Technology-Based Language Learning: Investigation of Digital Technology and Digital Literacy

The use of digital technologies in developing the four language skills in English classrooms has not been sufficiently researched. Furthermore, the COVID-19 pandemic has highlighted the importance of digital technology and digital literacy in teaching and learning English. This study aims to firstly...

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Autores principales:	Hussien Mohamad Alakrash, Norizan Abdul Razak
Formato:	article
Lenguaje:	EN
Publicado:	MDPI AG 2021
Materias:	digital technology technology-based learning English learning English teaching Malaysia fourth industrial revolution (4.0) Environmental effects of industries and plants TD194-195 Renewable energy sources TJ807-830 Environmental sciences GE1-350
Acceso en línea:	https://doaj.org/article/aff8116696344bb28b2c4ad5b840b06c
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id	oai:doaj.org-article:aff8116696344bb28b2c4ad5b840b06c
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spelling	oai:doaj.org-article:aff8116696344bb28b2c4ad5b840b06c2021-11-11T19:50:56ZTechnology-Based Language Learning: Investigation of Digital Technology and Digital Literacy10.3390/su1321123042071-1050https://doaj.org/article/aff8116696344bb28b2c4ad5b840b06c2021-11-01T00:00:00Zhttps://www.mdpi.com/2071-1050/13/21/12304https://doaj.org/toc/2071-1050The use of digital technologies in developing the four language skills in English classrooms has not been sufficiently researched. Furthermore, the COVID-19 pandemic has highlighted the importance of digital technology and digital literacy in teaching and learning English. This study aims to firstly investigate the applications of digital technology and the level of digital literacy in learning and teaching English. Secondly, to measure the significant differences between EFL teachers and students in their usage of technology and digital literacies in English classrooms. Two questionnaires were distributed to 150 students and 40 teachers. The data were analyzed descriptively using SPSS 23.0. The findings show that students’ use of digital technology was the highest in learning vocabularies and lowest in reading skills, while teachers’ highest use was for general teaching practices and lowest for reading skills. Participants have high digital literacies. The findings supported the null hypotheses related to the significant difference between usage of digital technology for language pedagogy. These findings offer implications for policymakers towards designing plans to integrate digital technologies in the language classrooms of marginalized societies such as B40 in Malaysia.Hussien Mohamad AlakrashNorizan Abdul RazakMDPI AGarticledigital technologytechnology-based learningEnglish learningEnglish teachingMalaysiafourth industrial revolution (4.0)Environmental effects of industries and plantsTD194-195Renewable energy sourcesTJ807-830Environmental sciencesGE1-350ENSustainability, Vol 13, Iss 12304, p 12304 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	digital technology technology-based learning English learning English teaching Malaysia fourth industrial revolution (4.0) Environmental effects of industries and plants TD194-195 Renewable energy sources TJ807-830 Environmental sciences GE1-350
spellingShingle	digital technology technology-based learning English learning English teaching Malaysia fourth industrial revolution (4.0) Environmental effects of industries and plants TD194-195 Renewable energy sources TJ807-830 Environmental sciences GE1-350 Hussien Mohamad Alakrash Norizan Abdul Razak Technology-Based Language Learning: Investigation of Digital Technology and Digital Literacy
description	The use of digital technologies in developing the four language skills in English classrooms has not been sufficiently researched. Furthermore, the COVID-19 pandemic has highlighted the importance of digital technology and digital literacy in teaching and learning English. This study aims to firstly investigate the applications of digital technology and the level of digital literacy in learning and teaching English. Secondly, to measure the significant differences between EFL teachers and students in their usage of technology and digital literacies in English classrooms. Two questionnaires were distributed to 150 students and 40 teachers. The data were analyzed descriptively using SPSS 23.0. The findings show that students’ use of digital technology was the highest in learning vocabularies and lowest in reading skills, while teachers’ highest use was for general teaching practices and lowest for reading skills. Participants have high digital literacies. The findings supported the null hypotheses related to the significant difference between usage of digital technology for language pedagogy. These findings offer implications for policymakers towards designing plans to integrate digital technologies in the language classrooms of marginalized societies such as B40 in Malaysia.
format	article
author	Hussien Mohamad Alakrash Norizan Abdul Razak
author_facet	Hussien Mohamad Alakrash Norizan Abdul Razak
author_sort	Hussien Mohamad Alakrash
title	Technology-Based Language Learning: Investigation of Digital Technology and Digital Literacy
title_short	Technology-Based Language Learning: Investigation of Digital Technology and Digital Literacy
title_full	Technology-Based Language Learning: Investigation of Digital Technology and Digital Literacy
title_fullStr	Technology-Based Language Learning: Investigation of Digital Technology and Digital Literacy
title_full_unstemmed	Technology-Based Language Learning: Investigation of Digital Technology and Digital Literacy
title_sort	technology-based language learning: investigation of digital technology and digital literacy
publisher	MDPI AG
publishDate	2021
url	https://doaj.org/article/aff8116696344bb28b2c4ad5b840b06c
work_keys_str_mv	AT hussienmohamadalakrash technologybasedlanguagelearninginvestigationofdigitaltechnologyanddigitalliteracy AT norizanabdulrazak technologybasedlanguagelearninginvestigationofdigitaltechnologyanddigitalliteracy
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Technology-Based Language Learning: Investigation of Digital Technology and Digital Literacy

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