Demystifying the Effect of Digital Literacy-Based Instruction on Iranian EFL Learners’ Level of Self-Confidence

This study was designed to determine the effect of digital literacy-based instruction on Iranian EFL learners’ self-confidence. To achieve this aim, a number of ۵۶ participants in two intact classes of a high school in Shiraz were selected as the experimental and control groups. The experimental class received treatment whereas the control class followed the conventional instruction. Students were pre-tested and post-tested on their self-confidence through the Academic Behavioral Confidence Scale. The results revealed that students who enjoyed treatment in the form of digital literacy-based instruction, received significantly higher scores on self-confidence post-test than did the students in the control group. The results of the current study suggest that using digital literacy-based instruction leads to higher scores in self-confidence of Iranian EFL learners. Based on the results, the students in the experimental group outperformed their counterparts in the control group with regard to their level of self-confidence. The findings of the study indicated that a more planned use of digital literacy-based instruction and nurturing digital literacy can reinforce learners’ level of self-confidence.

Keywords:

Digital Literacy , Self-Confidence , Digital literacy-based instruction , Iranian EFL Learners