The Impact of Digital Literacy Proficiency on EFL Students' Academic Writing Performance: A Case Study of Algerian Third Year EFL Students

The Impact of Digital Literacy Proficiency on EFL Students' Academic Writing Performance: A Case Study of Algerian Third Year EFL Students

Chahrazad Hamouma (Djillali Liabes University, Sidi Bel-Abbes, Algeria) and Nadia Menezla (Djillali Liabes University, Sidi Bel-Abbes, Algeria)
Copyright: © 2019 |Pages: 16
DOI: 10.4018/IJDLDC.2019100103

Abstract

In light of the increasing recognition of digital literacy in learning and education generally, and in English Foreign Language (EFL) instruction specifically, the purpose of this research article is to examine the impact of digital literacy on EFL students' academic writing performance. The subjects of this study were 80 third year EFL students from M'sila University. The research instruments included a digital literacy questionnaire and a writing performance test which were given to the study participants to answer. The relationship between students' digital literacy and their academic writing performance was analyzed using the Spearman's correlation coefficient. The results revealed that there is a high positive correlation coefficient between the research variables, which was statistically significant at the level (α = 0,01). Therefore, it was concluded that digital literacy is an effective factor for the development of English academic writing performance.
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2. Theoretical Background

This section provides a short overview of the literature related to digital literacy and academic writing skills.

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