A Case Study of Millennial English Teachers’ Awareness of Digital Media in EFL Classrooms

Nia Kurniawati, Ilza Mayuni, Ninuk Lustyantie


Digital literacy embodies the competence in effectively employing technology for information retrieval, appraisal, creation, and transmission. This case study not only explores the digital literacy of millennial English teachers but uniquely unveils the seamless integration of a diverse array of digital media into their EFL classrooms. The questionnaire served as a means to gauge the extent of the millennial English teachers understood the notion of digital literacy. Meanwhile, to understand how they use digital technology resources in their instructional design and pedagogical strategies, this study deployed observation, interview, and document analysis. Ten English teachers from Cianjur who belong to the millennial generation enlisted in the study. The findings underscored that the participants adeptly utilized an array of digital technology tools in their day-to-day professional undertakings. They have demonstrated proficiency with digital teaching tools and have seamlessly integrated them into their EFL classroom. Nonetheless, there is a discernible need for further support in advancing their digital literacy skills, and further, collaborative environment to explore innovative pedagogical approaches. Also, a sufficient amount of time for professional development is necessary, as are policies that promote the effective use of mobile devices in the classroom. Furthermore, it is imperative to stimulate the teachers’ experimentation with emerging technologies and elevate their digital literacy levels. Therefore, it is advised that government and policymakers proffer substantial, reliable, and easily accessible technical support tailored to the needs of millennial English teachers to continue their digital literacy growth.

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DOI: https://doi.org/10.11114/smc.v12i1.6670


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Studies in Media and Communication      ISSN 2325-8071 (Print)   ISSN 2325-808X (Online)

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