Development of SpeakUp digital platform based on digital literacy and local wisdom to improve English speaking competence of vocational students

English Teachers’ Perceptions of Essential Digital Literacy Skills and Implementation Challenges in Indonesian EFL Classrooms

Digital literacy has become a core condition of English language teaching (ELT) because teachers and students increasingly work with online information, multimodal media, digital platforms, and artificial intelligence. This study investigated the digital literacy skills that senior high school English teachers considered essential for supporting ELT and the challenges they encountered when employing those skills. A descriptive qualitative design was used with ten purposively selected English teachers from senior high schools in Jakarta. Data were generated through 19-question semi-structured interviews conducted online and face to face and analyzed thematically with ATLAS.ti supporting coding and data management. The analysis used Trilling and Fadel’s information, media, and technology literacy domains. Information literacy accounted for the largest share of coded responses (45.80%), followed by media literacy (27.54%) and technology literacy (26.67%). Teachers described information literacy as the basis for finding, checking, adapting, organizing, and ethically using digital resources; media literacy supported interpretation and multimodal design; and technology literacy enabled research, communication, collaboration, assessment, and content production. Four interrelated challenges were identified: limited access and infrastructure, insufficient training and uneven teacher competence, institutional and contextual barriers, and student-related and pedagogical issues. Effective digital literacy integration therefore depends on critical judgment, pedagogically aligned technology use, sustained professional learning, equitable access, and institutional support rather than devices alone.

Impact of digital platforms such as TikTok on english language learning: educational innovation and strengthening of communication skills

It is concluded that TikTok represents an innovative educational resource with the potential to complement traditional English teaching and promote more dynamic, participatory, and student-centered learning experiences.

Transforming English Speaking Instruction Through Digital Technology Integration: A Systematic Literature Review

The findings showed that technology selection should be aligned with specific learning objectives while maintaining the essential role of human interaction in language learning, and indicate that technology selection should be aligned with specific learning objectives while maintaining the essential role of human interaction.

Trends in the Use of Interactive Digital Comics in Indonesian Language Learning for Lower-Grade Elementary Schools

A significant increase in studies on interactive digital comics after 2021, particularly on Android- and web-based platforms integrated with multimedia features is revealed, particularly on Android- and web-based platforms integrated with multimedia features.

Development of a Problem-Based Learning (PBL) Teaching Module Assisted by Wordwall for the Topic of Social Media and Digital Literacy for Seventh-Grade Students

The rapid advancement of digital technology necessitates innovative learning approaches that foster students' digital literacy through interactive and contextual learning experiences. This study aimed to develop and evaluate the feasibility of a Problem-Based Learning (PBL) teaching module assisted by Wordwall media for the topic of social media and digital literacy for seventh-grade students. This study employed a Research and Development (R&D) approach using the 4-D model (Define, Design, Develop, and Disseminate), limited to the Develop stage. Product validation was conducted by one subject matter expert and one media expert using a four-point Likert-scale questionnaire. The data were analyzed using descriptive quantitative analysis (feasibility percentage) and qualitative analysis (validators' comments and suggestions). The validation results indicated a feasibility score of 76.67% from the subject matter expert (good category, with minor revisions) and 82.69% from the media expert (very good category). Based on these findings, the teaching module was considered feasible for use based on expert validation, encompassing aspects of content suitability, implementation of the PBL syntax, integration of digital literacy, language appropriateness, media presentation, ease of use, and interactivity. However, this study was limited to the expert validation stage and did not include field testing with students. Therefore, further research is recommended at the implementation stage to examine the practicality and effectiveness of the developed product.

Enhancing Students’ English Literacy through ESP -Based Training Program at SD N 4 Tuban, Kuta Bali