RESEARCH ARTICLE

published: 12th October 2022

doi: 10.21070/jees.v7i2.1670

Original research article digital

literacy in EFL learning: University
students’ perspectives
Intan Pertiwi, Rojab Siti Rodliyah*
English Education, School of Postgraduate Studies, Faculty of Language and Literature, Universitas Pendidikan
Indonesia

The 21st century has widely opened the opportunity for society, specifically in the
educational party, to excel their performance in digital literacy. This relates to the
competence required in accessing information using media and ICT tools in the
process of learning. Technology integration in EFL learning has been a common
issue, yet studies in digital literacy in language learning are still scarcely being
conducted. This study explores university students’ digital literacy skills and their
perspectives on digital literacy in EFL learning. Two instruments were utilized
through a qualitative method, including a questionnaire and interview. The findings
showed some aspects of digital literacy influencing students’ EFL learning. This
involves students’ information literacy, ICT and media literacy, and their
perspectives on digital literacy. The result indicated that EFL university students are
encouraged to apply digital literacy since almost all learning components are
integrated with digital technologies. As a consequence, they showed high
awareness to keep up with the latest issue on digital literacy in their EFL learning.
Keywords: digital literacy, EFL learning, technology-enhanced language learning

INTRODUCTION
ISSN 2503 3492 (online) Digital literacy is perceived as one of the demanding skills needed by 21st-century society
based on the World Economic Forum in 2015 (Kementerian Pendidikan dan Kebudayaan,
*Correspondence:
2017). This has to do with the ability to understand technology, media, and information, as
Rojab Siti Rodliyah
[email protected]
well as communication skills, to create and share meaning, to analyze and evaluate the
knowledge available on networked digital resources (Hague & Williamson, 2010). The
Received: 5th April 2022 prominence of having digital literacy is also the result of the enormous growth of internet
Accepted: 19th September 2022 users. A survey revealed that in 2022, 77,2% of Indonesia’s population are penetrated with
Published: 12th October 2022
internet, and they are active users which grow higher than the previous years (APJII, 2022).
Citation: This indicates that nearly most of our societies rely on the internet and technology for
Pertiwi, I., & Rojab Siti, R. (2022). their various activities. Consequently, the need to educate society about digital literacy is
Original research article digital literacy urgently required. To begin with, the educational institution is the one that has an influential
in EFL learning: University students’
role in manifesting and teaching the future generation the value of being literate in digital.
perspectives. JEES (Journal of English
This is because the education domain is also directed through the process of globalization
Educators Society), 7(2).
https://doi.org/10.21070/jees.v7i2.1670
along with digital tools outreached mastery (Martin, 2006). The requirement to adapt to the
development of digital technology is to prepare students, particularly at a higher education
level, to be successful in the near future, such as in their work careers and living with society.
This is also in line with the fact that digital literacy helps students engage with the world of
competition and cope with the growing competitiveness in the digital era (Komlayut &
Srivatanakul, 2017).
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Intan Pertiwi, Rojab Siti Rodliyah Original research article digital literacy in EFL learning: University ………

Conversely, the importance of mastering digital literacy participate (Facebook closed group), a good chance to foster
is not limited to a particular subject or lesson students students’ ownership in developing writing skills (blogs), to
learned, yet in language learning, it is also indisputable. In develop spontaneous and authentic oral communication
addition, there are demands for language learners to develop (Skype), and offer intimacy and immediacy to nurture a
digital literacy skills and language-learning strategies in dynamic community of learners to feel togetherness and
technology-enhanced language learning (TELL) accessibility (WhatsApp, a messaging platform).
environments (Son et al., 2017). In the early times, the Referring to previous studies on the practice of digital
application of technology in language learning was limited literacy in EFL context, most studies employed the
to grammatical drills, lexical games, transformation framework of digital literacy which tends to be general in a
exercises, and restricted to autonomous student-computer sense. Thus, it might be less contextual to the research
interaction (Brett & González-Lloret, 2009). However, carried out in the scope of students’ learning. The
nowadays, the practice of language education aided with aforementioned studies have not offered concrete illustration
technology has expanded, such as facilitating human-to- of sort practices that might represent stages that can be
human communication and offering them to practice their achieved as the essential skills of digital literacy. As it is
language acquisition with some programs such as websites, asserted, digital literacy is defined past the mastery of
the internet, blogs, wikis, podcasts, and so forth (Brett & technical digital tools and technologies usage, yet skills,
González-Lloret, 2009; Dudeney & Hockly, 2007; Johnson, knowledge, and understanding technology media,
2017). This has a significant value because the information information, and communication usage, requiring both
students absorb comes from huge resources with multiple cognitive and technical skills (American Library
formats on the internet, and thus, they will explore their Association, 2013; Hague & Williamson, 2010; Jones &
literacy and language skills wider instead of the discrete Hafner, 2012).
ones. In this case, it is then expected that today’s English In addition to that, the previous studies limited their
classroom goes beyond single literacy, yet diverse areas subject that is teachers or student teachers as the subject or
exist in literacies, such as technology, multimedia, participant of the study. Therefore, this study expects to fill
relationship, and culture (Shoffner et al., 2010). As a result, the gap by employing a framework by (Trilling & Fadel,
students are encouraged to perceive digital literacy as a 2009) consisting of Information Literacy, Media Literacy,
predominant skill and to be the basis for supporting their and Information and Communication Technology (ICT)
language learning in today’s era. Literacy, as well as involving EFL students of postgraduate
Studies on digital literacy in EFL learning have been study to be the participant. This is because the influence of
conducted by some researchers. One study by (Kurniawati et digital technologies continues to be developed and
al., 2018) investigated the practice of digital literacy in EFL expanded, not only in the process of teaching, learning and
classroom of senior high school teachers from two research, but also the colleges and universities are needed to
generations, that is digital immigrant and digital native in be ensured that students can both use digital tools and
Indonesia. Employing ACOT (Apple of Classroom of critically consume and create a variety of content to reach
Tomorrow) framework, consisting of a series of technology the digital literacy skill (Feerrar, 2019).
utilization for teaching and learning that is categorized into A similar study once has been conducted by (Son et al.,
five classifications: Entry, Adoption, Adaptation, 2017) yet it limited on the quantitative discussion on the
Appropriation, and Invention, finding showed both teachers level of digital literacy skills students have. However, the
were at the Adaptation stage in terms of their digital literacy framework used by (Son et al., 2017) was represented the
based on the utilization of digital media in assisting students' framework employed in this study in order to further
learning. This indicated that teachers who are native in examined students’ perspective about Information Literacy,
digital technology do not guarantee that their developmental Media Literacy and ICT Literacy as three of digital literacy
stages of digital literacy are superior, but experience and skills they require to possess in relation with their experience
teacher training do (Kurniawati et al., 2018). of digital literacy in EFL learning. Thus, instead of focusing
Another study by (Durriyah & Zuhdi, 2018) explored the merely on measuring students’ digital literacy skill level, this
digital literacy practice of the EFL student teachers. They study was attempted to examine students’ perspective
investigated these student teachers’ perceptions about the through a qualitative method, as well as the benefits and
use of digital technologies and how they learned about constraints they experience during the learning through
theories and practices behind the use of digital technologies digital technologies.
in teaching and learning. Results showed that these student Definition of Digital Literacy
teachers referred to their personal experience in selecting
Digital literacy is defined as the ability to use information
digital technologies as potential tools for their teaching and
and communication technologies in a critical thinking way
learning. In addition to the result, these student teachers
(American Library Association, 2013). This involves
selected Facebook, blogs, Skype, and WhatsApp as the
knowing digital tools and using the information and
popular digital technologies they can use to prepare to teach
communication technologies to find, evaluate, create, and
in the units contained in a junior high English textbook. This
communicate information, through both cognitive and
perception was perceived based on student teachers’ sharing
technical skills (American Library Association, 2013; Hague
thought, where these technologies offer a safe feeling to
& Williamson, 2010; Jones & Hafner, 2012)
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In similar vein, digital literacy has also been defined as the utilization of digital technologies like computers, media
practice of doing communication, relation, and sharing players, and sort to be appropriately accessed, integrated and
thought and being associated with digital media (Jones & evaluated.
Hafner, 2012). It is concluded that, digital literacy is marked In conclusion, digital literacy is defined as the ability to
as individuals’ awareness, attitude and ability, to understand and use credible information, produce and
appropriately use digital tools and facilities to identify, receive media in multiple formats and be able to utilize the
manage, evaluate, and synthesize digital resources to information and communication technology for learning.
establish new knowledge through creating and From the aforementioned definitions of terms by the experts,
communicating it with others (Martin, 2006). In short, the it can be concluded that digital literacy is not merely a single
aforementioned digital literacy leads to the understanding skill that students need in order to adapt with the use of
and use of technology for learning, starting by searching and technology in learning. Digital literacy then appears as a
critically evaluating the information to be the learning skill to contribute to human development in this disruption
sources, creating the sources into digital media, and the last, era by integrating some aspects related to it, for example
presenting and communicating it with their peers. Therefore, information literacy, media literacy, and also ICT or
(Trilling & Fadel, 2009) categorize 3 components inside information and communication technology literacy.
digital literacy skills students should own as it comes to the In EFL learning, this skill is essential in order to prepare
learning process. They are Information Literacy, Media students with an abundance of learning resources they need
Literacy, and Information and Communication Technology to pick as their supporting materials. In addition, since
Literacy. These three divisions in digital literacy are students are now frequently exposed to digital media,
explained further in the following: learning English is supposed to be promoted through the
A. Information Literacy integration of digital media and technology, as a lead to
Students should be literate with the term information enhanced outcomes for students, and support the interactive
literacy, which demands them to access information process of learning. Finally, digital literacy in English
efficiently (time) and effectively (sources), evaluate learning is expected to contribute to the effectiveness of
information critically and competently, as well as use and students’ learning activities in today’s society.
manage it accurately and creatively. Similarly, in language
learning, the ability to cope with information literacy should
METHODS
be established. As students seek out information or
references, they have to assure that the sources are credible, Research Design
accurate, and reliable. They also have to decide which Throughout this study, a qualitative method was deployed in
information is most useful and interesting and how to order to acquire the related information from the participants
organize and display it to keep them engaged. regarding their perspectives about digital literacy in EFL
B. Media Literacy learning. This aims to explore and understand the meaning
Students need to perceive how to apply the media resources of an individual or group, where the process of research
available for learning, and to create compelling and effective includes questions, procedures, purposeful sampling,
communication products such as videos, audio podcasts, and collection of open-ended data, analysis of text or picture,
Web sites. “Media literacy” is defined as a medium to representation of information in figures and tables (Creswell,
present the message. The messages can be in the form of 2009). Hamied, 2017 further claimed qualitative research
print, graphics, animation, audio, video, Web sites, and so involves bottom-up approach or inductive reasoning which
on. The crafting of the message should consider the “look is begun from observations and measures, patterns and
and feel” of a Web site, for example, and the impacts the regularities detection, and ended up with general conclusions
media message has on audiences based on the purpose. How or theories. In this research, the aim of this study is to
to design and create Web pages, graphics, animations, explore EFL university students’ perspective on digital
videos, and games (including selecting the right digital tools literacy skill in their EFL learning. Utilizing two
for the tasks), and choosing appropriate communication instruments, questionnaire and interview, this research
methods to promote their work to other students. This is started by administering the questionnaire to 22 EFL
related to interpreting and valuing the message differently university students in a public university in Bandung,
through the utilization of media. Indonesia, followed by conducting an interview to them
C. Information and Communication Technology Literacy based on the purposeful sampling. This aimed to proceed
Using appropriate tools well for learning is expected. A students’ perspective regarding digital literacy that were
number of international organizations have been at work for delivered through questionnaire, and then acquired their
decades to help close the world’s digital learning divides and response deeper through an interview session.
provide guidance on how to use ICT tools for learning. As Data Collection
an example, the International Society for Technology in
Collecting data throughout the questionnaire allowed the
Education (ISTE) dedicated to helping integrate ICTs into
researcher to collect a number of data in a relatively short
the daily work of schools and education systems involving
amount of time. Upon this study, though qualitative data was
students, teachers, and administrators. This reflects the

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deployed, questionnaire was still used in order to quickly practice their digital literacy skill, and their experience of
gather the general data of a huge number of the subject learning activity through digital platforms. In the second
participants. The data from questionnaires was involved at section, the questions focused on the participants’
the beginning to portray students’ understanding of digital information literacy. While in the third section, the
literacy categories, that is derived from the framework by researcher asked about participants’ ICT and media literacy
(Trilling & Fadel, 2009) regarding Information Literacy, skills. In the fourth section, the researcher highlighted the
Media Literacy, and Information and Computer benefits and constraints in digital literacy experienced by the
Technology). participants. At last, the fifth section contributed as the main
The questionnaire is a written collection of self-report point to figure out the perspectives of the participants on
questions to be answered by a selected group of research digital literacy in English language learning. The
participants (Hamied, 2017). In addition, the in-depth questionnaire distributed to the respondents or participants
interview was conducted to gain more understanding from showed their digital literacy skill and thus it was needed as
the participants. It also aimed to clarify and confirm more the guidance to conduct the following data collection, which
regarding their answer, after they had finished fulfilling the was an interview to gain more understanding on their
questionnaire. It is supported by (Cohen et al., 2007) in answer.
which the questionnaire will be given to all the participants b. Interview List
who are willing to participate, and continued to the semi- The urgency of conducting the interview was due to the fact
structured interviews, to those who are considered as that there were more phenomena which could be conveyed
knowledgeable through open-ended questions. Silverman, from the participants in order to gain deep understanding
1993 claims the importance of open-ended interviews, that is about their perspectives on digital literacy practice. The
to enable respondents to demonstrate their unique way of questions encompassed 5 main questions on digital literacy.
looking at the world based on the respondent’s definition. The first question asked about the participants’ general
By conducting interview, the participants could expand and perception in using digital media and technology in language
elaborate their responses toward the deeper questions learning. The second question gained deeply to which
regarding their perspectives on digital literacy in their EFL extends their digital literacy could influence their language
learning. learning. The third question inquired about the participants’
Participant information literacy, media literacy and ICT literacy skills.
The fourth and fifth questions were sequentially asked about
The participants of this study involved 22 university
the benefits and constraints of being digital literate by means
students in English Education or English Literature major
of using digital technology in the participants’ language
from one public university in Bandung, Indonesia. The
learning activity.
students involved in the study sat on the first semester,
where most of the courses were in relation to research. Procedures
Therefore, the digital literacy skill which involves the ability The data collections were carried out by distributing the link
to search for information, create media and activity on of the questionnaire made up from Google form through an
information and communicate it in digital technology is instant message application (Whatsapp) to the respondents to
applied. Therefore, the selection of the sample was based on suit the sample. The distribution of the questionnaire was
purposive sampling (Creswell, 2009) where the researcher done on November 9, 2021, while the interview was
investigated the case based on her need to study, that was conducted on November 11, 2021. Upon the distribution of a
exploring EFL university students’ digital literacy in EFL web questionnaire, it would help the researcher gather the
learning. This is in line with the assertion that the researcher data in a more effective and efficient way. In addition to
handpicks the sample on the basis of judgment and the that, an in-depth interview was also conducted after the
satisfaction to the researcher’s specific needs (Cohen et al., researcher collected the questionnaire given previously.
2007).
Data Analysis
Instrumentations
The data were analyzed through coding procedures. It is part
As the main source for collecting the data, the instruments of data analysis which aims to conceptualize and categorize
used by the researcher were questionnaire and interview. the data (Hamied, 2017). The stage involves examining or
a. Questionnaire on Digital Literacy (Son et al., 2017) observing the data from the questionnaire and interview,
The questionnaire was adapted from the previous research giving labels to the individual phenomenon, and then
done by (Son et al., 2017). The questionnaire encompasses 5 analyzing and describing the data through answering the
sections in which the researcher expected it to be feasibly problem from the research question.
answered by the participants. At first, the researcher
gathered the profile of the participants, which became the
prominent consideration to represent the sample of the RESULTS AND DISCUSSION
study. In the first section, the researcher attempted to Upon the research question “what are the university’s
acknowledge the participants regarding their habit of using students’ digital literacy skill?”, it was found that university
technology, the types of digital application they use to students tend to develop their digital literacy skills in

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Intan Pertiwi, Rojab Siti Rodliyah Original research article digital literacy in EFL learning: University ………

language learning through some aspects. Throughout the Figure 2 represents the participants selected online
questionnaire distributed and interview administered to the dictionaries, social media, and YouTube respectively to be
respondents, the findings and discussion are provided more the frequent application used for their learning (95% voters).
detail in the following:
The participants stated that online or electronic dictionaries
Students’ Information in the Frequency of Using Digital helped them in comprehending the material in language
Technology learning, the same as social media and YouTube. It is then
Figure 1, looking up the result of the frequency of using ICT followed by the instant message (86%), world wide web
experienced by students, the majority of students were browser (82%), email (73%), digital book or E-book (68%),
acknowledged to frequently experienced the use of a
language learning management (68%), and language
personal computer (PC) or laptop, mobile devices, with
internet accessibility at home. It was known that they tended learning websites (64%). This indicated that digital
to use mobile phones as the most frequent technology they technology adequately contributes to the enhancement of
used for their learning with 21 responses dominating it. The participants’ language learning. The participants admitted
basis mastery of digital literacy is related to the use of the from the interview session, that, using language learning
digital technologies to aid them in searching for information, applications especially those related to EFL learning like
creating media in multiple formats, and also to be able to use Oxford online dictionaries, Merriam Webster, BBC learning
ICT media and technologies. Thus, by recognizing students’ English, social media like Instagram could expose them with
frequency in using technology for their language learning, it English learning material either spoken or written better.
can contribute to the understanding of digital literacy better.
This is supported by (Gonzalez-Acevedo, 2016) who
This is in line with the previous study done by (Hafifah &
claimed that by using technology-enhanced gadgets would
Sulistyo, 2020), they revealed that there was a significant
correlation among internet frequency usage with be aiding in the development of trans disciplinary skills,
participants’ ICT literacy level, in which it disclosed the media literacy, while proving to be effective and engaging
evidence that the more frequent participants implement the tools in the EFL learning setting. The participants felt
ICTs, the more literate they will become. engaged when they were learning through these kinds of
applications with pleasure and originality of the material to
enhance their language skills.
Students’ Learning Activity Through Digital Technology

FIGURE 1 | Students’ Frequency in Using ICT for Learning

Students’ Types of Language Learning Applications

FIGURE 3 | Learning Activities Experienced by Students through

Digital Technology

From the result of participants’ types of learning activity

in Figure 3, they mostly use digital media and technology to
experience an online group discussion forum (77%), share
information (77%), presentation (73%), and work on
assignment (73%). Based on the previous result, it implied
that digital literacy in EFL learning promotes students with a
new culture in digital technologies to perform a number of
experiences through digital technology and applications. The
result showed that the type of learning activities helped them
do discussion, share information, presentation, and work
FIGURE 2 | Learning Applications Used by Students in Language
Learning assignment virtually beyond the conventional classroom,
accordingly to the digital learning applications they selected
earlier. It is further agreed that learning through technologies

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offers time to focus on the 21st century skills that requires acceptable to good literacy skill. It is known from the result
more interaction among learners while providing tools to that is described from the following figure. It is quoted that
further build their skills on online collaboration, digital literacy is associated with computer skills, whilst
communication, leadership, social and cross-cultural activity others see it involving the kind of critically ascribed to
(Trilling & Fadel, 2009). This phenomenon is also a proof media literacy (Belshaw, 2011).
that the application of new technology enables learners to
increase opportunities to receive feedback from software
tutors, teachers, and peers to reflect on their own learning
process and be guided toward their progressive revisions in
order to improve their learning (Bransford et al., 2004).
Students’ Information Literacy Skill
On the next result and discussion, the researcher inquired
about the participants’ information literacy skills. They were
asked to rate their information literacy skills into some
categories. The first question was about finding and
accessing information from the internet effectively and
efficiently. The second question was regarding how they
evaluate the information. While the third question regarding
FIGURE 5 | Students’ ICT and Media Literacy Skill
the ability to decide which information suit their need.
From the figure 5 above, the students mostly were good
at ICT and Media literacy skill. Out of 22 respondents 50%
and more performed good literacy in ICT and Media from
word processing, learning management systems, emails,
dictionaries, and so fort. This is reflected from the mean of
their literacy in ICT and media that ranges from 1 as never
use, 2 as poor, 3 as acceptable, 4 as good, and 5 as advance.
The implication of recognizing students ICT and media
literacy is to indicate that students possess the ability in
FIGURE 4 | Students’ Information Literacy Skill dealing with a sort kind of digital literacy aspect. It is
significant since students are always displayed by the use of
Figure 4. In the first question, it generally presented that ICT and media in their daily activities. Thus, to balance,
the majority of students already had good information students need also to promote them in their language
literacy skills, since they could find and access information learning, how to transform the information into multiple
from the internet effectively and efficiently (55%), evaluate format which can be accessed by them for learning. This is
the credibility of information (59%), and decide the most confirmed by (Trilling & Fadel, 2009) referring to media
useful information (68%). This is supported by (Martin, literacy as a need to be perceived by students for learning,
2006) that being literate in digital means knowing the create compelling and effective communication products
knowledge of how particular communication technology such as video, audio, podcast, and other multi literacy types.
affect the meanings they convey, and it needs the ability to
analyze and evaluate the knowledge available on the web. Students’ Perspectives on the Benefits and Constraints in
The significance of students’ information literacy is to Using Technology to Perform their Digital Literacy in
point out how the information spread through digital media EFL Learning
can be well used by the participants to avoid uncredible For the next research questions, “what are the university’s
sources. Furthermore, as it comes to learn English, the students’ perspectives on digital literacy skill in their EFL
participants may find sources which are not relevant to learning?”, it was found that university students tend to
improve their language learning, thus, any information encourage and take some benefits to their EFL learning
related to learning field should be filtered in order to support throughout digital literacy, though constraints cannot be
them with credible sources as their knowledge. avoided. Digital literacy certainly opens both challenges and
opportunities for schools and educators as they seek to apply
Students’ ICT and Media Literacy Skill
the skill to engage students assist their learning (Hague &
From the ICT and media literacy perspectives, students Williamson, 2010).
indicated themselves as those who range from having

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Based on the students’ perspective on the benefit of that the majority of students obtained a high frequency of
digital literacy skill in using technology for language using digital technologies with various learning application
learning, more than a half of the respondents agreed that the to conduct their learning experiences in EFL classroom. In
use of technology for language learning can increase their addition to the main digital literacy skill, the information
motivation and provides them with wide variety of sources, literacy EFL university students obtained were also high
provide either collaborative or independent learning, easy, based on the self-assessment they filled. These includes the
effective and efficient to use, promote communicative and ability to search, evaluate, and decide which information is
interactive activity, and build creativity as well as critical the most useful. In addition, the media and ICT literacy of
thinking. Understanding various digital tasks and the degree EFL university students were also various in which it
to which it can be manipulated through technology is one determines the ability of students to cognitively and
benefit to reach the learning objectives in language learning creatively utilized several ICT and digital learning media
(Cote & Milliner, 2018). during their learning. In the last, it was acknowledged that
Based on the interview, it shows that majority of the benefit of having digital literacy skill and the ubiquitous
students realized that constraints cannot be avoided when of digital technology provided either collaborative or
technology integrated in their learning. Lack of skill and independent learning, easy, effective and efficient usage,
knowledge still become common issue to observe and communicative and interactive activity, and creativity as
overcome, followed by too much information spread out, well as critical thinking. Yet, lack of skill in mastering
restriction in some sources, distraction, cost, addiction, and particular digital technologies become the barrier these EFL
technical error contribute as problem they encountered. university students experienced.
However, since technology developed rapidly from time to
time, the respondents who are mostly students’ teacher
mostly felt left behind when there is another technology to
CONCLUSION
learn, and they need time and help from other people who Based on the study conducted, university students reflected
are expert on the particular technology, and further to learn their perspectives in digital literacy in EFL learning into
about it. some major aspects. They include information literacy,
media literacy, and ICT literacy. Following the result, the
Students’ Perspective on Digital Technology in Language participants have positive perspectives on digital literacy in
Learning EFL learning. This can be obtained from the data showed
that the participants performed good literacy skill in digital
All of students tend to be well conscious on what digital information, media and ICT based on the questionnaire they
literacy is based on the interview conducted by the filled out and with the interview carried out.
researcher. By knowing their perspectives in digital literacy, Furthermore, participants perceived that digital literacy is
they seemed to be enjoyed and comfortable with this new important since it deals with the ability to access
term, also they claimed that they could be aware and not feel information, evaluate and use it critically and effectively to
threatened when the new technology appeared. Similarly, suit their need. The participants seemed to be good at
tackling with this issue. Moreover, as it comes to the ICT
they would like to learn and they assure how important
and media literacy, they share their good ability in utilizing
being digital literate is in terms of improving their language them as it is known from the result of the study.
learning. Thus, based on their perspective they insist to From their perspectives on digital literacy in EFL
instill their learning with the use of digital technology. As learning, most of them would say that they enjoy and feel
future language teachers, the researcher assures the support comfortable, are aware of digital types, will to learn, and
by (Cote & Milliner, 2018) that EFL university students even suggest that digital technology could be integrated into
have high digital proficiency level of digital literacy, every aspect of education, specifically in language learning.
On the other hand, ever since digital literacy provides the
recognizing the beneficial contribution to their profession,
students with both challenges and advantages, the need for
and most are willing to develop their understanding and further researchers to conduct a similar study is urgent to
control of digital practices further. gain deeper knowledge on the issue of digital literacy, as
Thus, upon the result and the discussion above regarding well as how to solve the problem in the digital literacy-
the study of EFL university students’ digital literacy skill, it related language learning.
was acknowledged that EFL students already had good In conclusion, this study reported that digital literacy has
provided the students or participants with the ability and
digital literacy. This is proven by the result of their
awareness of having one of the essential skills for 21st
information literacy, media literacy, and ICT literacy that century society in their language learning activity. The
previously answered the research question that was exploration of digital literacy in EFL learning however
categorized as good in several aspects. In the first section, should be promoted not only in a higher level of education
regarding EFL university students’ habit, it was recognized but also to any level of education. This is regarded the fact

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that the younger generations are already digital native, and Gonzalez-Acevedo, N. (2016). Technology-enhanced-
thus, the praxis of digital literacy in EFL learning should be gadgets in the teaching of English as a foreign
permeated in order to prepare them to meet the criteria of language to very young learners. Ideas on
global citizens in the future. implementation. Procedia-Social and Behavioral
However, this study is limited in several ways. First, Sciences, 232, 507-513.
since this study was conducted in one of public universities Hafifah, G. N., & Sulistyo, G. H. (2020). Teachers’ ICT
in Bandung and with particular case, this study cannot be literacy and ICT integration in ELT in the Indonesian
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respondents. Thus, additional instrument such as an time researchers. UPI Press.
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ACKNOWLEDGEMENTS Komlayut, S., & Srivatanakul, T. (2017). Assessing digital
literacy skills using a self-administered questionnaire.
The researcher would like to thank all the participants Review of Integrative Business and Economics
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https://doi.org/10.1108/RSR-01-2019-0002

Journal of English Educators Society | jees.umsida.ac.id/index.php/jees 204 October 2022 | Volume 7 | Issue 2