INTEGRATING DIGITAL LITERACY INTO WRITING LESSONS IN ESL CLASSROOM

Abstract

This study investigates the integration of digital literacy into writing lessons and the challenges faced by pre-service teachers in implementing digital tools effectively. In light of the increasing role of technology in education, the development of digital competence among future teachers is essential to enhance pedagogical practices in the English language classroom. The objectives of this research are to identify the barriers that hinder the effective integration of digital literacy in writing lessons, to examine the perceived effectiveness of such integration in improving writing skills, and to determine the extent to which pre-service teachers consider digital literacy in their teaching practices. This study employed a quantitative research design using a survey questionnaire as the main instrument. A total of 100 pre-service teachers from Institut Pendidikan Guru Malaysia participated, selected through purposive sampling. Data were analyzed using descriptive statistics to identify trends and challenges related to digital literacy integration. The findings indicate that while pre-service teachers acknowledge the significance of digital literacy in enhancing writing instruction, factors such as inadequate training, limited access to digital resources, and time constraints impede effective implementation. The study underscores the need for systematic digital literacy training within teacher education programmes.