Integrating Digital Literacy to Foster Critical Thinking in English Language Learning for Marginalized Learners
Keywords:
Digital Literacy, Critical Thinking, English Language Learning, Marginalized Learners, Qualitative Case StudyAbstract
The rapid growth of digital technology has transformed the way learners’ access, interpret, and use information, making digital literacy an essential competence alongside critical thinking. However, research on integrating digital literacy to foster critical thinking among marginalized learners in resource-limited contexts remains scarce. This study aims to examine how integrating digital literacy into English language learning can foster critical thinking among marginalized learners. A qualitative case study approach was employed to explore learning experiences in a community with limited access to quality educational resources and digital learning opportunities. Data were collected through classroom observations, semi-structured interviews, and documentation of learning activities involving digital media, including educational videos, songs, and interactive online platforms. The findings indicate that contextualized digital literacy practices encourage learners to participate more actively in the learning process. Learners demonstrated an increasing ability to question ideas, interpret messages, evaluate the credibility of digital content, and express their perspectives with greater confidence. Furthermore, collaborative discussions and reflective learning activities supported the development of critical thinking skills by encouraging learners to analyze information from multiple perspectives before concluding. These findings have implications for the development of inclusive, learner-centered digital literacy pedagogy in resource-limited contexts.
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