Assessment of Digital Literacy Skills on Autonomous Learning Practices among Undergraduate Students of Ahmadu Bello University, Zaria, Kaduna State
DOI:
https://doi.org/10.64348/zije.202522Keywords:
Digital literacy, Learning, Technology, Language EducationAbstract
In today’s digital age, the integration of digital literacy skills into English as a Second Language (ESL) education has transformed the way learners acquire and engage with language. This research explores the extent to which digital literacy skills can serve as a catalyst for fostering autonomous learning practices among 100 level ESL students. Autonomous learning skills, characterized by learner independence, self-regulation, and motivation, has become increasingly relevant in educational discourse, especially with the widespread adoption of digital tools and platforms. Digital literacy skills encompass the skills and competencies required to effectively use digital technologies, including information retrieval, communication, collaboration, and content creation. Through a descriptive survey design, involving questionnaire, the study evaluates the difference in digital literacy skills levels and their autonomy in language learning practices between ESL students’. The population of the study are all undergraduate ESL students in the Faculty of Education, Ahmadu Bello University Zaria with a total of 121 as at 2024/25 academic session. The sample used in this study were forty 100Level students. The instrument was validated, pilot tested and the reliability coefficient of 0.86 and 0.92 were obtained using Cronbach’s alpha. Two research questions and two null hypotheses were formulated and tested using means and standard deviations and one-sample t-test. The findings revealed that there was a significant difference in the Digital Literacy Skills and Autonomous Learning Practices of 100 level ESL. The research concludes by recommending strategies for educators to scaffold digital literacy skills and improved Autonomous learning practices in a way that empowers ESL learners to become proactive, self-directed learners.
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