The Effect of Global Digital Citizenship Education on EFL Learners’ Vocabulary Learning: Exploring Learners’ Perceptions
Khoshnam Ebrahimian
1
(
Department of Applied Linguistics and TESOL, Urmia University, Urmia, Iran
)
Mehdi Sarkhosh
2
(
Department of Applied Linguistics and TESOL, Urmia University, Urmia, Iran
)
Zhila Mohammadnia
3
(
Department of Applied Linguistics and TESOL, Urmia University, Urmia, Iran
)
Keywords: Digital Literacy, Global Digital Citizenship Education, Vocabulary Learning,
Abstract :
In an increasingly interconnected world, the necessity for individuals to participate responsibly in digital environments is paramount. Integrating technology and online resources in language learning can enhance vocabulary acquisition by equipping learners with the skills and knowledge to utilize digital resources effectively and responsibly. This mixed methods study explored the influence of global digital citizenship education(GDCE) on EFL learners’ vocabulary learning and their perceptions of GDCE.Sixty male upper-intermediate EFL learners were randomly assigned to experimental and control groups, with 20 participants interviewed for qualitative insights. Instruments included the Oxford Quick Placement Test to ensure the homogeneity, the vocabulary Levels Test Version 2, and a researcher-made questionnaire to provide qualitative data. Cronbach’s alpha was used to ensure the reliability. The validity of the instruments was ensured through content validity. The obtained results revealed the significant effect of global digital citizenship education on the improvement of vocabulary learning. The quantitative data revealed positive attitudes of the participants toward global digital citizenship education. The findings hold significant theoretical and practical significance for teachers, teacher educators, curriculum designers, and researchers.
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Effect of Global Digital Citizenship Education on EFL Learners’ Vocabulary Learning: Exploring Learners’ Perceptions
Khoshnam Ebrahimian1, Zhila Mohammadnia2*, Mehdi Sarkhosh3
1Ph.D. Candidate, Department of Applied Linguistics and TESOL, Urmia University, Urmia, Iran
khoshnamebrahimian@gmail.com
2*Assistant Professor, Department of Applied Linguistics and TESOL, Urmia University, Urmia, Iran
z.mohammadnia@urmia.ac.ir
3Assistant Professor, Department of Applied Linguistics and TESOL, Urmia University, Urmia, Iran
m.sarkhosh@urmia.ac.ir
Abstract
In an increasingly interconnected world, the necessity for individuals to participate responsibly in digital environments is paramount. Integrating technology and online resources in language learning can enhance vocabulary acquisition by equipping learners with the skills and knowledge to utilize digital resources effectively and responsibly. This mixed-methods study explored the influence of global digital citizenship education (GDCE) on EFL learners' vocabulary learning and their perceptions of GDCE. Sixty male upper-intermediate EFL learners were randomly assigned to experimental and control groups, with 20 participants interviewed for qualitative insights. Instruments included the Oxford Quick Placement Test to ensure the homogeneity, the Vocabulary Levels Test Version 2, and a researcher-made questionnaire to provide qualitative data. Cronbach's alpha was used to ensure the reliability. The validity of the instruments was ensured through content validity. The obtained results revealed the significant effect of global digital citizenship education on the improvement of vocabulary learning. The quantitative data revealed positive attitudes of the participants toward global digital citizenship education. The findings hold significant theoretical and practical significance for teachers, teacher educators, curriculum designers, and researchers.
Keywords: Digital Literacy, Global Digital Citizenship Education, Vocabulary Learning
Introduction
The pervasive use of the English language globally and its critical role in accessing vast reservoirs of knowledge have established it as a core subject in educational systems worldwide. Currently, English stands as the international language, essential for students aspiring to partake in international discourse. With the relentless progression of globalization, the demand for individuals proficient in multiple languages is on the rise. English instruction is poised to unlock future prospects for learners. In the context of knowledge transmission between educators and
Globalization significantly influences personal and educational practices across the planet.
Globalization as a universal phenomenon arises on an overall scale encompassing all countries throughout several eras, and there are different perspectives on this dynamic notion. The convergence of forces such as globalization, intercultural communication, and advancements in technology, alongside the demand for proficient scientific resources, shapes the landscape of foreign language acquisition, particularly the challenges of time and cost involved in mastering English, the current global lingua franca (Dahmardeh & Kim, 2020). This reality underscores the urgency for more effective and technological methods and personal tools to learn English, which functions as a lingua franca by serving as a common means of communication among people from various linguistic and cultural backgrounds (House, 2012).
Considering the technological advances and the applicability of the internet and technology in education, especially language learning, learners as global citizens are required to master digital knowledge to stay globally competitive and mature, accountable, and responsible citizens and learners. Richardson and Milovidov (2019) contended that being a digital citizen entails having a robust set of abilities that allow individuals to engage actively, confidently, and responsibly with communities, whether online or offline, at local, national, or international levels. With the disruptive and ever-evolving nature of digital technology, competence development is a continuous journey that should begin early in life, both at home and in school, through both informal and formal educational contexts.
It is worth noting that foreign language educators take on the role of cultural instructors.
When students delve into a new language, they are simultaneously uncovering the cultural tapestry that accompanies it. They are not just learning to speak in different words and sentences, but are also unlocking the means to connect with people from another culture. This aspect can be linked to the knowledge of the learners in terms of global aspects and using technology in their learning course. A number of educators and psychologists have emphasized the inclusion of vocabulary learning in the language learning curricula with the aim of developing the quality of EFL contexts through technological strategies and digital tools (e.g., Aslan, 2016; Alamri & Hakami, 2022). Moreover, to have accurate and fluent communication, grammatical and vocabulary understanding are as important as intercultural awareness. According to Aslan (2016), vocabulary is one of the most essential components among others while learning a new language.
Language. Since, learning a new language occurs with the acquisition of new words. Unidentified words create hindrances while understanding a language. With the aim of eliminating these complications, vocabulary improvement is required.
In general, it can be declared that in a globalized society with a wealth of multicultural perspectives, it is essential to develop and enhance communication both linguistically and interculturally. Learners are expected to gain the necessary level of vocabulary and syntax to apply their knowledge in learning process through a progression of recognizing, enquiring, and evaluating deeply-held assumptions. However, lack of understanding certain words may demotivate learners and reduce their level of acceptance in facing new and unfamiliar circumstances.
Global digital citizenship education in EFL contexts refers to the integration of teaching and learning practices that aim to equip EFL learners with the knowledge, skills, and values necessary to participate responsibly and effectively in the digital world, while also fostering a sense of global awareness and intercultural understanding. Considering the points discussed, one could propose that the beneficial impact of global digital citizenship education has largely been a matter of conjecture, driven by a lack of extensive research in the field. Consequently, the current study aimed to investigate how global digital citizenship education influences learners' vocabulary competence. That is to say, there is a large probability that the development of global digital citizenship education, in general, is not given enough focus in the reviewed literature, especially the studies conducted in Iran, which might indicate less awareness of the importance of this issue in the current society. The issues or concerns that have arisen due to global digital citizenship and technological complexities indicate the need for more detailed, comprehensive, and holistic approaches and methodologies to conceptualize and examine global digital citizenship across different communities of practice. Here, counting the perceptions of the learners toward the use of digital knowledge and a particular application to learn a language is of great importance. Thus, the primary aim of the existing research was to investigate the effect of global digital citizenship on EFL learners ' vocabulary learning and examine the learners' perceptions toward the applicability of global digital citizenship in EFL contexts through a mixed-method survey. That is to say, the learners' ideas were examined through the qualitative phase of the study in the form of an interview.
Based on the above-mentioned point, the aim of the current study was to examine the effectiveness of global digital citizenship on developing learners' vocabulary learning. The following research questions are proposed in this study:
RQ1. Does global digital citizenship have a significant effect on EFL learners’ vocabulary learning?
RQ2. How do EFL learners perceive the effectiveness of global digital citizenship education in language learning classrooms?
Literature Review
Global Digital Citizenship and Its Trends
Technology has vastly changed the way we connect and create. These days, people are sharing their lives online through posting pictures, videos, and thoughts, as well as teaming up with others across the globe for various projects on social media and other online platforms (Fingal, 2020). With the emergence of the COVID-19 pandemic, the use of these digital tools shifted from a convenience tool to a kind of necessity, and students began to depend on them heavily for schoolwork and staying in touch while confined to their homes (Ranchordas, 2020).
Singh (2021) highlighted the transformative impact of innovation across all forms of media, from traditional outlets to print, electronic, and the ever-evolving digital or new media landscapes. This evolution has fundamentally altered our thoughts, actions, and the very nature of our daily lives. Digital media blends the qualities of print and electronic formats, encoding them into binary, a shift that necessitates a fresh approach to content creation and dissemination. This new terrain is navigated by contemporary individuals, especially the younger generation, who engage with an array of „smart‟ devices, which are phones, televisions, radio channels, or audio-video tools, used to connect every moment, for various motives, both benign and otherwise. Additionally, language barriers are being dismantled as new media acts as a universal translator, flawlessly converting a multitude of languages and dialects, making global communication accessible to all.
Given that technology plays a large role in our daily routines, it is crucial that we teach students how to interact and work together online in a way that is safe and respectful (Tan, 2011). These skills are part of what we call digital citizenship, which is a concept gaining more attention as our lives become increasingly digital (Ribble, 2008; Shelley et al., 2004). Digital citizenship is not just about being well-informed online users; it is about having a set of guidelines that help students navigate the internet thoughtfully and carefully, affecting both their educational life and personal world (Tan, 2011). Ribble and Bailey (2007) explained digital citizenship as the set of behaviors one should exhibit online, which ensures we use technology legally, safely, ethically, and responsibly.
Starkey (2022) highlighted that Global Citizenship Education (GCE) has the potential to revolutionize language learning by introducing a teaching approach grounded in the universal values of human rights as set out by the United Nations. It is an initiative steeped in political significance and is an arena of engagement. Language educators are likely to incline toward GCE as it aligns with their intrinsic rejection of nationalist ideologies and the notion of linguistic or cultural supremacy. As expert language learners themselves, these educators understand the liberating experience of immersing in new cultures and forging connections that break through the barriers of a single language tied to one nation. They may find themselves naturally in tune with the ideals of cosmopolitanism that promote a universal human community.
Digital Citizenship and Vocabulary Learning
Vocabulary is one of the essential building blocks of any language. It serves as a medium for conveying meaning and ideas, and it facilitates the development of listening, speaking, reading, and writing skills. According to Richards and Schmidt (2010), vocabulary encompasses “a set of lexemes, including single words, compound words, and idioms” (p. 629). Furthermore, Alqahtani (2015) defined vocabulary as “the total number of words required to communicate ideas and express the speaker 's intended meaning” (p. 25).
The potential of studying English to foster the growth of global citizenship is becoming more widely acknowledged. It has been suggested that knowing English can help people interact and communicate with people from other cultures, which promotes empathy and intercultural understanding (Higgins, 2012). As stated by Hanh (2024), incorporating digital literacy into EFL instruction involves a wide range of real-world applications that are intended to improve language-learning outcomes. According to Babazade (2024), it is widely accepted that increasing one 's vocabulary is a crucial component of learning a second language and has an impact on one 's overall language proficiency as well as conversational abilities. Over time, the cornerstones of conventional vocabulary training methods have often been rote memory, flashcards, and extended reading. However, the field of language instruction has undergone significant transformation with the development of digital technology. Digital tools such as online resources, language-learning applications, and multimedia elements are increasingly being included into language curricula to enhance vocabulary acquisition. Learners can interact with new language in dynamic ways using these technologies, which offer multimodal input through visual, aural, and contextual inputs. This is consistent with theories such as dual coding theory, which suggests that verbal and visual encoding improve knowledge retention.
EFL Learners’ Perceptions of Global Digital Citizenship Education Effectiveness
Healey et al., (2016) pointed out the significance of taking into account the cultural and situational backgrounds of learners when weaving digital citizenship into language education. Their recommendation is that the design of instruction should be attuned to the varied backgrounds of learners to guarantee that the principles of digital citizenship are taught and grasped in ways that resonate with the actual experiences of the learners.
In exploring learners‟ perceptions of the effectiveness of global digital citizenship education, a study by Mossberger, Tolbert, and McNeal (2007) found that learners appreciate its comprehensive approach. This education provided opportunities to engage with various digital tools and platforms in ways that support their communicative competence and global awareness.
In contrast to these findings, it is important to note that some studies have reported mixed perceptions about the effectiveness of digital citizenship education. Wang, Chen, and Khan (2014) acknowledged the challenges of integrating digital citizenship within EFL programs, such as the resistance to changing traditional teaching methodologies and the varying levels of digital access among learners.
Kara (2018) conducted a mixed-methods investigation to understand the perceptions and behaviors related to digital citizenship among students at a private university, using both quantitative and qualitative approaches. The study started by gathering quantitative data through a survey administered to 435 students, highlighting a marked inclination for engaging in online political discussions. However, contrasting insights emerged from the qualitative part, which consisted of semi-structured interviews with 10 students from the surveyed group. These interviews revealed that, despite the initial findings, students were hesitant to participate in political debates online, expressing that such discussions often led to emotional distress and anxiety over the potential impact of negative remarks on the future of others.
Through a mixed-method study, Rezai, Soyoof, and Reynolds (2024) examined the association between informal digital learning of English (IDLE) and English as a Foreign Language (EFL) learners' vocabulary knowledge (VK). A total of 365 EFL learners, including 172 males and 193 females, participated in the quantitative part, while 24 EFL learners (12 males and 12 females) participated in the qualitative part. The participants completed the Informal Digital Learning of English Scale (IDLES), an English vocabulary test, and wrote a reflective statement. Pearson correlation analysis, multiple regression analysis, and thematic coding analysis were employed to analyze the collected data. The findings revealed a significant positive correlation between IDLE and the EFL learners' VK. Additionally, the results indicated that the EFL learners‟ VK was influenced by all dimensions of IDLES, including IDLE-enhanced benefits, IDLE practices, others and support, authentic L2 experience, resource and cognition, and frequency and device. Moreover, four overarching themes emerged from the qualitative findings: having authentic learning experiences, receiving support from others, benefiting from quantity and diversity, and being motivated and confident. The findings evidenced that IDLE is an effective way of enhancing EFL learners' VK as it can provide them with exposure to authentic and diverse English learning resources and activities beyond traditional classrooms.
Zheng, Yuan, and Pan (2024) declared that innovation in education through digitalization has been fueled by the development of digital technologies. Developing college students' digital literacy to increase their capacity for online learning is a new goal for higher education in the digital age. This study examined how EFL undergraduates' digital literacy and online learning abilities relate to one another, as well as how perceived instructor assistance may play a part. A questionnaire survey was administered to 348 EFL undergraduates at a comprehensive university in Eastern China using the three measures of digital literacy, online learning power, and perceived instructor support. The participants submitted their survey results after completing the surveys. The findings demonstrated that online learning power was favorably predicted by digital literacy, that digital literacy was positively correlated with perceived teacher support, and that online learning power was positively predicted by perceived teacher support. The association between online learning power and digital literacy was substantially mediated by perceived instructor assistance. The results of this study showed that undergraduate digital literacy influences online learning power through perceived teacher support, indicating the need to bolster teacher support, particularly to improve instructors' attitudes and acceptance of technology.
Methodology
Design of the Study
This study is quasi-experimental research with a pre-test and post-test design aimed at investigating the effect of an intervention (global digital citizenship) on EFL learners' vocabulary learning. The independent variable in the present research is global digital citizenship education, which includes the materials provided as the treatment for learners, including videos and podcasts with the content of global digital citizenship. The dependent variable is vocabulary learning. Along with the quantitative phase of the study, a mixed-method design was used to collect the qualitative phase of the study, in which the data was gathered from the learners through a researcher-made open-ended questionnaire.
Participants
The target population from which the participants were selected for the present study included 250 Iranian EFL learners of upper-intermediate proficiency level at the Mokriyan Language Institute in Mahabad city. Ninety learners were selected through a random sampling method. They were young language learners ranging in age from 17 to 35 years old. To eliminate the gender effect, only male learners were selected. Based on the results of the Oxford Placement Test, which was conducted to check the homogeneity of the learners, 60 learners were selected. After that, they were randomly classified into two groups, including one experimental group (30 learners) and one control group (30 learners). Additionally, 20 of the participants in the experimental group were requested to take part in the qualitative part of the study.
Instruments and Materials
Oxford Placement Test (OPT)
The Oxford Quick Placement Test (OQPT) was developed by Cambridge University and Oxford University Press to assess English proficiency. It is a standardized test validated by over 6,000 students from more than 20 countries. The test aligns with the Cambridge ESOL Examinations and the CEFR. It consists of 60 questions covering vocabulary, grammar, and cloze tests, to be completed in 30 minutes. Scores ranging from zero to 17 represent the beginner level, scores ranging from 18 to 29 show the elementary level, scores from 30 to 39 point out the lower-intermediate level, and scores between 40 and 47 belong to the upper-intermediate level. Moreover, scores ranging from 48 to 54 and scores from 55 to 60 are taken to be at advanced and very advanced proficiency levels, respectively. Based on these criteria, learners who scored 40 to 47 were selected as upper-intermediate EFL learners in this study.
Vocabulary Levels Test Version
The Vocabulary Levels Test Version 2 assessed participants' receptive vocabulary knowledge. It included five sections: 2,000-word, 3,000-word, 5,000-word, 10,000-word, and academic vocabulary levels. Each section required matching target words with definitions, with 60 words per section. Correct matches earned one point, with a maximum of 30 points per section. The test had 150 items in total. Studies by Read (2000) and Schmitt et al. (2001) confirmed the test ‘s validity and reliability.
Global Digital Citizenship
Global Digital Citizenship Education refers to the process of equipping learners with the skills, knowledge, and ethical awareness necessary to navigate and contribute responsibly to the global digital landscape. This includes developing digital literacy, media literacy, and intercultural competencies to foster critical thinking, creativity, and civic engagement in a digitally interconnected world. In EFL contexts, it involves integrating language learning with digital citizenship principles to empower learners to communicate effectively, critically evaluate information, and engage ethically in online communities (Lutge, 2023). The concept of global digital citizenship education is anchored in the idea that technology should be used responsibly, not just for learning but also for contributing to the common good (Ribble, 2012). It is important to delve into global digital citizenship within learning institutions, as digital tools have become an integral part of the day-to-day routine. When these tools are not used correctly, the repercussions can jeopardize the safety and well-being of themselves and others (Ribble & Miller, 2013).
In the present study, Global Digital Citizenship was defined in terms of the materials provided as the treatment for the learners during eight session that included videos and podcasts with the content of global digital citizenship.
Interview
The qualitative phase of the current study was actually conducted through a researcher-made questionnaire including five open-ended questions. To establish the content validity and suitability of the questions, evaluation was conducted by a group of experts in TEFL including the supervisor and advisor of the study. The questions focused on the students' ideas toward the most important aspects of global digital citizenship, the general benefits and shortcomings of digital literacy in education and language learning, the challenges and positive ways to incorporate global digital citizenship in EFL contexts, strategies to avoid behaving disrespectfully, and techniques used by EFL curriculum and pedagogy to empower learners to become active and responsible participants in global online communities.
Procedure
Before the main study, a pilot test was conducted among 25 learners to ensure the reliability of the Oxford Placement Test. The test was reviewed by two experts for content validity. From a population of about 250 students, 90 were randomly selected. The Oxford Placement Test confirmed their homogeneity at an upper-intermediate level, and 60 were chosen. They were divided into an experimental and a control group, each with 30 male EFL students.
In the pre-test phase, participants took a vocabulary test. The experimental group then received an eight-session treatment involving videos and podcasts on global digital citizenship topics like respect, sustainability, and privacy. They discussed these topics and studied related vocabulary, grammar, and cultural elements. The major objective was to connect the linguistic and communicative aspects of the materials to global issues to foster global citizenship. They took almost 15 minutes of the class time and the teacher provided feedback, explanation and comments whenever required. By understanding global challenges and how they can intersect with digital issues, such as privacy concerns and misinformation, the learners could develop skills to effectively access, create, and share information online, including critical thinking and media literacy. In this process, using real-world examples to teach digital citizenship concepts, can make them more relatable and applicable. The control group followed a traditional lesson plan. After the treatment, both groups completed a post-test, including vocabulary test.
Lastly, 20 of the participants in the experimental group were requested to take part in the qualitative part of the study that was administered by the researcher in the form of an interview. The researcher asked the participants to answer five open-ended questions.
Data Analysis
Considering research design, in order to address the quantitative research question, ANCOVA was employed. The data related to qualitative phase was analyzed based on Content Analysis. Accordingly, the researchers analyzed the participants‟ answers one by one based on the stages proposed by Bengtsson (2016) including the decontextualization, the recontextualization, the categorization, and the compilation stages.
Results
RQ1. Does global digital citizenship have a significant effect on EFL learners’ vocabulary learning?
The ANCOVA test was used to test this question. First, the assumption of normality, regression slope, and Levene‟s test of homogeneity was made. Table 1 illustrates the results of Shapiro-Wilk test to determine the normality of the distribution of the variables.
Table 1
Shapiro-Wilk Test for Normality of the Variables
Variable | Group |
| Z | df | p |
|
| Pre | 0.94 | 30 | 0.16 |
Vocabulary | Experimental | Post | 0.9 | 30 | 0.61 |
Learning | Control | Pre | 0.97 | 30 | 0.67 |
|
| Post | 0.94 | 30 | 0.09 |
The results of the Shapiro-Wilk test show that the variable is normal (p > 0.05). The results of homogeneity of regression slopes related to the changes in vocabulary learning scores in two groups of the learners are illustrated in Table 2.
Table 2
Results of Regression Slopes Related to Vocabulary Learning Scores in Two Groups
Source | Sum of squares | Df | Mean square | F | p |
Pre-test | 425.26 | 1 | 425.26 | 12.11 | 0.001 |
Group & Pre-test of Vocabulary Learning | 188.92 | 1 | 188.92 | 5.38 | 0.054 |
Error | 1965.44 | 56 | 35.09 |
|
|
The regression slope results in Table 2 show no interaction between the intervention variable and the change (p > 0.05). Table 3 displays the results of Levene 's test for homogeneity of variance.
Table 3
Results of Levene’s Test
Results of Levene’s Test Variable | F | df1 | df2 | p |
Vocabulary Learning | 13.32 | 1 | 58 | 0.013 |
The results of the Levene 's test in Table 3 for homogeneity of variances can be assumed to be the same (p > 0.01). With the assumptions confirmed, the results of the analysis of covariance are as follows. The results of the analysis of covariance performed on the vocabulary learning scores of the experimental and control group learners are presented in Table 4.
Table 4
Results of Covariance on the Effect of Global Digital Citizenship on the Improvement of Vocabulary Learning
Source | Sum of squares | Df | Mean square | F | p | Eta |
Pre-test | 437.96 | 1 | 437.96 | 11.58 | 0.001 | 0.16 |
Group | 3973.4 | 1 | 3973.4 | 105.12 | 0.000 | 0.64 |
Error | 2154.37 | 57 | 37.79 |
|
|
|
Table 4 indicates the results of the covariance related to the effect of global digital citizenship on vocabulary learning. In this analysis, the pre-test scores were statistically controlled; that is, the effect of similar variable scores was removed from the vocabulary learning scores of the two groups, and the groups were compared based on the residual variance. The results of the analysis of covariance showed that there is a significant difference between the vocabulary learning scores of the two groups (p < 0.05, F = 105.12, Eta = 0.64) and that global digital citizenship education could predict an improvement in the vocabulary learning of the participants by 64%. Table 5 demonstrates the results related to the adjusted mean and standard deviation of vocabulary learning scores of the learners in two groups.
Table 5
Adjusted Mean and Standard Deviation of Vocabulary Learning Scores of the Learners in Two Groups
Group | Mean | Std Error | 95% confidence interval |
|
Lower Bound | Upper Bound | |||
Experimental | 81.1 | 1.12 | 78.84 | 83.35 |
Control | 64.7 | 1.12 | 62.44 | 66.95 |
According to Table 5, the vocabulary learning score of the learners in the experimental group (global digital citizenship education) with the mean score of 81.1 is significantly higher than the control group with the mean score of 64.7. As a result, global digital citizenship education has been significantly effective in improving the learners‟ vocabulary learning.
RQ2. How do EFL learners perceive the effectiveness of global digital citizenship education in language learning classrooms?
The current stage is related to the analysis of the qualitative data obtained from a researcher-made questionnaire, including five open-ended questions. The questions focused on topics such as learners' digital literacy knowledge and understanding, its importance in developing language skills and learning English, strategies to promote their safe digital literacy, and the advantages and disadvantages of global digital literacy and citizenship in general and in language learning. The results obtained from content analysis of the open-ended questions developed by the researcher are illustrated in the following tables.
Table 6
What aspects of global digital citizenship and digital literacy are crucial to our daily lives?
Answers | Frequency |
1. The ability to distinguish reliable sources from misinformation | 20 |
2. Proficiency in using digital tools for communication and collaboration for personal, educational and professional success | 20 |
3. Understanding how to protect personal data and maintain online safety | 18 |
4. Staying updated with evolving technologies | 20 |
5. Promoting ethical behavior online, including respect for privacy and digital etiquette | 14 |
6. Understanding and respecting cultural differences in digital interactions and being aware of global perspectives | 8 |
Table 7
What are global digital citizenship’s general benefits and shortcomings?
Answers | Frequency |
Benefits |
|
1. Access to information and resources for enhancing learning, creativity, and problem-solving- solving | 19 |
2. Ability to connect, communicate, and collaborate with people from diverse cultures and | 20 |
backgrounds |
|
3. Exposure to different cultures, perspectives, and ideas for promoting empathy, tolerance, and a broader worldview | 16 |
4. Opportunities for remote work, freelancing, and global job markets | 18 |
Shortcomings |
|
1. Lack of equal access to technology, the internet, or digital literacy skills | 19 |
2. Vulnerability to data breaches, hacking, harassment, identity theft, and surveillance | 18 |
3. The dominance of certain cultures or languages online can overshadow local traditions and identities | 9 |
4. Facilitating cheating and robbery | 17 |
5. Increasing health and mental problems, and loss of critical engagement and thinking | 12 |
6. The spread of misinformation | 8 |
Table 8
In what ways do you think digital global citizenship has helped and challenged your English language-learning journey?
Answers | Frequency |
Global citizenship helped English language learning. |
|
1. Access to websites, apps, and online courses with a wealth of materials, including videos, podcasts, and interactive exercises | 18 |
2. Ability to connect with native English speakers and other learners worldwide | 15 |
3. Opportunities in international job markets, opening doors to various careers worldwide | 17 |
4. Checking accurate pronunciation and correcting mistakes, easily | 14 |
5. Active participation in discussions on global issues such as climate change, human rights, and social justice | 12 |
6. Deeper understanding of cultural distinctions and expressions in English | 8 |
Global citizenship challenged English language learning. |
|
1. Decreasing students' creativity in educational domains and developing academic projects | 9 |
2. Lack of personalized feedback | 10 |
3. Relying heavily on digital tools can make it difficult to disconnect and practice English in offline settings. | 16 |
4. Misunderstandings due to language barriers or cultural differences | 12 |
5. Inability to stay focused due to social media distractions like notifications | 8 |
6. Difficulty in choosing the most effective tools or courses due to information overload leading to confusion and inefficiency | 18 |
Table 9
How do you avoid behaving disrespectfully in the digital world to keep yourself safe, and how do you gracefully respond to disrespectful behavior?
Answers | Frequency |
1. Stay calm and avoid reacting emotionally | 16 |
2. Report, ignore, and block harassment or inappropriate content | 14 |
3. Set boundaries firmly but politely | 9 |
4. Before posting or commenting, think about how my words might affect others. | 17 |
5. Be sensitive to cultural distinctions | 7 |
6. Search everything deeply before clicking on links, sharing information, and pictures | 15 |
Table 10
How can EFL curriculum and pedagogy be adapted to empower learners to become active and responsible participants in global online communities?
Answers | Frequency |
1. Incorporate lessons on digital citizenship, online safety, and media literacy to prepare learners for global online interactions | 11 |
2. Include content that fosters cultural awareness and sensitivity, and expose learners to diverse cultures, perspectives, and global issues | 12 |
3. Design projects that require collaboration with peers from different countries, promoting teamwork and communication skills in English | 9 |
4. Provide teachers with professional development opportunities to enhance their own Digital literacy and the ability to integrate technology effectively into the classroom | 11 |
5. Regularly ask for feedback from students on their experiences in online communities and Use this feedback to refine the curriculum and pedagogy | 14 |
6. Familiarize learners with tools like Google Docs, Meet, Adobe, and Zoom for teamwork and communication | 15 |
7. Use real-world texts, videos, and audio from online communities to teach language in | 8 |
context |
|
8. Use simulations or games that mimic real-world online interactions to practice language and digital skills in a safe environment | 6 |
9. Provide opportunities for learners to practice writing emails, forum posts, and social media media comments in English | 5 |
The results illustrated in Tables 6 to 10 revealed the students‟ ideas toward the most important aspects of global digital citizenship, the general benefits and shortcomings of digital literacy in education and language learning, the challenges and positive ways to incorporate global digital citizenship in EFL contexts, strategies to avoid behaving disrespectfully, and techniques used by EFL curriculum and pedagogy to empower learners to become active and responsible participants in global online communities.
Discussion
The current study attempted to investigate the effect of global digital citizenship on EFL students‟ vocabulary learning along with considering the learners‟ perceptions toward the use of global digital citizenship education in EFL contexts. The results related to the quantitative part revealed that global digital citizenship has significant effect on learner‟s vocabulary learning.
Global digital citizenship provides learners with access to an extensive range of digital resources, counting online dictionaries, language learning apps, and educational websites. These resources can expose learners to a broader vocabulary and help them learn and use new words in context.
Digital citizenship encourages learners to engage in interactive online activities, such as discussions in social media, and collaborative projects. These interactions can help learners practice using vocabulary in real-life situations, enhancing their understanding and retention of new words.
Since words convey the majority of a language's meaning, a small vocabulary is the largest barrier to successful target language acquisition (Krashen, 1989). Vocabulary learning is currently attracting a lot of attention in foreign language research and instruction because of its significance. There is disagreement regarding the best ways to teach language to students (Susanto et al., 2020). Technology can be used to improve vocabulary learning. Summak et al., (2010) asserted that teachers could use technology as a tool to better apply practices and deliver content. By engaging with global digital communities, learners are exposed to diverse cultures.
Contexts can enrich their vocabulary acquisition. Understanding cultural references and idiomatic expressions can improve learners' ability to use vocabulary effectively.
In line with the finding, Stockwell (2013) showed that digital tools, such as mobile apps and online platforms, enhance motivation and engagement in language learning, including vocabulary acquisition. Learners using digital tools showed improved retention and usage of new words. Similarly, Kabilan et al. (2010) declared that social media platforms like Facebook facilitate global collaboration and exposure to authentic language use, which significantly improves learners' vocabulary and communication skills. In the same vein, Thorne and Reinhardt (2008) emphasized how digital tools and global digital citizenship help learners engage with culturally authentic materials, enhancing their understanding of context-specific vocabulary and idiomatic expressions. Alamer and Al Khateeb (2021) confirmed the findings by showing that using WhatsApp for vocabulary learning significantly improved learners' retention and recall of new words, highlighting the effectiveness of mobile-based learning tools. Additionally, Alshreef and Khadawardi (2024) revealed that most students have a positive perception of the use of TikTok videos as a vocabulary-learning tool. They suggested that TikTok videos could be used to increase students' English vocabulary size, which is in line with the current study.
The results related to the qualitative part revealed the students‟ ideas toward the most important aspects of global digital citizenship, the general benefits and shortcomings of digital literacy in education and language learning, the challenges and positive ways to incorporate global digital citizenship in EFL contexts, strategies to avoid behaving disrespectfully, and techniques used by EFL curriculum and pedagogy to empower learners to become active and responsible participants in global online communities.
The positive perceptions regarding digital literacy and global digital citizenship align with the work of Jones and Hafner (2012), who emphasized the empowering potential of digital literacy in allowing learners to engage with the online world effectively. The participants' recognition of the importance of using digital tools for personal, educational, and professional development underscores the essential role that digital competencies play in modern learning environments.
Regarding digital literacy in education and language learning, the benefits highlighted mirror Godwin-Jones 's (2015) observation of the internet's role in providing access to authentic. Language resources and fostering independent learning. This supports the argument that digital tools can enhance language skills, expand vocabulary, and improve pronunciation.
In sum, the findings of this qualitative research stand at the intersection of digital literacy and language education. They underscored the multifaceted aspects of global digital citizenship, from its perceived benefits in fostering interconnectivity and learning opportunities to its associated challenges and the need for responsible digital engagement. The resonance and divergence seen in comparison with extant literature suggest an evolving academic consensus on the role of digital citizenship in education.
Based on the results obtained from quantitative and qualitative phases, it can be argued that with the quickening speed of technological augmentations like smartphones, high-speed web services, high-tech applications, and social networking sites, the ability to use technology appropriately is a crucial requisite. Students in different fields and levels use digital technologies and the Internet for educational, professional, and personal reasons. Nevertheless, there are occasions in which students lack the skills and capability to use technology accurately to have effective and productive online collaborations and be less at risk.
To the extent that foreign language education is concerned, an enormous number of internet tools provide exceptional possibilities to expand learning. This requires more consciousness about the appropriate use of technology among EFL learners and teachers. An essential goal of foreign language learning is to develop through linguistic and communicative competence that can be practical in several contexts. In this regard, the concept of global digital citizenship can help users in having more effective, proper, and protected communications to gain academic and societal advantages. Generally, language learning is habitually allied with academic settings that necessitate a good command of language and intercultural skills. Thus, providing global digital citizenship training courses for both teachers and learners can advocate safe and legal use of technology and digital information based on ethical considerations.
In sum, a person is considered a digital citizen when they are able to use the digital world responsibly and balance their offline and online activities (Prasetiyo et al., 2021). The perspective of a digital citizen must be embraced by both educators and learners (Capuno et al., 2022). Crucial elements of digital citizenship include accepting accountability for one 's online behavior and adopting constructive mindsets and behaviors (Mossberger et al., 2007). Since students use technology on a daily basis, it is now essential that they learn how to cooperate and communicate online in a responsible and secure way. Digital citizenship has become a top priority as a result (Akman et al., 2023; Ozturk, 2021).
Conclusion
This study explored the impact of global digital citizenship on vocabulary learning among upper-intermediate EFL learners. The results showed a significant positive effect on vocabulary acquisition. Participants recognized the importance of global digital citizenship in enhancing vocabulary learning. By teaching global citizenship, educators provide learners with opportunities to engage with diverse issues, fostering linguistic development and increasing vocabulary.
The qualitative findings highlighted the key aspects, benefits, and challenges of global digital citizenship in education and language learning. Participants were aware of its merits and demerits, including promoting ethical behavior, intercultural understanding, and digital literacy. However, challenges like unequal access to technology and the need for guidance were noted. The study identified strategies for integrating global digital citizenship into EFL, such as addressing varying digital competences and ensuring respectful online behavior. This approach can transform EFL education by enhancing language skills and preparing learners to be informed and engaged global citizens.
This study offers valuable pedagogical insights. It confirms the importance of global digital citizenship in language classes, providing implications for EFL teachers and learners. Technology aids learners in reinforcing English skills, problem-solving, and developing intercultural awareness. Social media platforms like Facebook, YouTube, Twitter, and Instagram enhance communication and learning. The flexibility of online information affects individuals' mindsets and intercultural interactions in virtual communities.
This study is expected to help EFL teachers adopt global digital citizenship training in their English teaching, fostering thoughtful and cautious use of these courses. The findings emphasize the need to include global citizenship instruction in school curricula from early education to promote effective technology use and avoid online risks like hacking. Additionally, the results guide EFL teachers in employing technological techniques that reduce learners' confusion regarding linguistic and cultural aspects, enhancing their engagement in the language- learning process. Digital citizenship education not only improves vocabulary learning but also. Encourages EFL learners to question biases and stereotypes when interacting with diverse cultures, promoting a more inclusive approach to intercultural communication.
This study explored the impact of global digital citizenship on EFL students' vocabulary learning. Future research could investigate its effects on different language skills, compare knowledge between teachers and learners, and consider age and gender factors. Teachers' digital literacy and integration of global digital citizenship into instruction could be examined to see how it influences learners' language achievement. The current study's results are limited to a small sample and one language academy. Future studies should involve larger, more diverse groups to produce more generalizable findings. Additionally, research could explore the effectiveness of specific digital tools and compare global digital citizenship education across different educational settings. Long-term effects and contextual factors influencing its effectiveness could also be investigated.
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Biodata
10 |