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

Norizan Abdul Razak,Hussien Mohamad Alakrash

doi:10.3390/su132112304

Abstract

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.

Highlights

The increasing acceptance of digital technology has necessitated the promotion of foreign language learning and teaching, especially in areas where there is inadequate exposure to genuine resources and materials
In the English as a Foreign Language (EFL) context, the increasing relevance of the English language can be recognized in the employment and education sectors [5] and in consideration of the relevance of the English language in the EFL context, new language policies have been introduced by the governments such as the Saudi government, which demands that all students both at the high and the intermediate school levels to compulsorily study the English language [6]
The results show that the Kaiser–Meyer–Olkin Measure of Sampling Adequacy (KMO) values exceeded the recommended value of 0.6

Summary

Introduction

The increasing acceptance of digital technology has necessitated the promotion of foreign language learning and teaching, especially in areas where there is inadequate exposure to genuine resources and materials. Digital technologies have impacted various aspects of language learning, such as modern learning management systems [2] autonomous, self-paced, collaborative learning, as well as socio-constructivist target-language acquisition. For these aspects of language learning, the common ground remains the central premise of communicative language teaching; i.e., learning by participating/doing rather than just dictating [3,4]. Despite the great commitment of the Sustainability 2021, 13, 12304.

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Discussion

Conclusion