Research Information System
XVIII. Uluslararası Eğitimde Araştırmalar Kongresi, Ankara, Turkey, 27 - 28 September 2024, pp.1-50
Information and communication technologies (ICT) are essential to modern living in the digital age and have a big impact on learning English. This study uses a sequential explanatory research method to examine the complex relationship between high school students' digital literacy and English language proficiency. In the first stage, 118 randomly chosen high school students were given a Likert scale questionnaire with an emphasis on digital literacy indicators (Eshet-Alkalai, 2004). The initial relationship between digital literacy and learning English was investigated using statistical analyses, which included means, medians, standard deviations, and Pearson's correlation coefficient (Field, 2018). After analyzing the findings of the questionnaire, the ones whose digital literacy levels are high were chosen for the second part of the research. The objective of the study's second part is English language proficiency. An English proficiency test with multiple-choice, true/false, and brief open-ended questions as well as reading and writing components will be administered to participants. The study will employ quantitative techniques, including descriptive statistics, regression analysis, correlation analysis, and ANOVA, to investigate the factors and correlations that impact proficiency levels. In addition to these numerical results, a qualitative method utilizing semi-structured interviews (Creswell & Creswell, 2017; Rubin, 2012) will offer thorough understandings of individual learning experiences and the influence of digital literacy on language learning. With the help of the maximum diversity method, participants were decided for the third part of the research. The questions of the interview were adapted from the questionnaire in the first part of research. The goal of this sequential explanatory design is to provide a thorough understanding of the complex relationships between the development of digital literacy and English language ability in high school pupils. The study's findings are intended to guide educational practices and regulations in light of the quickly changing digital landscape, providing insightful information that helps educators and decision-makers meet the difficulties of modern language acquisition.