International Journal of Advanced Culture Technology

The International Promotion Agency of Culture Technology (국제문화기술진흥원)
권호 표지
DOI QR코드

DOI QR Code

Investigating EFL Learners' Reactions to Digital Competence using the DigComp Framework

  • So-Hee Kim (Department of English Language and Literature, Korea University)
  • Received : 2023.08.07
  • Accepted : 2023.08.30
  • Published : 2023.09.30
Download PDF
⟨ Previous Next ⟩

Abstract

Since developing digital technology requires new skills in digital literacy, digital competence also has become a keystone in English classes. This study explores three aspects of English as a Foreign Language (EFL) learners' digital confidence: information and data literacy, communication and collaboration, and digital content creation, based on the European Digital Competence Framework for Citizens (DigComp). The participants were 150 Korean college students enrolled in two general English classes, and their English proficiency levels were from basic to advanced; each level consisted of 30 participants. In order to assess their digital confidence, I designed a Google survey form and collected data during two semesters. The survey results revealed that the participants had highest digital confidence in information and data literacy and overall, the female participants showed higher digital confidence than their male counterparts. It also showed that the learners' English proficiency and computer skills are important factors.

Keywords

References

  1. E. M. Meyers, I. Erickson, and R. V. Small, "Digital Literacy and Informal Learning Environments an Introduction," Learning, Media and Technology, Vol. 38, No. 4, pp. 355-367, April 2013. DOI: https://doi.org/10.1080/17439884.2013.783597 
  2. F. J. P. Hidalgo, M. E. G. Parra, and C. A. H. Abril, "Digital and Media Competences: Key Competences for EFL teachers," Teaching English with Technology, Vol. 20, No. 1, pp. 43-59, Jan 2020. 
  3. S. H. Heo, "Issues of EduTech Discourse and Educational Challenges in Korea," The Journal of The Institute of Internet, Broadcasting and Communication, Vol. 23, No. 2, pp. 209-214, Apr 2023. 
  4. A. Martin, and J. Grudziecki, "DigEuLit: Concepts and Tools for Digital Literacy Development," Innovation in Teaching and Learning in Information and Computer Sciences, Vol. 5, No. 4, pp. 249-267, 2006, DOI: https://doi.org/10.11120/ital.2006.05040249 
  5. DigComp 2.2: The Digital Competence Framework for Citizens, https://publications jrc.ec.europa.eu/repository 
  6. C. Hafner, "Digital Composition in a Second or Foreign Language," TESOL Quarterly, Vol. 47, No. 4, pp. 830-834, Dec 2013.  https://doi.org/10.1002/tesq.135
  7. M. Gosper, J. Malfroy, and J. McKenzie, "Students' Experiences and Expectations of Technologies: An Australian Study Designed to Inform Planning and Development Decisions," Australasian Journal of Educational Technology, Vol. 29, No. 2, pp. 268-282, June 2013, DOI: https://doi.org/10.14742/ajet.127 
  8. The European Commission's Science and Knowledge Service, https://joint-researchcentre.ec.europa.eu/digcomp_en 
  9. T. H. Bui, "English Teachers' Integration of Digital Technologies in the Classroom," International Journal of Educational Research Open, Vol. 3, pp. 1-15, 2022, DOI: https://doi.org/10.1016/j.ijedro.2022.100204 
  10. C. C. Wong, K. Kumpulainen, and A. Kajamaa, "Collaborative Creativity among Education Professionals in a Co-Design Workshop: A Multidimensional Analysis," Thinking Skills and Creativity, Vol. 24, No. 2, pp. 1-17, Dec 2021, DOI: https://doi.org/10.1016/j.tsc.2021.100971 
  11. R. Sharpe, Q. Wu, and M. Pavlakou, "Exploring Patterns of Technology Use in UK College Students: A Cluster Analysis of Learners' Digital Practices," Research in Post-Compulsory Education, Vol. 24, No. 1, pp. 20-36, May 2019, DOI:https://doi.org/10.1080/13596748.2019.1584436