Foreign Language Learning: A Study of Digital Literacy in Generation Z
Article Sidebar
-
Digital Literasi, Foreight language learning, Generation Z
Abstract
Background. The background of this research lies in the change in educational paradigm triggered by the use of technology in foreign language learning. Technology integration has great potential to increase students' engagement, motivation and understanding of the target language. Along with this, Generation Z, as a group of students who grew up in the era of digital technology, has become the object of study because of the tendency to use technology intensively in learning.
Purpose. This research has the general aim of exploring and understanding how digital literacy can be optimized in foreign language learning in Generation Z. Specifically, this research aims to identify patterns of technology use, detail the obstacles faced, and design solutions that can be implemented in increasing the digital literacy of students majoring in foreign languages.
Method. This research methodology carries a quantitative approach with a research design in the form of a survey. The use of questionnaires as research instruments was carefully designed to explore aspects of digital literacy. Data collection was carried out via the Google Form platform with the participation of 30 Generation Z students, which is expected to provide an in-depth perspective regarding the experiences and challenges in their digital literacy.
Results. The results of data analysis show a significant level of involvement of students in the use of digital devices, with the majority choosing learning via an application or digital platform. Digital literacy is an important focus, and the majority of students feel comfortable and confident in using digital resources. Nonetheless, challenges such as confusion in evaluating the authenticity of online information need to be addressed.
Conclusion. Results Barriers and challenges to digital literacy include accessibility inequalities, lack of training, and technological changes. Strategies to overcome these obstacles vary, with students more likely to seek help from friends or teachers, seek online guidance, and try new learning methods. In conclusion, this research makes a significant contribution to the understanding of digital literacy of students majoring in foreign languages, with an emphasis on learning strategies that are holistic and tailored to students' individual preferences and needs.
Full text article
References
Aguilar, S. J. (2020). Guidelines and tools for promoting digital equity. Information and Learning Sciences, 121(5/6), 285–299. https://doi.org/10.1108/ILS-04-2020-0084
Allioui, H., & Mourdi, Y. (2023). Exploring the Full Potentials of IoT for Better Financial Growth and Stability: A Comprehensive Survey. Sensors, 23(19), 8015. https://doi.org/10.3390/s23198015
Blau, I., Shamir-Inbal, T., & Avdiel, O. (2020). How does the pedagogical design of a technology-enhanced collaborative academic course promote digital literacies, self-regulation, and perceived learning of students? The Internet and Higher Education, 45, 100722. https://doi.org/10.1016/j.iheduc.2019.100722
Canals, L., & Al-Rawashdeh, A. (2019). Teacher training and teachers’ attitudes towards educational technology in the deployment of online English language courses in Jordan. Computer Assisted Language Learning, 32(7), 639–664. https://doi.org/10.1080/09588221.2018.1531033
Fauzi, F., Antoni, D., & Suwarni, E. (2021). Mapping potential sectors based on financial and digital literacy of women entrepreneurs: A study of the developing economy. Journal of Governance and Regulation, 10(2, special issue), 318–327. https://doi.org/10.22495/jgrv10i2siart12
Henny Mardiah. (2022). Integrating Digital Literacy Into English As A Foreign Language (EFL) Class: A Cooperative Learning Approach. ALINEA?: Jurnal Bahasa, Sastra Dan Pengajarannya, 2(2), 295–304. https://doi.org/10.58218/alinea.v2i2.236
Hidayati, T., & Diana, S. (2022). Students’ Motivation to Learn English Using Mobile Applications: The Case of Duolingo and Hello English. JEELS (Journal of English Education and Linguistics Studies), 6(2), 189–213. https://doi.org/10.30762/jeels.v6i2.1233
Keshav, M., Julien, L., & Miezel, J. (2022). The Role Of Technology In Era 5.0 In The Development Of Arabic Language In The World Of Education. Journal International of Lingua and Technology, 1(2), 79–98. https://doi.org/10.55849/jiltech.v1i2.85
Koskelainen, T., Kalmi, P., Scornavacca, E., & Vartiainen, T. (2023). Financial literacy in the digital age—A research agenda. Journal of Consumer Affairs, 57(1), 507–528. https://doi.org/10.1111/joca.12510
Kuleto, V., P., M. I., Stanescu, M., Rankovi?, M., Ševi?, N. P., P?un, D., & Teodorescu, S. (2021). Extended Reality in Higher Education, a Responsible Innovation Approach for Generation Y and Generation Z. Sustainability, 13(21), 11814. https://doi.org/10.3390/su132111814
Kushwaha, B. P. (2021). Paradigm shift in traditional lifestyle to digital lifestyle in Gen Z: A conception of consumer behaviour in the virtual business world. International Journal of Web Based Communities, 17(4), 305. https://doi.org/10.1504/IJWBC.2021.119472
Leaning, M. (2019). An Approach to Digital Literacy through the Integration of Media and Information Literacy. Media and Communication, 7(2), 4–13. https://doi.org/10.17645/mac.v7i2.1931
Maican, M.-A., & Cocorad?, E. (2021). Online Foreign Language Learning in Higher Education and Its Correlates during the COVID-19 Pandemic. Sustainability, 13(2), 781. https://doi.org/10.3390/su13020781
Maqbool, S., Ismail, S. A. M. M., & Maqbool, S. (2020). Language Learning Strategies for Gen Z ESL Learners as Digital Natives. Universal Journal of Educational Research, 8(8), 3439–3448. https://doi.org/10.13189/ujer.2020.080818
Martzoukou, K., Fulton, C., Kostagiolas, P., & Lavranos, C. (2020). A study of higher education students’ self-perceived digital competences for learning and everyday life online participation. Journal of Documentation, 76(6), 1413–1458. https://doi.org/10.1108/JD-03-2020-0041
Morgan, A., Sibson, R., & Jackson, D. (2022). Digital demand and digital deficit: Conceptualising digital literacy and gauging proficiency among higher education students. Journal of Higher Education Policy and Management, 44(3), 258–275. https://doi.org/10.1080/1360080X.2022.2030275
Munger, K. (2020). All the News That’s Fit to Click: The Economics of Clickbait Media. Political Communication, 37(3), 376–397. https://doi.org/10.1080/10584609.2019.1687626
Nurjanah, N., Herlambang, Y. T., Hendrawan, B., & Gandana, G. (2020). Regional Language Education in the Era of the Industrial Revolution Era 4.0: An Idea About Education in the Techno-pedagogy Perspective. Journal of Physics: Conference Series, 1477(4), 042068. https://doi.org/10.1088/1742-6596/1477/4/042068
Oh, S. S., Kim, K.-A., Kim, M., Oh, J., Chu, S. H., & Choi, J. (2021). Measurement of Digital Literacy Among Older Adults: Systematic Review. Journal of Medical Internet Research, 23(2), e26145. https://doi.org/10.2196/26145
Pangrazio, L., Godhe, A.-L., & Ledesma, A. G. L. (2020). What is digital literacy? A comparative review of publications across three language contexts. E-Learning and Digital Media, 17(6), 442–459. https://doi.org/10.1177/2042753020946291
Poláková & Klímová. (2019). Mobile Technology and Generation Z in the English Language Classroom – A Preliminary Study. Education Sciences, 9(3), 203. https://doi.org/10.3390/educsci9030203
Putri, P. A. W., Rahayu, S., Widarti, H. R., & Yahmin, Y. (2022). Chemistry students’ digital literacy skills on thermochemistry context “hydrogen fuel issue.” Eurasia Journal of Mathematics, Science and Technology Education, 18(12), em2198. https://doi.org/10.29333/ejmste/12699
Rafiq, M., Batool, S. H., Ali, A. F., & Ullah, M. (2021). University libraries response to COVID-19 pandemic: A developing country perspective. The Journal of Academic Librarianship, 47(1), 102280. https://doi.org/10.1016/j.acalib.2020.102280
Rahiem, M. D. H. (2020). Technological Barriers and Challenges in the Use of ICT during the COVID-19 Emergency Remote Learning. Universal Journal of Educational Research, 8(11B), 6124–6133. https://doi.org/10.13189/ujer.2020.082248
Remizantseva, K., & Ablyazov, T. (2019). Generation Z and Digital Tools in Teaching Foreign Languages. Proceedings of the International Conference on Digital Technologies in Logistics and Infrastructure (ICDTLI 2019). Proceedings of the International Conference on Digital Technologies in Logistics and Infrastructure (ICDTLI 2019), St. Petersburg, Russia. https://doi.org/10.2991/icdtli-19.2019.60
Said Ahmad, Muh. I., Idrus, M. I., & Rijal, S. (2023). The Role of Education in Fostering Entrepreneurial Spirit in the Young Generation. Journal of Contemporary Administration and Management (ADMAN), 1(2), 93–100. https://doi.org/10.61100/adman.v1i2.28
Stahl, C. C., & Literat, I. (2023). #GenZ on TikTok: The collective online self-Portrait of the social media generation. Journal of Youth Studies, 26(7), 925–946. https://doi.org/10.1080/13676261.2022.2053671
Suwarto, D. H., Setiawan, B., & Machmiyah, S. (2022). Developing Digital Literacy Practices in Yogyakarta Elementary Schools. Electronic Journal of E-Learning, 20(2), pp101-111. https://doi.org/10.34190/ejel.20.2.2602
Torres Kompen, R., Edirisingha, P., Canaleta, X., Alsina, M., & Monguet, J. M. (2019). Personal learning Environments based on Web 2.0 services in higher education. Telematics and Informatics, 38, 194–206. https://doi.org/10.1016/j.tele.2018.10.003
Xue, S., & Churchill, D. (2022). Educational affordances of mobile social media for language teaching and learning: A chinese teacher’s perspective. Computer Assisted Language Learning, 35(4), 918–947. https://doi.org/10.1080/09588221.2020.1765811
Authors
Copyright (c) 2024 Faizal Pikri, Kartini Rahayu, La Ode Muhammad Idrus Hamid B, Dahlan Abdullah
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
