Digital Literacy In Efl Education: Exploring Self-efficacy, Engagement, And Gender Dynamics

Résumé: Digital learning has gained increasing global attention, with Algeria being no exception, particularly following the COVID-19 pandemic, which advanced the integration of technology into education. Within this evolving field, the need to equip students with effective digital knowledge and skills has become increasingly evident. In this context, this study investigates the relationship between self-efficacy, engagement, and gender among English as a Foreign Language (EFL) students in digitally mediated learning environments. It employed a quantitative approach, using an online survey with 61 postgraduate students at an Algerian university to assess their confidence and engagement in using digital tools for language learning. Data were analysed using descriptive statistics, correlation analysis, t-tests, and standard multiple regression analysis. The findings revealed moderately high levels of both digital self-efficacy and engagement among participants. Notably, proactive digital engagement was a significant predictor of students’ self-efficacy. Additionally, although male and female students reported similar engagement levels, male students indicated significantly higher levels of digital self-efficacy. Interestingly, gender emerged as the strongest predictor of self-efficacy, revealing substantial confidence disparities between male and female students. These findings emphasise the importance of fostering self-directed digital engagement and addressing gender-related confidence gaps. The study provides insights for curriculum development, particularly in supporting inclusive pedagogical strategies that leverage digital literacy and equitable participation in technology-enhanced EFL settings.

Publié dans la revue: النص