<![CDATA[This study addresses the limited integration of digital literacy in English as a Foreign Language (EFL) classrooms, where instructional practices often emphasize language forms without fostering students’ ability to critically engage with digital content. Despite the growing importance of digital literacy, there is still a lack of structured learning models that systematically integrate digital competencies with English learning outcomes. Therefore, this study aims to develop and evaluate a Digital Literacy-Based English Learning Model (DL-EFL) for senior high school students. This research employed a Research and Development (R&D) design using the ADDIE framework, consisting of analysis, design, development, implementation, and evaluation stages. The participants were 37 twelfth-grade students at Senior High School 1 Talawi. Data were collected through observations, interviews, questionnaires, and pretest posttest assessments. The data were analyzed using descriptive quantitative techniques, including validity, practicality, and effectiveness testing through Normalized Gain (N-Gain).The findings reveal that the existing integration of digital literacy in English learning was not optimal and lacked structured guidance. The developed DL-EFL model was validated as highly valid by experts and highly practical based on student responses. In terms of effectiveness, the model significantly improved students’ learning outcomes, as indicated by an average N-Gain score of 0.74 (high category).his study contributes to the field of digital pedagogy by providing a structured and empirically validated learning model that integrates digital literacy into EFL instruction. The model offers practical guidance for teachers to design interactive, student-centered, and technology-enhanced learning environments, thereby supporting both language proficiency and digital competence in the digital era.]]>
