The Significance of Second Language Digital Literacy Why English-Language Digital Literacy Skills Should be Fostered in Korea

Abstract

Although digital resources play an increasing role in Second Language Acquisition (SLA), Korean learners of English are provided with little deliberate instruction in Second Language (L2) Digital Literacy. Student computer usage for SLA purposes is minimal, but is governed by teacher expectations; if teachers do not encourage student use of computers in English, this will not likely spontaneously occur. Institutional recognition of the importance of L2 digital literacy to SLA is also limited. However, the predominant use of English by non-native speakers will be in communication with other non-native speakers, not with native speakers. Secondly, the emergence of English as a global language has meant that the predominance of online discourse is in English. Thirdly, a critical threshold is approaching where the majority of interpersonal communications will be computer-mediated, rather than face-to-face; and this trend will likely accelerate. Non-native speakers will mainly use their English to navigate English language digital resources, and publish online content in English; and in computer-mediated communication with other mainly non-native speakers of English. Therefore L2 Digital Literacy in English is critically important to student development. Proactive use of English-language digital resources is needed, as is the teaching and learning of English-language digital skills.