Abstract:
ABSTRACT
This paper aims to investigate the attitudes of 56 students at a private teacher
training college toward digital literature and its influence on their digital literacy.
It also examines their challenges and strategies while studying digital literature. A
descriptive qualitative technique was employed in processing the data results from
a Likert scale questionnaire and interview. The results showed that digital
literature made students engage well in the learning process since some features of
digital literature made them interested. Their digital literacy is also positively
influenced because they are able to collect sources of literary works in several
ways, realize the impact of social media on the development of literary texts, and
can create and distribute literary works digitally. Furthermore, challenges faced
and their strategies during digital literature class were found. The majority of
students revealed that poor internet access is the biggest challenge in learning
digital literature. Moreover, some of the students had problems in terms of
language barrier, adaptation from offline to online learning, lack of focus, lack of
interaction, lack of learning strategies, lack of reading comprehension, and lack of
digital literacy. Besides that, a few students found difficulty in terms of boredom,
inaccessible sources, irrelevant sources, lack of digital devices, becoming
uncreative, and too much information. However, a few students did not encounter
any significant problems in learning digital literature. In conclusion, the students
showed positive attitudes toward digital literature in enhancing their digital
literacy. Furthermore, although the students faced some challenges in digital
literature, they had their own strategies to overcome them
