Aagaard, J. (2015). Drawn to distraction: A qualitative study of off-task use of educational technology. Computers & Education, 87, 90–97. https://doi.org/10.1016/j.compedu.2015.03.010
Abe, M. (2021). L2 interactional competence in asynchronous multiparty text-based communication: Study of online collaborative writing. Computer Assisted Language Learning, 34(4), 409–433. https://doi.org/10.1080/09588221.2019.1614070
Balaman, S. (2018). Digital storytelling: A multimodal narrative writing genre. Journal of Language and Linguistic Studies, 14, 202–212. https://www.jlls.org/index.php/jlls/article/view/996
Barrette, C. M. (2015). Usefulness of technology adoption research in introducing an online workbook. System, 49, 133–144. https://doi.org/10.1016/j.system.2015.01.005
Bates, T. (2015). Teaching in a digital age: Guidelines for designing teaching and learning for a digital age. Tony Bates Associates.
Beck, E. (2015). The invisible digital identity: Assemblages in digital networks. Computers & Composition: An International Journal, 35, 125–140. https://doi.org/10.1016/j.compcom.2015.01.005
Blake, R. (2016). Technology and the four skills. Language Learning & Technology, 20(2), 129–142. http://llt.msu.edu/issues/june2016/blake.pdf
Belcher, D. D. (2017). On becoming facilitators of multimodal composing and digital design. Journal of Second Language Writing, 38, 80–85. https://doi.org/10.1016/j.jslw.2017.10.004
Bull, S., & Wasson, B. (2016). Competence visualisation: Making sense of data from
21st-century technologies in language learning. ReCALL, 28(2), 147–165. https://doi.org/10.1017/S0958344015000282
Bustamante, C. (2020). TPACK-based professional development on web 2.0 for Spanish teachers: A case study. Computer Assisted Language Learning, 33(4), 327–352. https://doi.org/10.1080/09588221.2018.1564333
Carhill-Poza, A. (2017). Re-examining English language teaching and learning for adolescents through technology. System, 1–10. https://doi.org/10.1016/j.system.2017.05.003
Carolus, A., Augustin, Y., Markus, A., & Wienrich, C. (2023). Digital interaction literacy model – Conceptualizing competencies for literate interactions with voice-based AI systems. Computers and Education: Artificial Intelligence, 4, 100114. https://doi.org/10.1016/j.caeai.2022.100114
Chun, D., Kern, R., & Smith, B. (2016). Technology in language use, language teaching, and language learning. Modern Language Journal, 100, 64–80. https://doi.org/10.1111/modl.12302
Cui, Y., Liu, Y., Yu, H., & Gao, Y. (2022). Developing English teachers’ language assessment literacy in an EAP reform context through test design: A case study. System, 109, 102866. https://doi.org/10.1016/j.system.2022.102866
Dashtestani, R. (2019). English for academic purposes instructors’ use and acceptance of technology in EAP courses. CALL-EJ, 20(1), 115–134. https://callej.org/index.php/journal/article/view/263
Dashtestani, R. & Hojatpanah, S. (2020). Digital literacy of EFL students in a junior high school in Iran: Voices of teachers, students and Ministry Directors.
Computer Assisted Language Learning. https://doi.org/10.1080/09588221.2020.1744664
Dingli, A., & Seychell, D. (2015). The new digital natives. Berlin, Germany: Springer.
Edwards, S., Henderson, M., Gronn, D., et al. (2017) Digital disconnect or digital difference? A socioecological perspective on young children’s technology use in the home and the early childhood centre. Technology, Pedagogy and Education, 26(1), 1–17. https://doi.org/10.1080/1475939X.2016.1152291
Engen, B. K., Giaver, T. H., & Mifsud, L. (2015). Guidelines and regulations for teaching digital competence in schools and teacher education: A weak link? Nordic Journal of Digital Literacy, 10(2), 69–83. https://doi.org/10.18261/ISSN1891-943X-2015-02-02
Engeness, I. (2021). Developing teachers’ digital identity: Towards the pedagogic design principles of digital environments to enhance students’ learning in the 21st century. European Journal of Teacher Education, 44(1), 96–114. https://doi.org/10.1080/02619768.2020.1849129
Erstad, O., Eickelmann, B., & Eichhorn, K. (2015). Preparing teachers for schooling in the digital age: A meta-perspective on existing strategies and future challenges. Education and Information Technologies, 20(4), 641–654. https://doi.org/10.1007/s10639-015-9431-3
Eryansyah, E., Erlina, E., Fiftinova, F., & Nurweni, A. (2019). EFL students’ needs of digital literacy to meet the demands of 21stCentury Skills. Indonesian Research Journal in Education, 3(2), 442–460. https://doi.org/10.22437/irje.v3i2.8297
Green, J. K., Burrow, M. S., & Carvalho, L. (2020). Designing for transition: Supporting teachers and students cope with emergency remote education. Post-Digital Science and Education, 2, 1–17. https://doi.org/10.1007/s42438-020-00185-6
Feerrar, J. (2019). Development of a framework for digital literacy. Reference Services Review, 47(2), 91–105. http://hdl.handle.net/10919/89673
Flanigan, A. E., Peteranetz, M. S., Shell, D. F., & Soh, L. K. (2017). Implicit intelligence beliefs of computer science students: Exploring change across the semester. Contemporary Educational Psychology, 48, 179–196. https://doi.org/10.1016/j.cedpsych.2016.10.003
Fu, J., & Wang, Y. (2022). Inspecting EFL Teachers’ Academic Literacy Development in Multilingual Contexts: A Global Vision. Heliyon, e12143(8), 1–6. http://doi.org/10.1016/j.heliyon.2022.e12143
Gao, Y., Zeng, G. Wang, Y., Klan, A. & Wang, X. (2022). Exploring educational planning, teacher beliefs, and teacher practices during the pandemic: A study of science and technology-based universities in China. Frontiers in Psychology, 13, 903244. https://doi.org/10.3389/fpsyg.2022.903244.
Hafner, C. A., Chik, A., & Jones, R. H. (2015). Digital literacies and language learning. Language Learning & Technology, 19, 1–7.
Hafner, C. A., & Ho, W. Y. J. (2020). Assessing digital multimodal composing in second language writing: Towards a process-based model. Journal of Second Language Writing, 47, 100710. https://doi.org/10.1016/j.jslw.2020.100710
Harrison, E., & McTavish, M. (2016). ‘i’Babies: infants’ and toddlers’ emergent language and literacy in a digital culture of iDevices. Journal of Early Childhood Literacy, 18, 163–188. https://doi.org/10.1177/1468798416653175
Harris, K. (2015). Integrating digital literacy into English language instruction (Issue Brief). Washington, DC: U.S. Department of Education, Office of Career, Technical and Adult Education. Retrieved from https://lincs.ed.gov/programs/eslpro
Hovde, M. R., & Renguette, C. C. (2017). Technological literacy: A framework for teaching technical communication software tools. Technical Communication Quarterly, 26(4), 395–411. https://doi.org/10.1080/10572252.2017.1385998
Hutchinson, L., & Novotny, M. (2018). Teaching a critical digital literacy of wearables: A feminist surveillance as care pedagogy. Computers & Composition: An International Journal, 50, 105–120. https://doi.org/10.1016/j.compcom.2018.07.006
Galla, C. K. (2016). Indigenous language revitalization, promotion, and education:
Function of digital technology. Computer Assisted Language Learning, 29(7), 1137–1151. https://doi.org/10.1080/09588221.2016.1166137
Garcia-Martin, J., & Garcia-Sanchez, J. N. (2017). Pre-service teachers’ perceptions of the competence dimensions of digital literacy and of psychological and educational measures. Computers & Education, 107, 54–67. https://doi.org/10.1016/j.compedu.2016.12.010
Gilster, P. (1997). Digital Literacy. New York: John Wiley
Judd, T. (2018). The rise and fall (?) of the digital natives. Australasian Journal of Educational Technology, 34(5). https://doi.org/10.14742/ajet.3821
Kaeophanuek, S., Na-Songkhla, J., & Nilsook, P. (2018). How to enhance digital literacy skills among information science students. International Journal of Information and Education Technology, 8(4), 292–297. doi: 10.18178/ijiet.2018.8.4.1050
Kern, R. (2015). Language, literacy, and Technology. Cambridge: Cambridge University Press.
Kim, Y., & Belcher, D. (2020). Multimodal composing and traditional essays: Linguistic performance and learner perceptions. RELC Journal, 51, 86–100. https://doi.org/10.1177/0033688220906943
Kukulska-Hulme, A., & Viberg, O. (2018). Mobile collaborative language learning: State of the art. British Journal of Educational Technology, 49, 207–218. https://doi.org/10.1111/bjet.12580
Lee, J. S., & Drajati, N. A. (2020). Willingness to communicate in digital and non-digital EFL contexts: Scale development and psychometric testing. Computer Assisted Language Learning, 33(7), 688–707. https://doi.org/10.1080/09588221.2019.1588330
Liu, K. P., Tai, S. J. D., & Liu, C. C. (2018). Enhancing language learning through creation: The effect of digital storytelling on student learning motivation and performance in a school English course. Educational Technology Research and Development, 66, 913–935. http://dx.doi.org/10.1007/s11423-018-9592-z
Liu, G.-Z., Fathi, J., & Rahimi, M. (2024). Using digital gamification to improve language achievement, foreign language enjoyment, and ideal L2 self: A case of English as a foreign language learners. Journal of Computer Assisted Learning, 40(4), 1347–1364. https://doi.org/https://doi.org/10.1111/jcal.12954
Mellati, M., & Khademi, M. (2020). MOOC-based educational program and interaction in distance education: long life mode of teaching. Interactive Learning Environments, 28(8), 1022–1035. https://doi.org/10.1080/10494820.2018.1553188
Mellati, M., Khademi, M. & Abolhassani, M. (2018). Creative interaction in social networks: Multi-synchronous language learning environments. Education & Information Technology, 23, 2053–2071. https://doi.org/10.1007/s10639-018-9703-9
Meng, Y., Xu, W., Liu, Z., & Yu, Z.-G. (2024). Scientometric analyses of digital inequity in education: problems and solutions. Humanities and Social Sciences Communications, 11(1), 1052. https://doi.org/10.1057/s41599-024-03480-w
Merchant, G. (2015). Apps, adults and young children: Researching digital literacy practices in context. Discourse and digital practices (pp. 156–169). Routledge.
Moldavan, A. M., Edwards-Leis, C., & Murray, J. (2022). Design and pedagogical implications of a digital learning platform to promote well-being in teacher education. Teaching and Teacher Education, 115, 103732. https://doi.org/10.1016/j.tate.2022.103732
Mudra, H. (2020). Digital literacy among young learners: How do EFL teachers and learners view its benefits and barriers? Teaching English with Technology, 20(3), 3–24.
Nami, F., & Asadnia, F. (2024). Exploring the effect of EFL students’ self-made digital stories on their vocabulary learning. System, 120, 103205. https://doi.org/10.1016/j.system.2023.103205
Neumann, M. M., Finger, G., & Neumann, D. L. (2017). A conceptual framework of emergent digital literacy. Early Childhood Education Journal, 45(4), 471–479. http://dx.doi.org/10.1007/s10643-016-0792-z
Novak, E., McDaniel, K., & Li, J. (2023). Factors that impact student frustration in digital learning environments. Computers and Education Open, 5, 100153. https://doi.org/10.1016/j.caeo.2023.100153
Nishioka, H. (2016). Analysing language development in a collaborative digital storytelling project: Sociocultural perspectives. System, 62, 39–52. https://doi.org/10.1016/j.system.2016.07.001
Omeh, C. B., Olelewe, C. J., & Nwangwu, E. C. (2024). Fostering computer programming and digital skills development: An experimental approach. Computer Applications in Engineering Education, 32(2), e22711. https://doi.org/10.1002/cae.22711
Oskoz, A., & Elola, I. (2016). Digital stories: Bringing multimodal texts to the Spanish writing classroom. ReCALL, 28(3), 326–342. https://doi.org/10.1017/S0958344016000094
Pang, S., Reinking, D., Hutchison, A., & Ramey, D. (2015). South Korean teachers’ perceptions of integrating information and communication technologies into literacy instruction. Education Research International, 2015(2), 1–13. http://dx.doi.org/10.1155/2015/783593
Pangrazio, L. (2016) Reconceptualising critical digital literacy. Discourse: Studies in the Cultural Politics of Education, 37(2), 163–174. https://doi.org/10.1080/01596306.2014.942836
Perdana, R., Yani, R., Jumadi, & Rosana, D. (2019). Assessing students’ digital literacy skill in senior high school Yogyakarta. Indonesian of Education Journal, 8(2), 169–177, http://dx.doi.org/10.23887/jpiundiksha.v8i2.17168
Pratolo, B. W., & Solikhati, H. A. (2020). The implementation of digital literacy in Indonesian suburban EFL classes. International Journal of Scientific and Technology Research, 9(1), 1508–1512.
Prior, D. D., Mazanov, J., Meacheam, D., Heaslip, G., & Hanson, J. (2016). Attitude, digital literacy and self efficacy: Flow-on effects for online learning behavior. The Internet and Higher Education, 29, 91–97. https://doi.org/10.1016/j.iheduc.2016.01.001
Pun, J. K. H., & Curle, S. (2022). The Use of Technology in English Medium Education. In: Pun, J.K.H., Curle, S., Yuksel, D. (eds) The Use of Technology in English Medium Education. English Language Education, 27. Springer, Cham. https://doi.org/10.1007/978-3-030-99622-2_1
Rahimi, M., & Zhang, L.J. (2018). Effects of task complexity and planning conditions on L2 argumentative writing production. Discourse Processes, 55(8), 726–742. https://doi.org/10.1080/0163853X.2017.1336042
Rezai, A., Soyoof, A., & Lee Reynolds, B. (2024). Ecological factors affecting students' use of informal digital learning of English: EFL teachers’ perceptions. Teaching and Teacher Education, 145, 104629. https://doi.org/10.1016/j.tate.2024.104629
Rothoni, A. (2018). The complex relationship between home and school literacy: A blurred boundary between formal and informal English literacy practices of Greek
teenagers. TESOL Quarterly, 52(2), 331–359. https://doi.org/10.1002/tesq.402
Sadan, M., Lipka, O., & Katzir, T. (2024). Students’ emotional experiences and learning outcomes during digital vocabulary instruction: comparing struggling and typical third grade readers. Computer Assisted Language Learning, 1–30. https://doi.org/10.1080/09588221.2024.2382452
Schreiber, B. R. (2015). I am what I am: Multilingual identity and digital translanguaging. Language Learning & Technology, 19(3), 69–87. Doi: 10.4018/978-1-7998-6745-6.ch007
Shafiee Rad, H., Alipour, J., Jafarpour, A., & Hashemian, M. (2024). Unlocking the magic of digital adaptivity: Unleashing students' writing skills and self-determination motivation through digital literacy instruction. System, 125, 103454. https://doi.org/10.1016/j.system.2024.103454
Son, J.-B., Park, S.-S., & Park, M. (2017). Digital literacy of language learners in two different contexts. The JALTCALL Journal, 13, 77–96. http://eprints.usq.edu.au/id/eprint/33127
Tafazoli, D., & Meihami, H. (2022). Narrative inquiry for CALL teacher preparation programs amidst the COVID-19 pandemic: Language teachers’ technological needs and suggestions. Journal of Computers in Education. https://doi.org/10.1007/s40692-022-00227-x
Tamborg, A. L., Dreyoe, J., & Skov Fougt, S. (2018). Digital literacy - A qualitative systematic review. Tidsskriftet Læring og Medier, (LOM) 11(19), 29. https://doi.org/10.7146/lom.v11i19.103472
Wang, Y. (2023). Probing into the boredom of online instruction among Chinese English language teachers during the Covid-19 pandemic. Current Psychology, 43(1), 1–15. https://doi.org/10.1007/s12144-022-04223-3.
Ware, P., Kern, R., & Warschauer, M. (2016). The development of digital literacies. In R. M. Manchón, & P. K. Matsuda (Eds.). Handbook of second and foreign language writing (pp. 307–328). Walter de Gruyter.
Wilson, J. A., & Soblo, H. (2020). Transfer and transformation in multilingual student writing. Journal of English for Academic Purposes, 44, 100812. https://doi.org/10.1016/j.jeap.2019.100812
Zeng, G. (2017). Collaborative dialogue in synchronous computer-mediated communication and face-to-face communication. ReCALL, 29(2), 1–19. https://doi.org/10.1017/S0958344017000118
Zhang, J., & Zhang, Z. (2024). AI in teacher education: Unlocking new dimensions in teaching support, inclusive learning, and digital literacy. Journal of Computer Assisted Learning, 40(4), 1871–1885. https://doi.org/10.1111/jcal.12988
Zimmer, W. K., McTigue, E. M., & Matsuda, N. (2021). Development and validation of the teachers’ digital learning identity survey. International Journal of Educational Research, 105, 101717. https://doi.org/10.1016/j.ijer.2020.101717
Language Related Research