THE RELATIONSHIP BETWEEN DIGITAL LITERACY AND WRITING SKILLS AS MEDIATED BY SELF-DIRECTED LEARNING READINESS

Ludirico Q. Tudlasan, Christian Jay O. Syting

Abstract


The study aimed to identify the significant relationship between digital literacy and writing skills, as mediated by self-directed learning readiness, among first-year English major students from six private college schools in Davao City. The number of respondents per stratum was determined using stratified random sampling, and 300 students from six private colleges in Davao City were selected as respondents. The results showed that the level of digital literacy among first-year English major students is high, while their writing skills and self-directed learning readiness are also high. The analysis indicated significant correlations between digital literacy and writing skills, between digital literacy and self-directed learning readiness, and between self-directed learning readiness and writing skills, and it also demonstrated that self-directed learning readiness fully mediated the relationship between digital literacy and writing skills. This finding highlights the value of developing students’ independent learning and use of digital tools. It suggests curricula include structured and independent tasks that build autonomy and technological skills to improve writing outcomes.

 

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education, digital literacy, writing skills, self-directed learning readiness, mediation, Philippines

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References


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DOI: http://dx.doi.org/10.46827/ejel.v10i4.6417

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