On the Relationship among Digital Literacy, Self-Confidence and English Language Achievement of Iranian EFL Learners

Abstract

The present study aimed at investigating the relationship among digital literacy of Iranian EFL learners, their self-confidence, and English language achievement. students in eighth grade at a bilingual high school in Shiraz were selected. Fifty-six participants constituted the sample of the study. In order to check their homogeneity, the English language proficiency level of the participants was determined by OQPT. To fulfill the objectives, two different questionnaires seeking information on learners' digital literacy and self-confidence were distributed among students studying English as their foreign language. An achievement test based on their coursebook was administered. Both descriptive statistics (Mean + SD) and inferential statistics (Pearson Correlation) were run on the data. The findings of the study indicated that there were significant positive correlations between digital literacy and self-confidence, self-confidence and English language achievement, and also digital literacy and English language achievement. Moreover, the study illustrated that a more planned use of digital literacy-based instruction can reinforce the students' self-confidence and English language achievement. In other words, the development of each variable can influence two other factors positively.