The effectiveness of digital platforms on language skills development among EFL students at international Arab schools in Malaysia

Abstract

Past research has consistently emphasized the positive impact of using digital platforms in English language teaching and learning. However, to date, using digital platforms and the importance of digital literacies in developing the four language skills in Arab EFL classrooms have not been sufficiently researched. Furthermore, the Covid19 pandemic highlighted the importance of digital platforms and digital literacy in teaching and learning English. Hence, this study aims firstly, to identify the applications of digital platforms in learning and teaching English in Arab EFL classrooms. Secondly, it intends to measure the significant differences between EFL teachers and students in the usage of technology in English classrooms using 8 null hypotheses. Thirdly, to determine the factors that impacted digital platforms usage in teaching and learning English. Lastly, to identify strategies undertaken to improve students’ digital literacy in learning English. Diffusion Innovation Theory, Engagement Theory, Theory of Reasoned Actions and Connectivism theory were adapted to frame the study as they were relevant to the objectives of the study and in designing the instruments for the data collection. The mixed-method convergent design was utilized to obtain data from 10 Arab International schools in Klang Valley. Two questionnaires were distributed to 150 EFL students, and 40 EFL teachers and an in-depth interview were conducted with 6 EFL teachers and 6 school administrators. The quantitative data was analysed descriptively using SPSS version 23.0 while the qualitative data was analysed thematically. The findings show that students’ use of digital platforms was the highest in learning vocabulary and lowest in reading skills while teachers’ highest use was for general teaching practices and lowest for reading skills. This confirms that teachers and students have high exposure and high digital literacies. The findings also supported the null hypotheses related to the significant difference between the usage of digital platforms for language pedagogy. The facilitating factors include attitude, experience, knowledge and skills. The challenging factors identified are training, infrastructure, policy, leadership and educations system. Moreover, the strategies identified are raising parents' and students’ awareness of the importance of digital literacy, increasing their motivation, conducting actual use of digital platforms, and offering training workshops. Finally, the findings showed that digital platforms improve their language skills. In terms of speaking: fluency, accuracy and grammar, pronunciation, and vocabulary. Writing: tenses, spelling, collaboration, and punctuation. Listening: intonation and rhythm, understanding reduced speech, and communication functions, and recognising meaning from different grammatical forms. Reading: improve understanding of different text types, reading speed, comprehension, text background, and learning new vocabularies. These findings offer implications for both EFL instructors, researchers, and policymakers in designing plans and suggesting a Technology-enhanced Learning and Teaching (TELT) framework for successful integration of digital platforms and increased digital literacies for language learners and teachers.