The Correlation Between Digital Literacy And Critical Thinking Among Efl Master 2 Learners In Didactics: An Investigation Within A Research Skills Module

Abstract

In today's evolving world, possessing digital literacy and critical thinking skills is crucial for effectively navigating and discerning pertinent information. This is especially true in the Research Skills module, where learners are required to access, comprehend, and critically evaluating sources of information related to real-world inquiries. The present investigation thus attempts to understand the connection between digital literacy and critical thinking of Master's learners specializing in Didactics of Foreign Languages at the English Department, Blida 2 University. The investigation employed a correlational, quantitative research design. The sample consisted of 68 learners (n=68) conveniently drawn from the population of EFL Master 2 didactics. Data were gathered through an online survey, a quantitative measure used to identify different facets of digital literacy. Two exploratory tests were administered as part of the Research Skills module to measure their critical thinking performance. The correlations between critical thinking test 1 and the digital literacy scale (r = -.165, p = .178), and between critical thinking test 2 and the digital literacy scale (r = -.155, p = .208), were weak and not statistically significant, indicating that digital literacy is not a predictor of critical thinking in the Research Skills module. Teachers should take the lead in creating learning activities and pedagogical practices that incorporate digital literacy and critical thinking components so that students can learn when, why, and how to use technology efficiently and effectively for research.