Exploring digital literacy in ESP tourism presentations using importance-performance analysis

Abstract

This study investigates the development of digital literacy in ESP tourism education using Importance-Performance Analysis (IPA). A pre-post survey and semi-structured interviews were conducted after the course with 32 under graduates enrolled in a Digital Tourism English course. Results revealed significant gaps in self-regulation and information literacy, while AI and multimodal literacies improved. The IPA matrix identified clear instructional priorities, highlighting the need for systematic support. The study suggests integrating Bloom’s Digital Taxonomy to enhance critical thinking and proposes pedagogical implications for tourism English instruction.