<![CDATA[The integration of digital media into language learning has created new opportunities to develop students’ writing skills and digital literacy. This study investigates the role of film-based learning in Indonesian language instruction by examining the relationships among digital literacy, student competence, student learning agility, and student engagement in writing activities. A quantitative survey design was employed involving 222 Grade XII students at SMA Negeri 2 Kota Jambi, Indonesia. Data were collected through a 19-item questionnaire using a five-point Likert scale and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The measurement model demonstrated satisfactory reliability and convergent validity, with composite reliability values above 0.84 and average variance extracted values above 0.53. The structural model showed that digital literacy significantly and positively influenced student learning agility (β = 0.502, p < 0.001) and student engagement (β = 0.397, p < 0.001). Student competence also significantly influenced learning agility (β = 0.248, p = 0.002), while its direct effect on student engagement was not significant (β = 0.023, p = 0.787). Learning agility significantly enhanced student engagement (β = 0.471, p < 0.001). The model explained 48.4% of the variance in learning agility and 65.5% of the variance in student engagement. These findings indicate that film-based learning can provide a meaningful context for strengthening students’ digital literacy and learning agility, which in turn support greater engagement in writing-related learning activities. The study suggests that teachers should integrate film analysis, reflective writing, and collaborative digital activities to create contextual, interactive, and student-centered writing instruction aligned with 21st-century learning demands.]]>
