durriyah, T. L., & Zuhdi, M. (2018). Digital Literacy with EFL Student Teachers: Exploring Indonesian Student Teachers’ Initial Perception about Integrating Digital Technologies into a Teaching Unit. International Journal of Education and Literacy Studies, 6(3), p.53-60. https://doi.org/10.7575/aiac.ijels.v.6n.3

Grisham, D. L. & Wolsey, T. D. (2006). Recentering the middle school classroom as a vibrant learning community: students, literacy, and technology intersect," J. Adolesc. Adult Lit., vol. 49, no. 8, pp. 648–660,.

Harmer, J. (1998). How to teach English: an introduction to the practice of English language teaching. Harlow: Longman.

Hur, J. W., & Suh, S. (2012). Making Learning Active with Interactive Whiteboards, Podcasts, and Digital Storytelling in ELL Classrooms. Computers in the Schools, 29(4), 320–338. https://doi.org/10.1080/07380569.2012.734275

Johnson, Barbara L. & Sadaf Ayesha. (2017). Teachers' Beliefs About Integrating Digital Literacy Into Classroom Practice: An Investigation Based on the Theory of Planned Behavior. Journal of Digital Learning in Teacher Education. doi: 10.1080/21532974.2017.1347534

Koşar, G. (2023). An examination into pre-Service English-as-a-Foreign-Language teachers’ Self-Perceived technological-Pedagogical-Content-knowledge. E-Learning and Digital Media, 204275302311561. https://doi.org/10.1177/20427530231156169

Kurnianingsih, I., Rosini, R., & Ismayati, N. (2017). Upaya Peningkatan Kemampuan Literasi Digital Bagi Tenaga Perpustakaan Sekolah dan Guru di Wilayah Mataram Pusat Melalui Pelatihan Literasi Informasi. Jurnal Pengabdian Kepada Masyarakat (Indonesian Journal of Community Engagement), 3(1), 61-67 https://doi.org/10.22146/jpkm.25370

Kurniawati, N., Maolida, E. H., & Anjaniputra, A. G. (2018). The Praxis of Digital Literacy in the EFL classroom: Digital-Immigrant VS Digital-Native Teacher. Indonesian Journal of Applied Linguistics, 8(1), 28–37. https://doi.org/10.17509/ijal.v8i1.11459

Ma, Q., & Yan, J. (2022). How to empirically and theoretically incorporate digital technologies into language learning and teaching. Bilingualism: Language and Cognition, 25(3), 392–393. https://doi.org/10.1017/S136672892100078X

Mustofa, M., & Budiwati, B. H. (2019). Proses Literasi Digital terhadap Anak: Tantangan Pendidikan di Zaman Now. Pustakaloka, 11(1), 114-130. https://doi.org/10.21154/pustakaloka.v11i1.1619

Muyasaroh, M., Ladamay, O. M. M. A., Mahfud, C., Mustakim, M., & Sejati, Y. G. (2020). The Utilization of Gadget in Maintaining Prophetical Values in Millennial Generation. International Journal of Psychosocial Rehabilitation, 24(4), 5602–5615. https://doi.org/10.37200/IJPR/V24I4/PR201655

Nur, M. (2019). Best Practice Implementasi Kurikulum pada Sekolah Alam Insan Mulia (Saim) Surabaya. Jurnal SMART (Studi Masyarakat, Religi, dan Tradisi), 5(1), 15–27. https://doi.org/10.18784/smart.v5i1.744

Nurjanah, E., Rusmana, A., & Yanto, A. (2017). Hubungan Literasi Digital dengan Kualitas Penggunaan E-Resources. Lentera Pustaka: Jurnal Kajian Ilmu Perpustakaan, Informasi dan Kearsipan, 3(2), 117-140. https://doi.org/10.14710/lenpust.v3i2.16737

Oriogu, C. D. (2018). The use of mobile devices in learning foreign languages : Survey of a private university," Library Philosophy and Practice (e-journal), vol. 2. 2018

Pratiwi, N., & Pritanova, N. (2017). Pengaruh Literasi Digital terhadap Psikologis Anak dan Remaja. Semantik, 6(1), 11-24. https://doi.org/10.22460/semantik.v6i1.p11-24.250

Riani, D., Mayuni, I., & Sulistyaningrum, S. D. (2018). Cultural Literacy Praxis in Teaching and Learning English at SMPN 14 Padang. International Journal of Language Education and Cultural Review (IJLECR) e-Jurnal, 4(2), 137–142. http://journal.unj.ac.id/unj/index.php/ijlecr/article/view/8527

Rodliyah, R. S. (2018). Vocational School EFL Teachers’ Practices of Integrating ICT Into English Lessons: Teachers’ Voices. Indonesian Journal of Applied Linguistics, 8(2), 418–428. https://doi.org/10.17509/ijal.v8i2.13309

R. Simpson and O. A. Obdalova, "New technologies in higher education – ICT skills or digital literacy ?," Procedia - Soc. Behav. Sci., vol. 154, pp. 104–111, 2014.

Sadaf, A. & Johnson, B. L. (2017). Teachers’ beliefs about integrating digital literacy into classroom practice: An investigation based on the theory of planned behavior," J. Digit. Learn. Teach. Educ., vol. 33, no. 4, pp. 129–137,.

Setyaningsih, R., Abdullah, A., Prihantoro, E., & Hustinawaty, H. (2019). Model Penguatan Literasi Digital Melalui Pemanfaatan E-Learning. Jurnal ASPIKOM, 3(6), 1200-1214. https://doi.org/10.24329/aspikom.v3i6.333.

Samantha, S.M. (2015). "Digital literacy in the classroom: Teachers’ attitudes towards technology and the language curriculum," A research paper submitted in conformity with the requirements For the degree of Master of Teaching Department of Curriculum, Teaching and Learning Ontario Institute for Studies in Education of the University of Toronto, Apr 2015.

Supratman, L. P., & Wahyudin, A. (2017). Digital Media Literacy to Higher Students in Indonesia. International Journal of English Literature and Social Sciences, 2(5), 51–58. https://doi.org/10.24001/ijels.2.5.7

Tadayonifar, M., & Entezari, M. (2020). Does flipped learning affect language skills and learning styles differently? E-Learning and Digital Media, 17(4), 324–340. https://doi.org/10.1177/2042753020931776

Tilson, J., Sandretto, S., & Pratt, K. (2017). Connecting Theory to Practice: Using Preservice Teachers’ Beliefs, Theories and Video-Recorded Teaching to Prompt a Cycle of Praxis.

Teaching and Teacher Education, 67, 454–463. https://doi.org/10.1016/J.TATE.2017.07.012 UNESCO. (2018). A Global Framework of Reference on Digital Literacy for Indicator 4.4.2. Information Paper, 51, 1–146. http://uis.unesco.org/sites/default/files/documents/ip51-global-frameworkreference-digital-literacy-skills-2018-en.pdf

Valkenburg, P. M., Koutamanis, M., & Vossen, H. G. M. (2017). The Concurrent and Longitudinal Relationships between Adolescents’ Use of Social Network Sites and Their Social Self-Esteem. Computers in Human Behavior, 76, 35–41. https://doi.org/10.1016/j.chb.2017.07.008

Xu, J., & Zhu, Y. (2023). Factors influencing the use of ICT to support students’ selfâ€regulated learning in digital environment: The role of teachers in lower secondary education of Shanghai, China. Psychology in the Schools, 1–20. https://doi.org/10.1002/pits.22938

Downloads

Published

2023-10-16

How to Cite

Rahman, A., Al-Qasri, S., & Ofara, W. (2023). Exploring Digital Literacy Practices in English Language Learning for Secondary Level Students. Journal of Languages and Language Teaching, 11(4), 722–734. https://doi.org/10.33394/jollt.v11i4.8939

Issue

Vol. 11 No. 4 (2023)

Section

Articles

Citation Check

License

License and Publishing Agreement
In submitting the manuscript to the journal, the authors certify that:

  1. They are authorized by their co-authors to enter into these arrangements.
  2. The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
  3. That it is not under consideration for publication elsewhere,
  4. That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
  5. They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
  6. They agree to the following license and publishing agreement.

Copyright
Authors who publish with JOLLT Journal of Languages and Language Teaching agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal. 
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.

Licensing for Data Publication

JOLLT Journal of Languages and Language Teaching uses a variety of waivers and licenses, that are specifically designed for and appropriate for the treatment of data:
Other data publishing licenses may be allowed as exceptions (subject to approval by the editor on a case-by-case basis) and should be justified with a written statement from the author, which will be published with the article.

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.