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<p>With the globalization and innovation of digital technologies, scholars believe that the <i>Internet generation</i>, which lives, studies, and works in rich digital environments and ubiquitous social networks, can naturally enhance their digital literacy (DL). The study conducts a DL assessment among 511 English majors at universities in Vietnam using two types of self-developed and correlated measurement tools: subjective and objective. It tests the reliability and validity of the DL instruments and elucidates the relationship between digital self-efficacy and objective assessment. The DL instruments proved reliable and valid for assessing DL through factor analysis, structural equation modeling, and Rasch measurement. The findings indicate that, in the current educational research context, DL is a multidimensional model with four factors: digital task response; collaboration, interaction, communication, and learning safety protection; digital content creation; and digital self-learning and updating. The results of the subjective assessment demonstrate positive levels of DL and moderate levels of DL achievement. Moreover, the study finds that there is no significant difference between genders in either subjective or objective assessments; however, a noticeable disparity has been observed among students across different years in both types of assessments. Although the participants estimate that their DL is higher than their actual achievement, the gap between the results of the two types of assessment is non-significant. Furthermore, the participants’ appraisal exerts positive effects on their achievement despite the low path coefficient value. Lastly, we present certain implications for English as a foreign language (EFL) teaching and learning with technology and offer recommendations for future research.</p>

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Digital literacy of English majors: subjective versus objective assessment

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年5月20日

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  • Lan Anh Thuy Nguyen,
  • Anita Habók

摘要

With the globalization and innovation of digital technologies, scholars believe that the Internet generation, which lives, studies, and works in rich digital environments and ubiquitous social networks, can naturally enhance their digital literacy (DL). The study conducts a DL assessment among 511 English majors at universities in Vietnam using two types of self-developed and correlated measurement tools: subjective and objective. It tests the reliability and validity of the DL instruments and elucidates the relationship between digital self-efficacy and objective assessment. The DL instruments proved reliable and valid for assessing DL through factor analysis, structural equation modeling, and Rasch measurement. The findings indicate that, in the current educational research context, DL is a multidimensional model with four factors: digital task response; collaboration, interaction, communication, and learning safety protection; digital content creation; and digital self-learning and updating. The results of the subjective assessment demonstrate positive levels of DL and moderate levels of DL achievement. Moreover, the study finds that there is no significant difference between genders in either subjective or objective assessments; however, a noticeable disparity has been observed among students across different years in both types of assessments. Although the participants estimate that their DL is higher than their actual achievement, the gap between the results of the two types of assessment is non-significant. Furthermore, the participants’ appraisal exerts positive effects on their achievement despite the low path coefficient value. Lastly, we present certain implications for English as a foreign language (EFL) teaching and learning with technology and offer recommendations for future research.