Main Article Content
Introduction: Technology can revolutionize how members of cooperative groups interact and work with others. Since digital literacy and cooperative skills are necessary for teachers’ success and students’ achievement, the current research aimed to find the relationship between EFL learners’ digital literacy and their attitude towards cooperative learning in online classes.
Methodology: The present research followed a quantitative study using a correlational research design to investigate the relationship between Iranian EFL learners’ digital literacy and their attitudes toward cooperative learning in online classrooms. In this study, 210 participants, who were all Iranian EFL students in different fields of study and from different cities, were invited to participate. They were from both genders and of different ages. For data collection, the researcher used a Google form link sent via social media and students were asked to complete the questionnaires online. The responses from participants were collected and analyzed using SPSS. Mean, standard deviation, multiple linear regression, and independent sample t-tests were run to analyze the obtained data and check whether the results were significant.
Results: The findings of the study indicated a significant relationship between the two variables, meaning that learners could learn and collaborate better with technology. Besides, the study results showed that the second component of digital literacy (technical dimension), as the best predictor, significantly predicts a 34% variance in learners’ attitudes toward cooperative learning. Moreover, there was no significant difference between men and women in digital literacy and their attitudes toward cooperative learning.
Conclusion: The results of this study indicated that the participants had a favorable view of using digital literacy in their attitude toward cooperative learning. Therefore, there is a need to change the English classroom curriculum and employ a proper syllabus to integrate digital literacy.
This work is licensed under a Creative Commons Attribution 4.0 International License.
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