Digital literacy of EFL student-teachers using empowerment outreach program: The role of engagement, cognitive learning, and performance

Abstract

Traditional schools' shortcomings drive educational innovations that emphasize technology and self-directed learning, reflected in blended learning environments and the use of tools like Moodle and Google Classroom. This shift necessitates teachers' upskilling in digital literacy to effectively integrate technology, which can enhance teaching efficacy, particularly in remote areas, while fostering student empowerment and engagement. The study involved 53 fourth-year EFL students from the University of Diyala, Iraq, and used the Learner Empowerment Scale (LES) and Cognitive Learning Scale (CLS) to measure the impact of a six-week outreach program on their technology use in teaching. Results showed that the program positively influenced students' engagement and cognitive learning, with YouTube and Duolingo being the most commonly used applications, but had a limited impact on their classroom performance. Outreach programs promoting digital literacy positively impact STs' engagement and cognitive learning but have minimal effect on teaching performance, indicating a need for pedagogical training alongside technological skills. Limitations include the study's focus solely on technology, short duration, and device-related issues, suggesting future research should explore broader pedagogical integration and consider longer evaluation periods with larger, diverse samples to assess long-term efficacy and student outcomes.