Abstract—The emergence of digital learning has reshaped
English language teaching and learning. Thus,
technology-based language learning gained extensive attention
due to its benefits. However, the trends of using these digital
platforms in English language learning in the Arab EFL context
have not been sufficiently scrutinized. Therefore, this study
investigates EFL students’ use of digital platforms for learning
purposes, attitudes, and digital literacy. Also, the study
examines the correlation between students’ digital literacy skills,
attitudes, and using digital platforms for learning purposes. The
study used a quantitative research design by collecting data
from 80 EFL who were selected randomly to answer a survey
questionnaire. Data were analysed using SPSS 23.0 software.
The results revealed that students showed a high level of
attitudes, a moderate level of digital literacy skills, and a
moderate level of using digital platforms for learning purposes.
The findings showed a negative non-significant relationship
between students’ use of digital platforms in learning the
English language, digital literacy skills, and attitudes. Based on
the results, attitude and digital literacy do not predict the use of
digital platforms for learning English. This study contributes
significantly to the limited studies that examine the use of the
digital platform for pedagogical purposes. The results
recommend further investigation in addressing factors that
hinder the use of digital platforms in EFL classrooms.
Index Terms—Digital platforms, English language learning,
EFL students, digital literacy, technology usage, Education 4.0.
Hussien Mohamad Alakrash, Norizan Abdul Razak, and Pramela Krish
are with Centre for Research in Language and Linguistics, Universiti
Kebangsaan Malaysia, Malaysia (e-mail: Hussienalakrash94@gmail.com,
norjef@ukm.edu.my, Pramela@ukm.edu.my).
Cite: Hussien Mohamad Alakrash, Norizan Abdul Razak, and Pramela Krish, "The Application of Digital Platforms in Learning English Language," International Journal of Information and Education Technology vol. 12, no. 9, pp. 899-904, 2022.
Copyright © 2022 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).