The Interplay Between Iranian EFL Learners' Digital Literacy and Learner Autonomy in Online EFL Learning: A Quantitative Study

Digital literacy is increasingly viewed as a prerequisite for successful online language learning, yet less is known about how it relates to learner autonomy among Iranian EFL learners in fully online contexts. This quantitative study examines levels of digital literacy and learner autonomy, their association, and the predictive power of digital literacy for learner autonomy. In this study (N =۲۰۰), Iranian EFL learners completed a ۲۰-item Digital Literacy scale (five subscales) informed by DigComp ۲.۱ (Carretero, Vuorikari, & Punie, ۲۰۱۷) and a ۲۰-item Learner Autonomy scale adapted from validated autonomy measures. Analyses included descriptive statistics, Cronbach's alpha, Pearson correlations, and hierarchical multiple regression. Learners reported moderate-to-high digital literacy (M= ۳.۶۲, SD = ۰.۵۸) and learner autonomy (M = ۳.۴۹, SD = ۰.۵۶). Reliability was good (aDL =.۸۹; aLA=.۸۷). Digital literacy correlated moderately with learner autonomy (r.۴۶, p <.۰۰۱). In hierarchical regression controlling for gender, age, and months of online-learning experience, digital literacy significantly predicted learner autonomy (B =.۴۹, p <.۰۰۱), yielding a final R²=.۲۴ (AR²=.۱۸). The findings indicate that stronger digital literacy is associated with greater learner autonomy in online EFL learning, supporting calls for integrated digital-literacy and autonomy-supportive pedagogy.

کلیدواژه ها:

digital literacy ، learner autonomy ، online EFL learning ، Iran ، DigComp ، survey research