MAP Social Sciences (MAPSS) / Volume 3 / Issue 1

ORIGINAL RESEARCH PAPER

The Facilitation of Digital Literacy in EFL Classes

by Rosina Preis 1 ORCID ID for Rosina Preis , Barbara Geyer 2 ORCID ID for Barbara Geyer

1 University of Applied Sciences Burgenland, Eisenstadt, Austria
2 University of Applied Sciences Burgenland, Eisenstadt, Austria

ABSTRACT

Digital literacy has become an essential form of literacy for the students of the 21st century. This development had been significantly accelerated by the Covid- 19 pandemic, when all students in Austria had to switch to distance learning at some point between the years 2020 and 2022. Based on a web-based survey conducted among Austrian EFL students, this paper aims to investigate the current status of digital literacy among 5th and 6th grade EFL students from their perspective. A special focus is placed on students who have received a digital device for e-Learning purposes within the school year 2021/2022. The following key results were observed: Students have a generally positive attitude towards e-Learning that also shows a connection to their level of digital skills. Furthermore, there are significant differences in experiences and attitudes toward e- Learning based on grade level. Further research into manifold areas of digital literacy could be beneficial in order to gain a deeper understanding of the topic and practical assistance for educators and students.

Keywords: Digital literacy, digital competences, English, EFL, self-assessment, language learning

HOW TO CITE THIS ARTICLE
Preis R., Geyer B. (2023). The Facilitation of Digital Literacy in EFL Classes, MAP Social Sciences, 3(1), 25-32. doi: https://doi.org/10.53880/2744-2454.2023.3.1.25

MAP Social Sciences

Volume 3 / Issue 1

ISSN: 2744-2454/ © The Authors.
Published by MAP - Multidisciplinary Academic Publishing.

Article Submitted: 08 February 2023
Article Accepted: 26 February 2023
Article Published: 27 February 2023


Correspondence concerning this article should be addressed to the author(s).

DOI: https://doi.org/10.53880/2744-2454.2023.3.1.25

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