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All Journal ELT Worldwide: Journal of English Language Teaching EDUVELOP (Journal of English Education and Development) FOSTER: Journal of English Language Teaching ARRUS Journal of Social Sciences and Humanities JTechLP JoEELE Tamaddun Seminar Nasional Hasil Penelitian LP2M UNM PERFORMANCE: JOURNAL OF ENGLSH EDUCATION AND LITERATURE International Journal of Business English and Communication (IJoBEC) Celebes Journal of Language Studies INDOPEDIA (Inovasi Pembelajaran dan Pendidikan) GEMBIRA (Pengabdian Kepada Masyarakat)
Munir Munir
Universitas Negeri Makassar
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Journal : FOSTER: Journal of English Language Teaching

 1 
Digital Literacy and Learning Interaction: An Ethnographic Study of Indonesian EFL Classrooms Mahmud, Adi F.; Mahmud, Murni; Weda, Sukardi; Munir, Munir
FOSTER: Journal of English Language Teaching Vol. 6 No. 3 (2025): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v6i3.255

Abstract

This ethnographic study examines the relationships between digital literacy and learning interactions in Indonesian EFL classes. The study seeks to elucidate the role of digital tools in mediating educational practices and interactional dynamics between educators and learners. Data were collected over six months at SMA Negeri Ternate, Indonesia, using participant observation, semi-structured interviews, document analysis, and field notes, involving five teachers and ten students. The findings suggest a triadic interactional framework, comprising learner-content, learner-instructor, and learner-learner interactions, all of which are shaped by digital integration. Students utilized multimedia resources such as YouTube and ChatGPT, promoting independence and multimodal understanding. Nonetheless, conventional assumptions of teacher authority persisted, and digital disparities frequently limited peer participation. Three cultural elements emerged: technology-enhanced instruction, enduring teacher authority, and flexible peer solidarity. The study concludes that digital literacy alters classroom dynamics, but it must be grounded in local educational and cultural norms. It necessitates culturally responsive instructional design and fair access to improve engagement and maximize the educational potential of digital literacy.
Co-Authors A. Muliati Abdullah Abdullah Abdullah Achmad Chrisbianto Sachran Adi F Mahmud, Adi F Ahmad Syaifullah Akbar Maulana Alya Zalsabila Alya Zalsabila Alyarosali Alyarosali Amra Ariyani Amra Ariyani Ananda Salsabilah Ramadhani Andi Ainun Andi Raihanah Fatihah Akbarullah Puli Anggi Oktavia Nur HS Asfah Rahman Asmi Asmi Baso Jabu Baso Jabu, Baso Fitriyani Bakri Geminastiti Sakkir Haikal Afdal Ramadhan Haryanto Atmowardoyo Hasriani G Hijrah Tul Muntaha Husniah S Isra Alvionita Jumriah Rusdi Kisman Salija, Kisman Korompot, Chairil Anwar La Sunra Lisna Wati Maemuna Muhayyang Mardiyanah Nasta Mudinillah, Adam Muh. Tahir Muhammad Asfah Rahman Muhammad Nurul Multazam Muhammad Tahir Muliati, Muliati Murni Mahmud Nur Aeni Nurhidayana Wandasari Nurinayah Magfirah Rahmawati Rau Riola Hya Nur Rizqa Amaliah Ryan Agung Kurnia Ryan Agung Kurnia Sitti Kurnia Aziz Sitti Rahmawati Rau Solly Aryza Sri Yulianti B St. Fajriana Tahir Suciati Faisal Sudarwinoto Sudarwinoto Suhesty Suhesty Sukardi Weda, Sukardi Suriama Yaman Syarifah Faradiba Syarifah Farahdiba Syarifuddin Dollah Syauqiyah Awaliyah Alfiani Nur Windamayanti Windamayanti Wulan Nia Umroh Yulianti Yunus