Tag: Digital Literacy

Exploring attitudes to generative AI in education for English as an additional language (EAL) adult learners

Creely, E., Barnes, M., Tour, E., Henderson, M., Waterhouse, P., Pena, M.A. & Patel, S.V. (2025). Exploring attitudes to generative AI in education for English as an additional language (EAL) adult learners. ReCALL FirstView, 1–17.

This Australian report begins by acknowledging that digital literacy – which now includes generative artificial intelligence – is essential for adults, including migrants and refugees. The authors provide references to studies of AI literacy principles in both higher education and K-12 settings but there is limited similar empirical evidence related to the language learning contexts of adults who are migrants or refugees.

The mostly qualitative report presents and explores the responses from adult learners, instructors and “leaders” to questions about familiarity with, ease of use, usefulness and attitudes towards using generative AI in different aspects of their lives in Australia.

The findings and the discussion sections of the report present the wide range of attitudes of the study participants – from how or whether to introduce Gen AI to beginner learners, to recognizing the gaps in professional development to prepare instructors to comfortably use Gen AI with learners, to being unsure whether Gen AI has any practical application in learners’ lives despite recognizing that it is growing in importance in the workplace and in settlement services. Both instructors and leaders had concerns about whether learners’ digital literacy skills or access to technology would enable them to develop competency with Gen AI.

Retrievable from:

https://www.cambridge.org/core/journals/recall/article/exploring-attitudes-to-generative-ai-in-education-for-english-as-an-additional-language-eal-adult-learners/F23CE73F4B70F7264D2DDF9655D14002

Reviewing research on adult migrants’ digital literacy: what insights for additional language teaching?

Guichon, Nicolas. (2024). Reviewing research methods on adult migrants’ digital literacy: What insights for additional language teaching?. Apples – Journal of Applied Language Studies, 18 (1), 67-89.

This article reports on a selected literature review focusing on migrants’and refugees’ digital literacy.  In the article, digital literacy is defined as,  “the practices of communicating, relating, thinking and ‘being’ associated with digital media” (Jones & Hafner, 2012, p. 13)  in the context of language learning. 

The article includes a full list of the articles reviewed including authors, journals, country where the research was conducted, and research questions explored. Based on the literature review, the article  provides a taxonomy of adult migrants’ digital literacy, the “outside the classroom” digital literacy practices of migrants, including, communication with family members, accessing crucial information online, and developing familiarity with the host culture through online media ( p.81). 

In addition,the article includes an illustration and discussion of the migrant digital landscape (p.82), that is, the digital resources commonly used by migrants, including social media, official web sites, and mobile assisted language learning tools. 

The author notes that while language skills  have long been recognized as crucial to successful integration for newcomers, in the current digital age, digital literacy skills are also essential. In that context the author contends that language learning and literacy, and digital literacy should not be considered as separate entities but should be seen as interrelated, the one reinforcing the other. The article includes a short discussion of the implications for language teaching and teacher education and suggests strategies that language educators could employ to support and enhance the digital literacy skills of learners.

Having noted the relative scarcity of research focused on the digital literacy of migrants and refugees the article concludes with a discussion of possible future research directions  to better understand the digital needs of this population, and to inform curricula and  language teacher education and training to support the development of digital literacy skills.

Retrievable from:

https://www.researchgate.net/publication/379961943_Reviewing_research_methods_on_adult_migrants’_digital_literacy_What_insights_for_additional_language_teaching

Empowering English Language Learners through Digital Literacies: Research, Complexities, and Implications

 

Chang,Y., Wang, L. & Eagle, J. (2019). Empowering English Language Learners through Digital Literacies: Research, Complexities, and Implications. Media and Communication. Vol 7(2).128-136.

This article provides an accessible overview of issues related to the digital literacies of English Language Learners (ELLs) in the U.S. The article highlights issues that are of increasing importance for adult settlement language learning in Canada and includes a description of evolving definitions of digital literacies and fluency and a short review of literature focusing on language teaching practices that support the development of digital literacies.
The authors argue that digital literacies and digital fluency can support language learner autonomy and provide authentic language learning experiences that meaningfully reflect the daily lives of the learners. The inclusion of digital literacies as part of the language learning process in the language classroom not only provides opportunities for authentic learning in the classroom but also supports learners to extend their language learning beyond the classroom. Furthermore, in an increasingly digitized society, digital literacies are essential for employment and ongoing learning and communication in day-to-day life. In order to effectively incorporate digital literacies as part of language teaching practice the authors highlight the need to support language instructors to engage in ongoing professional development in relation to the use of digital tools for teaching and learning.

Retrievable from:

https://www.cogitatiopress.com/mediaandcommunication/article/view/191

 

Smartphones and language learning

Godwin-Jones, R. (2017). Smartphones and language learning. Language Learning & Technology, 21(2), 3–17.

According to the 2016 General Social Survey[1] from Statistics Canada 71% of the population own a Smartphone. We carry these powerful little devices with us everywhere even in our classrooms. The ubiquity of the Smartphone begs the question of how they could be used to support and extend language learning.

This timely article offers an overview of, and provides a useful base of information about the potential of Smartphones for language learning. The author contends that smartphones have the potential to support students in more effectively integrating their language learning in the classroom and the incidental language learning that they may engage in using mobile devices. One major challenge relating to the use of smartphones and mobile devices in the language learning environment is how to support students to develop skills and knowledge to enable them to become informed and engaged online learners.

The author surveys recent research in Mobile Assisted Language Learning (MALL) and makes the case for the need for further research to examine the actual use of mobile devices by students outside of the classroom. Such research would support a better understanding of how these devices can be effectively deployed in the language classroom to support informal and ongoing learning and the development of critical digital skills.

 

[i] (2016). Statistics Canada. General Social Survey.

http://www.statcan.gc.ca/pub/11-627-m/11-627-m2017032-eng.htm

Retrievable from: https://www.lltjournal.org/item/2995

 

 

 

 

 

Digital Literacies

Dudeney, Gavin, Nicky Hockly and Mark Pegrum. Digital Literacies. Harlow, England: Pearson, 2013.

This book is organized in four chapters:

  1. From research to implications – you’ll find a framework of digital literacies.
  2. From implications to application – you’ll find a digital activities grid, descriptions of activities and a number of worksheets. worksheets can slso be obtained online.
  3. From application to implementation – you’ll find information about how to integrate digital literacies in your teaching practice depending on your context and the syllabus you are working with.
  4. From implementation to research – you’ll find suggestions about how to continue your own learning about digital literacies as you work through challenges that arise. There is detailed description of building and maintaining a personal learning network (PLN).

 

NorthStar Digital Literacy Assessment

The NorthStar Digital Literacy Assessment was developed by the St. Paul Public Library and the St. Paul Community Literacy Consortium. Through a set of online and interactive assessments users can identify skill gaps in Basic Computer Use, Internet, Windows Operating System, Email, Word Processing/ Microsoft Word, Spreadsheets/ Excel, and Social Media.

The NorthStar Digital Literacy Assessment is widely used in the U.S.  and by some organizations in Canada and South Africa. As of March 2016, over 150,000 assessments had been completed.  Although the NorthStar Digital Literacy Assessment was developed for the adult basic education community it is appropriate for ESL learners – the developers note that, “A mid-level English-speaking ability is needed to complete the assessments.”

Retrievable from:  https://www.digitalliteracyassessment.org/

Integrating Digital Literacy Into English Language Instruction: Issue Brief

Harris, K. Integrating Digital Literacy Into English Language Instruction: Issue Brief [nd].

Digital Literacy, the ability to use digital devices and to participate in our digital world is now recognized as a fundamental skill in our increasingly digital world. This issue brief  from the U.S. is part of the LINCS ESL Pro suite of resources on Integrating Digital Literacy into English Language Instruction.

This short article provides an overview of digital literacy within the context of English language teaching and learning, highlighting its critical importance for students and providing a straightforward introduction to four aspects of digital literacy: (1) using basic digital skills, (2) creating and communicating information, (3) finding and evaluating information, and (4) solving problems in technology-rich environments. In addition the article provides practical advice on how digital literacy activities can be included in English language instruction.

Retrievable from: https://lincs.ed.gov/publications/pdf/ELL_Digital_Literacy_508.pdf

Exploring ESL Students’ Perceptions of Their Digital Reading Skills

Gilbert, J. (2014). Exploring ESL Students’ Perceptions of Their Digital Reading Skills. Ed.D. University of Nottingham.

A doctoral thesis exploring ESL students’ understandings of their own digital reading skills.  The study included  three sources of data: reading workshops created for the participants; interviews with participants; discussions with participants and analysis of participants’ reading journals. The study concludes that while the participants had the capacity to randomly search the internet they lack the information literacy skills to productively research and evaluate information online.  The study also found that the participants’ reading strategies varied when engaging with print and web-based text. Finally the research points to the need to consider teaching digital literacy skills in tandem with language instruction and to provide instructors and instructors-in-training with the means to develop robust digital skills to enable them to support students to develop these skills alongside their language learning.

Retrievable from: http://eprints.nottingham.ac.uk/14080/1/Gilbert_Re-formated_Thesis_Draft.pdf

 

 

 

 

Enhancing the Digital Skills of English Language Learners Studying at a Distance

Vanek J.  & Johnston, J. (2015).  Enhancing the Digital Skills of English Language Learners Studying at a Distance. AEIS Newsletter March 2015.

Based on interviews with instructors  who work within the IDEAL consortium the article  outlines the components of a successful distance learning program for second language learners.  The authors argue that given the ubiquity of digital technologies and the multiple demands on learners to use digital technology in the workplace, distance learning instruction should not be limited to the academic content typically found in online distance learning curricula. Rather, learners need to have access and exposure to a range of digital technologies for learning and problem solving facilitated by an instructor.

Retrieved from: http://newsmanager.commpartners.com/tesolaeis/issues/2015-03-04/5.html

 

Digital Literacies in Foreign and Second Language Education

CALICO Monograph Series Volume 12. (2014). Digital Literacies in Foreign and Second Language Education.

This volume from CALICO is made up of 12 chapters that look at digital literacy in language learning from many different perspectives. Among others, there is a challenge to Prensky’s characterization of Digital Natives and Digital Immigrants, a description of a survey-driven study of the use of digital tools for language teaching and learning, a framework that proposes how to close the digital divide, and an exploration of the affordances of digital social reading using the example of an open source tool called eComma. In this last example, in chapter 9, author Carl Blyth looks at some of the ways that e-readers can enable users to annotate a text and share their annotations with others. This new practice, called digital social reading, is similar to the way that readers of print text can write in the margins or meet as a book club to share their thoughts. Blyth presents and then addresses some of the opposition to this practice using examples from four case studies.

Retrievable from: https://calico.org/bookfiles/pdfs/DigitalLiteracies.pdf

Defining Essential Digital Skills in the Canadian Workplace

Chinien, Chris, and France Boutin. (2011). Defining Essential Digital Skills in the Canadian Workplace: Final Report. Human Resources and Skills Development Canada.

This study reports on a proposed digital skill framework for Canadian workers. The proposed framework includes four skills clusters, three of which are foundational skills, technical digital skills and digital information processing skills. This report is of interest because it provides information about the types of skills adult learners who attend settlement language training will be expected to be able to demonstrate in the workplace. The report points out that prosperity from the digital economy will not depend only on specialists and advanced users of digital technology, but on general workers as well. This has resulted in an increased interest for all workers to possess essential digital skills for both technical systems skills and for everyday tasks so that they can work efficiently and effectively. At the time of the writing of the report, there was no consensus on a definition of digital literacy, as indicated in a chart of definitions of concepts, but attempts were being made to standardize, these while maintaining some adaptability to reflect emerging technologies, in the EU, Australia, New Zealand, the U.S and through UNESCO’s member states. The report provides short reviews of the digital literacy frameworks in each of these jurisdictions and goes on to propose such a framework for Canada.

Retrievable from:

http://apskills.ilo.org/resources/defining-essential-digital-skills-in-the-canadian-workplace-final-report

 

 

Digital Literacy: An Essential Skill for ESL Literacy Learners

Bow Valley College. (2015). Digital Literacy: An Essential Skill for ESL literacy Learners.

A short and lively  account of an innovative “Laptop Lending” program in the Bridge Program for  ESL learners  (ages 19-24) at Bow Valley College in Calgary. Through this program learners are each given a laptop to use while registered in the program and are encouraged and supported to use the laptops to develop digital literacy skills and to pursue their language learning using the online platform, Desire2Learn.

Instructors in the Bridge program are committed to helping learners to develop essential digital literacy skills to  increase their chances of success in further education and in the world of work. As one of the instructors says,  “Being able to read and write also means being able to read and write online, there’s a lot more involved in it than just simply pen and paper.”  

In this article the instructors provide an overview of the background to the laptop lending program, their  experiences with the program and they share some of the successes they have witnessed as a result of the program.

Retrievable from: https://centre.bowvalleycollege.ca/blog/english-language-learning/digital-literacy-essential-skill-esl-literacy-learners

Did We Forget Someone? Students’ Computer Access and Literacy for CALL.

Winke, P., & Goertler, S. (2008). Did We Forget Someone? Students’ Computer Access and Literacy for CALL. CALICO Journal, 25(3), 482–509.

The authors address the commonly held notion that because of their age, students coming into post-secondary language programs will be able to access computers readily, be computer literate, and have positive attitudes about learning with technology. They state that there is a shortage of research data to support this and that before programs are modified to incorporate technology, for example in a blended language program, learners should be surveyed to determine their access to the appropriate technology and to their interest in using it for language learning. Although some of the age-related assumptions are not relevant to adults in settlement language programs, issues of access to equipment, including hardware like headsets, microphones, web cams, and the Internet as well as the ability to carry out computer tasks, use software and a course management system are nonetheless extremely important. The study reports on findings from the responses of 911 university students’ in EFL classes. The technology survey questions are provided in the appendix and would be an important jumping off point for anyone considering implementing a blended learning settlement language program for adults.

Retrievable From:

https://www.calico.org/html/article_713.pdf

Assessing computer literacy in adult ESL learners

Meckelborg, A. (2003). Assessing computer literacy in adult ESL learners (M. Ed). University of Alberta.

This thesis documents a relatively early study of instruments to measure computer literacy in a group of adult ESL students. Although there have been many developments in digital technologies over the past ten years and the range and type of skills described in this study are somewhat outdated, the discussion of the design and analysis of the assessment instruments remains of value in relation to assessment in a blended learning context. The assessment instruments piloted and studied as an alternative to a performance measure of computer skills were as follows: a computer experience questionnaire; a vocabulary self-assessment questionnaire; a computer skills self-assessment questionnaire and a written test of knowledge.

Retrievable From:http://www.collectionscanada.gc.ca/obj/s4/f2/dsk4/etd/MQ87608.PDF

Exploration of Newcomers’ Access to Internet Literacy

Ascenuik, C. (2012). Exploration of Newcomers’ Access to Internet Literacy (M.A). University of Ottawa.

This thesis examines the impact of levels of access to technology, both within and outside the program, on a small group of newcomers to Canada enrolled in a federally funded Enhanced Language Training (ELT) program. The study explores this impact in relation to the general internet literacy of the participants and the educational, curricular and pedagogical implications for the ELT program.

Retrievable From: http://www.collectionscanada.gc.ca/obj/thesescanada/vol2/OOU/TC-OOU-20498.pdf