USING BEETHAM AND SHARPE’S (2011) MODEL IN ANALYSING THE DIGITAL LITERACY PRACTICES OF ESL STUDENTS IN AN INSTITUTION OF HIGHER LEARNING

Rapid technological advancements, especially in the higher education landscape, have contributed towards the popularity of digital literacy in educational contexts. In general, digital literacy encompasses the knowledge, skills and awareness of searching, evaluating and disseminating digital information for purposes of improving and facilitating one’s work. Digital skills are considered a vital requirement for graduates to possess as it determines their effective participation in employment and thus, promotes their marketable capabilities. This paper examines the digital literacy practices of ESL (English as a Second Language) students in a Malaysian higher education institution. A questionnaire was used to collect data and provide findings on the digital literacy practices of 150 ESL tertiary students. Findings reveal that the respondents are inclined to use technology in appropriate learning situations and display a willingness to select and use contemporary technologies to access, organise, share and communicate information for a variety of tasks. The implications of the findings suggest that it is important to ensure that students develop effective digital literacy skills utilising technologies to search, evaluate and disseminate quality information to support their academic learning goals. These measures are necessary to ensure that tertiary students are equipped with knowledge, skills, abilities and other desired workforce competencies.