Digital Literacy Tools to Enhance English Reading and Writing Skills: A Detailed Literature Review

Joseph, Victoria; Khan, Najmonnisa

doi:10.31703/glr.2020(v-iii).03

Cited by 5 publications

(4 citation statements)

References 9 publications

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“…The literature has consistently emphasized the critical need for digital skills across various domains in IR 4.0. Indeed, graduates must be equipped with these skills to effectively navigate the challenges and opportunities in the workplace presented in the digital era (Bastian et al, 2021;Joseph and Khan, 2020). Underpinned by the European Commission's DigComp 2.0 framework (Vuorikari et al, 2016), this study conceptualizes the digital skills in the IR4.0 landscape consist of five categories: information and data literacy, communication and collaboration, digital content creation, safety, and problem-solving (Table 1).…”

Section: Demand For Digital Skillsmentioning

confidence: 99%

Demand for digital skills, skill gaps and graduate employability: Evidence from employers in Malaysia

Tee,

Wong,

Dada

et al. 2024

F1000Res

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Background A major workforce inadequacy and the change in skill demanded have been observed due to the digital transformation. This study aims to identify the digital skills demanded by employers, focusing on exploring the skills gaps among the graduates that impact graduate employability. Methods A cross sectional online survey was conducted among the companies registered with the Malaysian Productivity Corporation (MPC). Demand for digital skills was assessed using descriptive analysis of mean scores of the employers’ rating in digital skills at present and in future. A pair sample t-test was performed to explore the existence of skill gaps, by comparing the demand versus competencies of the graduates’ digital skills in the workplace. Results Of the 393 responses collected, 376 responses were used for final analysis. The findings show that the current top three digital skills in demand are “information and data literacy”, “problem-solving”, and “digital content creation”. Whereas the top digital skills for future demand are “problem-solving”, “safety”, and “communication and collaboration”. In addition, the most significant (digital) skill gap is found in “communication and collaboration skills” followed by “problem-solving” and “safety” skills. Conclusions These findings provide insights into the digital skills demanded by employers in IR 4.0, allowing the practitioners, education service providers and policymakers to do better planning on human capital management and training development. By focusing on identifying the current and future demand for digital skills while exploring the digital skill gaps among the graduates, this study provides insight into the employability skills required by the graduate before entering the job market.

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Section: Demand For Digital Skillsmentioning

confidence: 99%

Demand for digital skills, skill gaps and graduate employability: Evidence from employers in Malaysia

Tee,

Wong,

Dada

et al. 2024

F1000Res

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“…It is regarded as a communication tool as well to increase knowledge. One of the most crucial tasks for EFL learners, according to Joseph and Khan (2020), is writing. Teachers that are teaching writing to their students need to integrate technology.…”

Section: Whatsapp Is a Learning Tool To Enhance Writing Skillsmentioning

confidence: 99%

Analyzing the contribution of WhatsApp in enhancing English writing skills among undergraduate English as a Foreign Language (EFL) learners: A systematic review

Khurram,

Palpanadan,

Chachar

2024

Forum Linguist. Stud.

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Social media is becoming a more active and accessible medium for learners all around the world to acquire the English language. A growing body of study is examining how people learn and use language in the digital age, and one such area of study is social media-based English language learning. This systematic review of the literature aims to provide an overview of social media, specifically WhatsApp, as a tool for learning English writing skills in existing literature. This review maps the experiences of learners with learning outcomes related to writing skills as they relate to WhatsApp. To examine the literature that was accessible for the study, a systematic review was conducted. This systematic review complies with the statement of Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) standards. The review procedure included a thorough search of electronic databases like Web of Science, Google Scholar, Science Direct, and Scopus. The research articles, which were published between 2013 and 2022 were included in the search. The purpose of this systematic research is to investigate WhatsApp Messenger’s potential to help undergraduate EFL learners improve their writing skills. The review gives a summary of the body of research on the use of WhatsApp for writing instruction, including studies examining the app’s possible benefits for undergraduate EFL learners’ writing skills. Out of n = 90 research studies n = 20 research studies met the inclusion criteria for this systematic review. Among all those 20 studies, researchers adopted (n = 13; 65%) quantitative research methodology. According to the results of this systematic review, WhatsApp gained popularity among researchers in 2019 and 2021, and at that time, there were more studies conducted. The country-wise context of the research studies revealed that Saudi Arabia (n = 4; 20%) has made a significant contribution to the body of studies in which it was discovered that WhatsApp is a highly useful learning tool for improving the writing abilities of undergraduate EFL learners. Future research should explore WhatsApp’s impact on enhancing English writing skills among undergraduate EFL learners, considering diverse contexts and instructional strategies. Educators are encouraged to integrate WhatsApp for group projects, create engaging online environments, and continuously assess teaching methods. Additionally, research could investigate educators’ perspectives on WhatsApp-based approaches and explore the role of other social media tools, like Instagram, YouTube, and Facebook, in enhancing various English language skills.

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“…Some teachers also believe that the traditional "chalk and talk" approach is easier and allows for quick information delivery. According to research conducted by Joseph et al (2021), a portion of public school teachers show little interest in acquiring new technology. 4.8% of teachers also agree that teachers only use technology during observations by administrators, State Education Departments or District Education Offices.…”

Section: Teacher's Readinessmentioning

confidence: 99%

Issues and Challenges of Integrating Technology in Teaching and Learning Among Teachers in National Type Tamil School (NTTS)

Thumbarayan,

Kamaruzaman,

Omar

2023

IJE

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The integration of technology in teaching and learning is a crucial cornerstone in the education world to produce competent individuals in the 21st century. Teachers play a key role in contributing to the development of technologically proficient individuals in the field of IT. However, it is found that there is a lack of integration of technology in teaching and learning mainly because teachers face various challenges in implementing technology in pedagogy. Hence, this study aims to discover teachers’ challenges and issues in integrating technology in the National Type Tamil School (NNTS)’s classroom. This study adopts a quantitative research approach using a questionnaire. A total of 31 NTTS teachers from across the country participated in the study. Descriptive statistics were used to analyze the demographic characteristics of the respondents and the challenges faced by the NTTS teachers. The results of the study indicate that the level of teachers' skills and knowledge in technology is very high. However, the readiness of students and support from Parent-Teacher Association and Non-Governmental Organizations were found to be unsatisfactory. This study also suggests that school administration, Parents Teacher’s Association (PTA), and the Ministry of Education should focus on the challenges faced by teachers and take various measures such as providing professional development training and facilities such as adequate access to the internet and computer facilities for both teachers and students.

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Digital Literacy Tools to Enhance English Reading and Writing Skills: A Detailed Literature Review

Cited by 5 publications

References 9 publications

Demand for digital skills, skill gaps and graduate employability: Evidence from employers in Malaysia

Demand for digital skills, skill gaps and graduate employability: Evidence from employers in Malaysia

Analyzing the contribution of WhatsApp in enhancing English writing skills among undergraduate English as a Foreign Language (EFL) learners: A systematic review

Issues and Challenges of Integrating Technology in Teaching and Learning Among Teachers in National Type Tamil School (NTTS)

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