Abstract:
The integration of digital textbooks in English as a Foreign Language (EFL) classrooms has become increasingly common, reflecting the growing importance of digital literacy for 21st-century learners. Although various digital learning tools are widely available, research examining how digital textbooks specifically contribute to students’ digital literacy in authentic classroom contexts remains limited, particularly in EFL settings. This study investigated how digital textbooks foster digital literacy from both student and teacher perspectives, addressing the gap between the theoretical advantages of digital tools and their practical application in everyday learning. A qualitative case study was conducted at a senior high school with 25 student participants in one classroom and an English teacher. Data were collected through classroom observations and semi-structured interviews to capture both actual practices and perceptions. The analysis applied Hague and Payton’s (2010) eight-component framework of digital literacy: functional skills, creativity, critical thinking and evaluation, cultural and social understanding, collaboration, ability to find and select information, effective communication, and safeguarding. The findings indicated that functional skills were the most consistently demonstrated, with students proficiently navigating digital textbooks, operating devices, and using interactive features. The ability to find and select information was also evident, supported by built-in search tools and visual cues. Critical thinking emerged in moments when students evaluated content accuracy, though this was not frequent. Creativity and collaboration appeared mainly in teacher- directed activities, while cultural and social understanding was limited to lessons where it was explicitly addressed. Effective communication and safeguarding were the least evident. In conclusion, digital textbooks hold significant potential for enhancing digital literacy in EFL learning, but their impact depends on purposeful instructional design and the active use of available features. It is recommended that teachers integrate activities that promote not only technical skills but also higher- order competencies, such as critical thinking, creativity, collaboration, and safe digital engagement, ensuring a more holistic development of students’ digital literacy.
