<![CDATA[Digital literacy has become an essential competence in English language learning in the era of rapid technological development, as itinfluences how students access, evaluate, and utilize digital resources for learning. However, limited attention has been given to how senior high school students experience digital literacy specifically in English language learning within the Indonesian context.Therefore, this study aims to investigate senior high school students’ digital literacy in learning English by focusing on their perceptions, application of digital tools, challenges encountered, and strategies used in the learning process. This study employed a mixed-methods design involving 38 eleventh-grade students from SMA Sukma Bangsa Pidie who completed a questionnaire, whilesix students participated in semi-structured interviews. The instruments used were questionnaires and interview guidelines. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed through thematic analysis toidentify key patterns and provide deeper interpretation. The findings show that students demonstrate a high level of digital literacy in English learning across technical, cognitive, and socio-emotional dimensions. Among these, socio-emotional literacy emerges as the most dominant aspect, indicating students’ strong awareness of ethical behavior and responsible use of digital technology.Nevertheless, students still face several challenges, including difficulties in understanding English materials, information overload, evaluating the credibility of online sources, unstable internet connection, and learning distractions. To address these challenges, students apply various strategies such as seeking help from teachers and peers, using digital learning platforms and artificial intelligence tools, cross-checking information from multiple sources, and practicing self-regulated learning. The study concludes thatdigital literacy plays a crucial role in supporting English language learning and promoting learner autonomy. It contributes to a clearer understanding of how digital literacy is manifested in EFL classrooms and emphasizes the importance of teacher and institutional support in guiding students toward more critical and responsible digital engagement.]]>
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