Empowering Digital Literacy among English Literature Students through Mobile-Assisted Language Learning
DOI:
https://doi.org/10.57176/cta44471Keywords:
Digital Literacy, English Literacy, Asisted Language LearningAbstract
The main aim of this qualitative narrative inquiry study is to thoroughly investigate the experiences and perspectives of undergraduate English literature students regarding the use of mobile devices to enhance their language learning efforts and develop digital literacy skills. Through the utilization of a narrative inquiry framework, the study seeks to gather detailed, descriptive data on the real-life experiences of the participants. The research will involve individual interviews with a specific group of five undergraduate English literature students who have actively engaged with mobile applications or websites for language learning purposes. Following the interviews, an analysis of the transcripts will be carried out using narrative analysis techniques to identify common themes, personal stories, and insightful revelations from the firsthand accounts of the participants. Special attention will be given to understanding how students express the effects of mobile-assisted language learning (MALL) on their engagement levels, self-confidence, and proficiency in digital skills. It is expected that participants will provide substantial narratives detailing how MALL initiatives have empowered them to take control of their language learning journey and enhance their skills with educational technologies. Additionally, potential challenges are also expected to be highlighted to provide a comprehensive view. The significance of the students' voices and narratives is emphasized as crucial in understanding the practical implications of educational innovations. The outcomes of this study are intended to guide the development of effective strategies for implementing MALL approaches to cultivate 21st-century digital literacy skills within English literature educational settings.
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