The Level of Digital Literacy and Its Impact for Self-Regulated and Effective Language Learning
DOI:
https://doi.org/10.24256/ideas.v9i2.2131Keywords:
digital literacy, effective learning, general education, self-regulated learningAbstract
This study aims to discuss the effect of digital literacy level on independent language learning skills and effective learning abilities. The research respondents (n = 147) were the students of Universitas Islam Indonesia from various years who took English courses as General Education (MKU). Respondents were chosen randomly from students who participated in researcher English courses. This research is quantitative. The data was obtained through a Likert scale questionnaire with a range number; 0-1 and 1-5. The quantitative data were analyzed by correlation (Pearson product-moment) and regression (ANOVA) techniques. The results displayed; first, there is no significant effect of digital literacy variables on Self-Regulated language learning skills. Second, there is a substantial impact of digital literacy on effective learning abilities. Third, there is a significant impact of Self-Regulated language learning on effective language learning. This study suggested that higher education institutions need to provide formal programs in training or workshops to increase digital literacy capacity and student academic skills to achieve effective learning goals.
References
Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. E., Mayer, R. E., Pintrich, P. R., . . . Wittrock, M. C. (2001). A Taxonomy for Teaching, Learning, and Assessing: A Revision of Bloom's Taxonomy of Educational Objective. United States: Longman.
Bawden, D. (2008). Origins and Concepts of Digital Literacy. In C. l. Knobel, Digital Literacies: Concept, Policies and Practices.
Belton, V., & Scott, J. L. (2017). Independent learning and operational research in the classroom. Journal of the Operational Research Society, 49(9), 899-910. doi: https://doi.org/10.1057/palgrave.jors.2600593
Covello, S. (2010). A Review of Digital Literacy Assessment Instruments. New York: Syracuse University School of Education.
Eshet-Alkalai, Y. (2004). Digital Literacy: A Conceptual Framework for Survival Skills in the Digital Era. Journal of Educational Multimedia and Hypermedia, 13(1), 93-106.
Fernández-Toro, M., & Hurd, S. (2014). A model of factors affecting independent learners’ engagement with feedback on language learning tasks. Distance Education, 35(1), 106-125. DOI:https://doi.org/10.1080/01587919.2014.891434
Krathwohl, D. R. (2002). A Revision of Bloom’s Taxonomy: An Overview. Theory Into Practice, 41(4), 212-2018.
Ktoridou, D., & Eteokleous-Grigoriou, N. (2011). Developing digital immigrants' computer literacy: the case of unemployed women. Campus-Wide Information Systems, 28(3), 154-163. DOI:http://dx.doi.org/10.1108/10650741111145689
Lamb, M. (2004). It Depends on the Students Themselves: Independent Language Learning at an Indonesian State School. Language, Culture and Curriculum, 17(3), 229-245.
Meng Tang, C., & Yen Chaw, L. (2016). Digital Literacy: A Prerequisite for Effective Learning in a Blended Learning Environement? The Electronic Journal of e-Learning, 14(1), 54-65.
Montalvo, F. T., & Torres, M. C. (2008). Self-Regulated Learning: Current and Future Directions. Electronic Journal of Research in Educational Psychology, 2(1), 1-34.
Morey, D., & Frangioso, T. (1998, June). Aligning an Organization for Learning: The Six Principles of Effective Learning. Journal of Knowledge Management, 1(4), 308-314.
Nkhoma, M. Z., Lam, T. K., Sriratanaviriyakul, N., Richardson, J., Kam, B., & Lau, K. H. (2017). Unpacking the revised Bloom’s taxonomy: developing case-based learning activities. Education + Training, 59(3), 250-264. doi:10.1108/ET-03-2016-0061
Ozdamar-Keskin, N., Ozata, F. Z., Banar, K., & Royle, K. (2015). Examining Digital Literacy Competences and Learning Habits of Open and Distance Learners. Contemporary Educational Technology, 6(1), 74-90.
Rahmah, A. (2015). Digital Literacy Learning System for Indonesian Citizen. Procedia Computer Science (pp. 94-101). New York: Elsevier.
Rambousek, V., Å tÃpek, J., & Vaňková, P. (2016). Contents of digital literacy from the perspective of teachers and pupils. Procedia - Social and Behavioral Sciences (pp. 354 – 362). Prague: Elsevier Ltd.
Sharkey, J., & Brandt, D. S. (2008). Integrating Technology Literacy and Information Literacy. in P. C. Rivoltella, Digital Literacy: Tools and Methodologies for Information Society (pp. 85-98). New York: IGI Publishing.
Sharp, L. A. (2018, January). Collaborative Digital Literacy Practices among Adult Learners: Levels of Confidence and Perceptions of Importance. International Journal of Instruction, 11(1), 153-166. DOI:https://doi.org/10.12973/iji.2018.11111a
Spires, H. A., & Bartlett, M. E. (2012). Digital Literacies and Learning: Designing a Path Forward. North Carolina: Friday Institute for Educational Innovation, North Carolina State University.
Trigwell, K. (2010). Promoting Effective Student Learning in Higher Education. International Encyclopedia of Education (Third Edition), 461-466. DOI:https://doi.org/10.1016/B978-0-08-044894-7.00863-0
Ukwoma, S. C., & Iwundu, N. E. (2016). Digital literacy skills possessed by students of UNN, implications for effective learning and performance A study of the MTN Universities Connect Library. New Library World, 117(11), 702-720. doi:10.1108/NLW-08-2016-0061
Weinstein, C. E., Acee, T. W., Jung, J., & Dearman, J. K. (2011). Strategic and self-regulated learning for the 21st century: The merging of skill, will and self-regulation. In B. Morrison, Independent Language Learning Building on Experience, Seeking New Perspectives (pp. 41-54). Hong Kong: Hong Kong University Press.
White, C. (2011). Inside independent learning: old and new perspectives. In B. Morrison, Independent Language Learning Building on Experience, Seeking New Perspectives (pp. 13-23). Hong Kong: Hong Kong University Press.
Winne, P. H. (1995). Inherent Details in Self-Regulated Learning. Educational Psychologist, 30(4), 173-187. Retrieved from https://www.researchgate.net/publication/246474970
Yang, M.-s., & Kim, J.-k. (2015). The Effect of Learner's Digital Literacy on Self-Regulated Learning Skill at University e-learning Environment. Information, 18(5B), 1925-1930.
Zimmerman, B. J. (1990). Self-Regulated Learning and Academic Achievement: An Overview. Educational Psychologist, 25(1), 3-17.
Downloads
Additional Files
Published
Issue
Section
Citation Check
License
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under an Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See the Effect of Open Access)
