Digital Literacy of EFL Students at Higher Education in Affirmation Areas: A Quantitative Approach

Abstract

This study examines the digital skills, ethics, safety, and cultural aspects of 100 EFL students across several higher education institutions in designated regions of Indonesia. The study utilized a quantitative research design and a standardized questionnaire to evaluate students' skills in essential aspects of digital competence. The findings indicate that although students possess robust digital abilities, especially in searching and analyzing digital resources (84.2%) and safeguarding personal data (90.2%), there are significant deficiencies in their proficiency with Learning Management Systems (LMS), as just 76.6% display competency. Furthermore, students demonstrated significant awareness of digital ethics, with 91.2% adhering to privacy standards and 85.8% refraining from cyberbullying. The students exhibited commendable practices in digital safety, utilizing strong passwords (90.2%) and exercising prudence in information sharing (92.6%), although they fell short in validating information sources (85%) and updating software (83%). The study revealed that although students demonstrated a solid comprehension of digital culture, a deficiency existed in their engagement with global digital networks (79.6%). The results underscore the necessity for focused interventions in impoverished areas to close the digital divide, augment LMS engagement, and elevate ethical and safety standards. The research provides novel insights into digital literacy within affirmation areas, presenting implications for language learning frameworks in analogous contexts.