Niloofar Heidari - English Department, Tabaran Institute of Higher Education, Mashhad, Iran.
Mona Tabatabaee-Yazdi - English Department, Tabaran Institute of Higher Education, Mashhad, Iran.

Nowadays, digital literacy and the use of digital resources and communication tools in academic contexts have been promoted by the rise of digital civilization in the ۲۱st-century. Thus, this research aimed to study the digital literacy of Iranian EFL teachers and students to find out any significant difference between them. One hundred and fifty Iranian EFL teachers, and ۱۷۵ Iranian EFL students were invited to participate in this study. A ۱۸۱-item standardized measure developed and validated by Khlaisang and Koraneekij (۲۰۱۹) was used to assess individuals’ three crucial ۲۱st-century digital skills namely Information Literacy (IL), Media Literacy (ML), and Information Communication Technology Literacy (ICTL). To find that whether this difference is significant or not, a t-test was run. The results highlight that Iranian EFL teachers' scores were higher than students in all the three constructs of IL, ML, and ICTL, and ICTL had the highest mean score among all. The data regarding teachers’ and students’ digital literacy can be a reference for educational planners and decision-makers to identify digital skills which should be considered more seriously at the university level especially in these Coronavirus days.

Keywords: Digital literacy skills, EFL teachers, Information Literacy, Information and communication technology literacy, Media Literacy