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Language learning strategies (LLS) are “specific actions taken by the learner to make learning easier, faster, more enjoyable, more effective, and more transferrable to new situations” (Oxford, 1990, p.8). They are extremely important steps that language learners take to improve their communicative competence. LLS reflect active, self-directed involvement by the learners to enhance their language proficiency and boost their self-confidence (Oxford, 1990). Because of this importance of LLS, the past four decades have produced a plethora of relevant research, particularly with respect to learners’ preferences in strategy use (Psaltou-Joycey et al., 2018). Nonetheless, the teachers’ perceptions of the importance of these strategies did not receive the necessary attention, although teachers’ perceptions play an extremely important role in the effectiveness of language teaching (Griffiths, 2007). Additionally, the increased use of online learning, especially during and after the COVID-19 pandemic, and the various affordances of digital learning tools in the last two decades have called for a revision of these LLS in light of the new digital era. As language learners have become digital natives, it is important to adapt the long-existing LLS to suit the needs of the digital age.
The revision of LLS was emphasized since Prensky’s (2001) introduction of the term “digital natives,” which refers to a new generation that has grown up with technologies. Ever since the introduction of this term, several similar terms emerged, such as “digital generation” and “net generation.” These new terms further highlighted the importance of exploring how language learners use digital technologies to improve their language competence. Some of the relevant studies in this direction focused on the use of computers (e.g., Khatoon et al., 2022; Park & Kim, 2016; Vincent & Hah, 1996), mobile phones (e.g., Alzubi & Singh, 2017; Nurhaeni & Purnawarman, 2018; Stockwell, 2021) and blogs (e.g., Hourigan & Murray, 2010; Murray et al., 2007; Poza, 2017). However, a dire need still exists to examine a comprehensive set of digital LLS, including, for example, the use of mobile phones, Youtube videos, electronic dictionaries, online blogs and websites, social media, and learning management systems. Understanding the students’ and teachers’ perspectives about a comprehensive set of strategies will help both learners and teachers better cope with the digital age and make best use of the technological advances to enhance the learners’ communicative competence.
We designed this study to address two goals that were not sufficiently examined in the literature. First, in this study, we validated a survey for digital language learning strategies (DLLS) using exploratory factor analysis (EFA). We validated a model for digital English language learning strategies that Kim and Bae (2020) proposed. This model represented an adaptation of Oxford’s (1990) Strategy Inventory for Language Learning (SILL) in combination with suggestions from other studies (e.g., Bae & Kim, 2018; Lee & Kwon, 2007; Liang, 2009). Kim and Bae (2020) used their survey to examine the students’ perceptions of DLLS while learning English. However, they did not apply EFA to validate their survey.
Second, in this study, we examined university teachers’ perceived importance of the use of DLLS and thus address a gap in research because previously published literature rarely investigated teachers’ perceptions in this regard. Hence, our study is significant because it will present a valid instrument for future studies on DLLS and will shed light on teachers’ perceptions about the recent DLLS. Additionally, the present study gains special significance owing to its setting because Egyptian learners and teachers are underrepresented in the DLLS literature.