Home⇛Romblon State University Research Journal⇛vol. 8 no. 1 (2026)

Exploring the Impact of Digital Literacy on Critical Thinking Skills in English Language Learning of Grade 12 HUMSS

Charlene Fortu | Simonette A. Castrence

Discipline: Education

 

Abstract:

This study explored the impact of digital literacy on critical thinking skills in English language learning of Grade 12 Humanities and Social Sciences (HUMSS) students. Specifically, it examined the learners’ level of digital literacy in terms of media literacy, data literacy, internet efficacy, and cyber security awareness, as well as their critical thinking skills in interpretation, analysis of arguments, creative problem solving, and communication skills. The study employed a quantitative-descriptive correlational research design involving 248 Grade 12 HUMSS students. Data were collected through a self-assessment survey questionnaire using a Likert scale. Results indicated that the learners generally demonstrated a proficient level of digital literacy and critical thinking skills, with a median score of 3 in most assessed areas. However, the participants showed intermediate proficiency in using spreadsheet software, evaluating and analyzing data, formulating counterarguments, and communicating ideas orally and in writing. Statistical analysis showed a significant relationship between digital literacy and critical thinking skills, with a Pearson Chi-Square value of 78.235 and a significance level of .000, indicating a significant association between digital literacy and critical thinking skills. The findings suggest that strengthening digital literacy competencies may contribute to the enhancement of learners’ critical thinking abilities in English language learning. The study highlights the importance of integrating digital literacy activities into classroom instruction to support the development of essential 21st-century skills among Senior High School learners.



References:

  1. Alakrash, H. M., & Abdul Razak, N. (2021). Technology-based language learning: Investigation of digital technology and digital literacy. Sustainability, 13(21), 12304. https://doi.org/10.3390/su132112304
  2. 3Alt, D., & Raichel, N. (2020). Enhancing perceived digital literacy skills and creative self-concept through gamified learning environments: Insights from a longitudinal study. International Journal of Educational Research, 101, 101561. https://doi.org/10.1016/j.ijer.2020.101561
  3. Al-Zou’bi, R. (2021). The impact of media and information literacy on acquiring critical thinking skills by educational faculty students. Thinking Skills and Creativity, 39, 100782. https://doi.org/10.1016/j.tsc.2020.100782
  4. Beghetto, R. A., Karwowski, M., & Reiter-Palmon, R. (2020). Intellectual risk taking: A moderating link between creative confidence and creative behavior. Psychology of Aesthetics, Creativity, and the Arts, 15(4), 637–644. https://doi.org/10.1037/aca0000345
  5. Bertram, D. (2006). Likert scales: Are the meaning of life [Unpublished topic report]. CPSC 681, University of Belgrade. http://poincare.matf.bg.ac.rs/~kristina/topic-dane-likert.pdf
  6. Cahulugan, E., Bucar, J., & Bongato, G. (2024). Preparing for the future: The link between 21st century skills and academic performance in senior high school. Psychology and Education: A Multidisciplinary Journal, 22(7), 854–862. https://doi.org/10.5281/zenodo.13118502
  7. Deardorff, D. K. (2020). Manual for developing intercultural competencies. Routledge.
  8. Delima, D. A., Mamaril, R. J., Javier, D. R. C., Dela Peña, M. O., Soriano, R. F., & Ladjammah, K. S. J. (2022). Awareness of senior high school students on digital literacy skills: A qualitative study. Sinaya: A Philippine Journal for Senior High School Teachers and Students, 1(3), 22–48. https://doi.org/10.59588/3027-9283.1048
  9. Ennis, R. H. (2018). Critical thinking across the curriculum: A vision. Topoi, 37(1), 165–184. https://doi.org/10.1007/s11245-016-9401-4
  10. Goodsett, M. (2020). Best practices for teaching and assessing critical thinking in information literacy online learning objects. The Journal of Academic Librarianship, 46(5), 102163. https://doi.org/10.1016/j.acalib.2020.102163
  11. Jebb, A. T., Ng, V., & Tay, L. (2021). A review of key Likert scale development advances: 1995–2019. Frontiers in Psychology, 12, 637547. https://doi.org/10.3389/fpsyg.2021.637547
  12. Karapetian, A. O. (2020). Creating ESP-based language learning environment to foster critical thinking capabilities in students’ papers. European Journal of Educational Research, 9(2), 717–728. https://doi.org/10.12973/eu-jer.9.2.717
  13. Kreitchmann, R. S., Abad, F. J., Ponsoda, V., Nieto, M. D., & Morillo, D. (2019). Controlling for response biases in self-report scales: Forced-choice vs. Likert items. Frontiers in Psychology, 10, 2309. https://doi.org/10.3389/fpsyg.2019.02309
  14. Laerd Statistics. (n.d.). Measures of central tendency. https://statistics.laerd.com/statistical-guides/measures-central-tendency-mean-mode-median.php
  15. Moghadam, Z. B., Narafshan, M. H., & Tajadini, M. (2023). The effect of implementing a critical thinking intervention program on English language learners’ critical thinking, reading comprehension, and classroom climate. Asian-Pacific Journal of Second and Foreign Language Education, 8(1), 15. https://doi.org/10.1186/s40862-023-00188-3
  16. Pangrazio, L., Godhe, A.-L., & González López Ledesma, A. (2020). What is digital literacy? A comparative review of publications across three language contexts. E-Learning and Digital Media, 17(6), 442–459. https://doi.org/10.1177/2042753020946291
  17. Penn State University. (n.d.). 2.2.4.1 – Skewness & central tendency. https://online.stat.psu.edu/stat200/lesson/2/2.2/2.2.4/2.2.4.1
  18. Polizzi, G. (2020). Digital literacy and the national curriculum for England: Learning from how experts engage with and evaluate online content. Computers & Education, 152, 103859. https://doi.org/10.1016/j.compedu.2020.103859
  19. Selwyn, N. (2020). Education and technology: Key issues and debates (3rd ed.). Bloomsbury Academic.
  20. Tinmaz, H., Lee, Y.-T., Fanea-Ivanovici, M., & Baber, H. (2022). A systematic review on digital literacy. Smart Learning Environments, 9(1), 21. https://doi.org/10.1186/s40561-022-00204-y
  21. Tomczyk, Ł. (2020). Skills in the area of digital safety as a key component of digital literacy among teachers. Education and Information Technologies, 25(1), 471–486. https://doi.org/10.1007/s10639-019-09980-6
  22. UNESCO. (2023). Global education monitoring report 2023: Technology in education – A tool on whose terms? UNESCO Publishing. https://www.unesco.org/gem-report

Tools


Copyright © 2026  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic