Digital Literacy Practices of Pre-service English Teachers: An Analytical Study
Keywords:
Digital literacy, pre-service English teachers, echnological competence, digital citizenship, higher educationAbstract
This study investigates the level of digital literacy among pre-service English teachers in Yogyakarta, Indonesia, in response to the increasing demands of technology integration in education. Employing a quantitative descriptive research design, data were collected through a questionnaire distributed to 105 students of the English Language Education Department at a private university. The instrument, validated by expert judgment and tested for reliability using Cronbach’s Alpha (α = 0.956), measured various components of digital literacy, including information literacy, media literacy, digital scholarship, creativity, communication, collaboration, and digital citizenship. The findings reveal that the participants demonstrated a high level of digital literacy, with an overall mean score of 3.41 out of 4. The most dominant component was information literacy, reflecting students’ strong ability to search, evaluate, and manage digital resources, while aspects such as digital identity and advanced creative skills were less frequently mastered. The study highlights that pre-service English teachers not only possess technological competence but also awareness of intellectual property rights and ethical practices in digital environments. These findings underscore the need for continuous training and curriculum development to strengthen underdeveloped areas of digital literacy, ensuring that future English teachers are fully prepared to integrate technology into 21st-century classrooms..References
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