Digital Literacy in Language Learning: A Qualitative Synthesis

Abstract

The development of digital technology has brought fundamental changes to language-learning practice—in the ways learners obtain information, interact, communicate, and develop language skills. In this context, digital literacy is no longer limited to the ability to use technological devices but encompasses the ability to access, understand, evaluate, produce, and use digital information critically, ethically, and responsibly in support of language learning. This article aimed to describe the role of digital literacy in language learning and to identify its contribution to language skills, learning engagement, self-efficacy, autonomous learning, and learner–teacher interaction. The study used a qualitative method with a descriptive approach through library research. The data came from twenty scholarly articles addressing digital literacy, technology-based language learning, digital reading, automated writing evaluation, digital storytelling, digital games, personalized language learning, and teachers' digital literacy. The analysis identified, grouped, compared, and interpreted the findings of the various studies to obtain a comprehensive picture. The results indicate that digital literacy contributes to the improvement of language ability through access to diverse learning resources, digital reading and vocabulary learning, technology-supported writing practice, multimodal communication, and more personal, flexible learning. Digital literacy is also related to increased engagement, enjoyment of learning, self-efficacy, and the ability to learn autonomously. The effectiveness of technology integration, however, depends heavily on teacher support, teachers' digital competence, learner readiness, the quality of digital sources, and the ability to use technology critically. Digital literacy therefore needs to be placed as an integral part of language learning rather than a merely technical skill.