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p-Index From 2021 - 2026
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This Author published in this journals
All Journal ELT Forum: Journal of English Language Teaching Journal of English Language Teaching and Literature (JELITA)
Salim Nabhan
Universitas PGRI Adi Buana Surabaya, Indonesia
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Exploring critical digital literacy in a higher education EFL classroom: Teachers’ views and practices Hapsari Mutya Rini; Salim Nabhan
ELT Forum: Journal of English Language Teaching Vol 12 No 3 (2023): ELT Forum: Journal of English Language Teaching
Publisher : English Department, Faculty of Languages and Arts, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v12i3.69160

Abstract

Critical digital literacy is increasingly an issue in today’s technology-driven world, and it has been implanted into the Indonesian higher education curriculum to equip students with the ability to critically engage with digital information. Research related to critical digital literacy, especially in EFL settings at a higher education level is still under-explored. Therefore, in this study, the researchers aimed to explore teachers' views on critical digital literacy and their practices in integrating critical digital literacy in EFL classrooms at the university level. This research used a qualitative case study approach. The researchers collected data from three EFL classroom teachers at one of the universities in Surabaya, Indonesia. To validate the data, the researcher used data triangulation, where the data were collected from semi-structured interviews, observation, and document reviews. The data were then analyzed using thematic analysis. The data revealed two main themes including teachers' views on critical digital literacy in EFL classrooms and teachers' practices on critical digital literacy in EFL classrooms. Teachers’ views on critical literacy in EFL classrooms included their understanding of the critical use of technology, their recognition of the importance of students’ critical digital literacy, and the inclusion of critical digital literacy in language learning in accordance with technology development. Additionally, teachers’ practices of critical digital literacy entail the provision of various online materials and platforms, the analysis of the internet sources for students’ digital materials, the involvement of multimodal text in the learning process, and the students’ identity development in digital media. The findings of the study shed light on the various dimensions of critical digital literacy, suggest practical insight on the integration of literacy in EFL classrooms, and call for further development on effective instructional approaches that support the use of technology that promotes critical digital literacy at the university level.
Fostering Multimodal Literacy Using Powtoon Application in Teaching English Reading Nurul Mufida; Salim Nabhan
JELITA Vol 4 No 2 (2023): Journal of English Language Teaching and Literature (JELITA)
Publisher : Universitas Muhammadiyah Barru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56185/jelita.v4i2.344

Abstract

The 21st century is a digital era marked by the use of technology that can ease human activities including education. Hence, with the existence of technology, students do not only read through textbooks but also other modes of meaning-making including audio, visual, and images. Therefore, this multimodal literacy should be integrated into the teaching and learning process. This study is intended to explore 6 students’ perceptions of using the Powtoon app in fostering multimodal literacy for English reading. This study used a qualitative case study. The data were taken from students of SMP PGRI 1 Buduran, Sidoarjo through interview, observation, and document review. The data were then analyzed using thematic analysis. The data revealed that students perceived several benefits in the form of providing students with the incorporation of multimedia elements into reading materials, assisting students to have better materials understanding, engaging and interactive materials for students through multimodality, and facilitating students in evaluating the multimodal texts.
Co-Authors Hapsari Mutya Rini Nurul Mufida