Iranian K-12 EFL learners’ digital literacy: Echoing the voices of learners, t eachers, and decision-makers

Research on computer-assisted language learning (CALL) has attractedabundant attention quite recently due to the merits it provides for EFLteachers and students. In line with the advances of technology and the digitalworld, it is paramount that students be equipped with the digital literaciesrequired for successful implementation of CALL. To this end, the presentstudy is an inquiry into young learners’ digital literacy levels and investigatesdilemmas and challenges of promoting their digital literacy. A mixedmethodsdesign using semi-structured interviews and questionnaires wasconsidered. A total of 364 young learners and 20 teachers from a state highschool in Tehran and three decision-makers from the ministry of educationparticipated in the study. Exploratory factor analysis was run to validate thequestionnaires and the non-parametric Mann–Whitney U test was used toidentify the difference between teachers’ and learners’ perspectives ofleaners’ digital literacy levels. The results indicated significance differencesbetween teachers’ and students’ perspectives on leaners’ digital literacylevels. Moreover, it was revealed that the digital literacy of Iranian younglearners is not at a desirable level with regard to CALL implementation. The findings illustrated there are several obstacles to the improvement of youngleaners’ digital literacy levels. The study offers implications for renewingEFL curricula at the school level and paves the way for the inclusion ofCALL in Iranian schools.

کلیدواژه ها:

Digital literacy ، CALL ، EFL ، technology ، young learners