Volume 13, Issue 2 August 2017, pp. 77–96 
Regular Articles
Digital literacy of language learners in two different contexts
Jeong-Bae Son1, Sang-Soon Park2, & Moonyoung Park3
1 University of Southern Queensland, AUSTRALIA 
2 University of Southern Queensland, AUSTRALIA
3 Chinese University of Hong Kong, HONG KONG
DOI: https://doi.org/10.29140/jaltcall.v13n2.213
Abstract
This article discusses the concept of digital literacy and presents a digital literacy questionnaire containing questions related to the use of digital technologies and the level of digital literacy skills. It also reports the results of two studies that used the digital literacy questionnaire to investigate the digital literacy level of 100 English for academic purposes (EAP) students at a university in Australia and 70 English as a foreign language (EFL) students at a university in Japan and examine factors affecting their use of digital technologies for learning English. The findings of the studies provide some insights into the students’ awareness and use of digital technologies and their views of the use of digital tools and resources for language learning. Each group showed a different level of expectations and needs in their digital literacy skills with a different background and experience. It is suggested that the expectations and needs of respondents to the digital literacy questionnaire should be taken into account when the results of the digital literacy questionnaire are presented and interpreted in different contexts.
Copyright
© Jeong-Bae Son, Sang-Soon Park, Moonyoung Park
This work is licensed under a Creative Commons Attribution 4.0 International License.
Suggested citation
Son, J.-B., Park, S.-S., & Park, M. (2017). Digital literacy of language learners in two different contexts. The JALT CALL Journal, 13(2), 77–96. https://doi.org/10.29140/jaltcall.v13n2.213
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