
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
Related Articles:
Incorporating hypnotic suggestion into teacher education programs: Emotional and cognitive implications for teachers
Farshad Ghasemi
Australian Journal of Applied Linguistics Published: 31 December, 2019, Volume 2(3), 83–103.
What makes students speak Japanese in immersion programs?
Kumiko Katayama, Kayoko Hashimoto
Australian Journal of Applied Linguistics Published: 31 December, 2019, Volume 2(3), 104–120.
Voicing the academy
Davina Allison
Australian Journal of Applied Linguistics Published: 31 December, 2018, Volume 1(3), 102–117.
Theory of Mind development and narrative writing: A longitudinal study
Birgitta E. Svensson
Australian Journal of Applied Linguistics Published: 31 December, 2018, Volume 1(3), 118–134.
Incidental vocabulary learning through watching movies
Robert J. Ashcroft, Joseph Garner, Oliver Hadingham
Australian Journal of Applied Linguistics Published: 31 December, 2018, Volume 1(3), 135–147.
The Council of Europe Reference Framework of Competences for Democratic Culture:
Ideological refractions, othering and obedient politics
Ashley Simpson, Fred Dervin
Intercultural Communication Education Published: 20 December, 2019, Volume 2(3), 102–119.
"I don't want to be stereotypical, but..."
Norwegian EFL learners' awareness of and willingness to challenge visual stereotypes
Cecilie Waallann Brown
Intercultural Communication Education Published: 20 December, 2019, Volume 2(3), 120–141.
(Re)imagining a course in language and intercultural communication for the 21st century
Adriana Raquel Díaz, Paul J. Moore
Intercultural Communication Education Published: 29 December, 2018, Volume 1(3), 83–99.
Critical intercultural communication education: cultural analysis and pedagogical applications
Sofia A. Koutlaki, Zohreh R. Eslami
Intercultural Communication Education Published: 29 December, 2018, Volume 1(3), 100–109.
Advancing intercultural learning in world language education: Recent developments in pre-service teacher education in the U.S.
Paula Garrett-Rucks
Intercultural Communication Education Published: 29 December, 2018, Volume 1(3), 110–122.