Abstract

This mixed-methods study aimed to explore and compare uses of English digital literacy among 113 Chinese high school students. Results from the digital literacy questionnaire, classroom observation, and semi-structured interviews provided both descriptive statistics and content analysis. They reported on using diverse focuses of the digital literacy at the agreeable level. In this study, digital literacy referred to the focus on digital general skills, information, communication, collaboration, and redesign. Almost all of the students focused most on collaboration and focused least on communication via digital applications. Significant differences were found among students with high and low-level English ability. Students with high-level English ability were more likely to focus on using information and were more confident and proactive in the use of digital tools, while students with low-level English ability were more likely to focus on using redesign. Implications led to increase the integration of digital literacy into language education.

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