Aug 2026· Edulite: Journal of English Education, Literature, and Culture· Vol 11, pp. 722· 0 citations· 32 references
TL;DR
DAL was a powerful and statistically significant predictor of EFP, and EFP was at high levels in EFL writing classrooms at Universitas Persatuan Guru Republik Indonesia Semarang, Indonesia.
Abstract
Digital technology in higher education has altered the assessment and feedback processes, specifically in the English as a Foreign Language (EFL) writing classroom. Although digital tools are widely used, feedback is still not as effective as it could This study examined the level of DAL, the level of effective feedback practices (EFP), and whether DAL predicts EFP in EFL writing classrooms at Universitas Persatuan Guru Republik Indonesia Semarang, Indonesia. This study used a quantitative, cross-sectional survey design. The researcher administered a structured questionnaire to gather data from 95 undergraduate students and analyzed the data using descriptive statistics and simple linear regression. The findings reveal that both DAL (M = 3.83) and EFP (M range = 3.63–3.82) are at high levels. More crucially, as it turned out, DAL was a powerful and statistically significant predictor of EFP (R =.74; R 2=.54; p
A digital literacy-based learning model to enhance students’ critical thinking skills and reading comprehension in EFL classrooms and to examine students’ perceptions of the model suggest that the developed model is an effective approach for improving critical thinking and reading comprehension in EFL learning.
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