EXPLORING CRITICAL DIGITAL LITERACY IN EFL CLASSROOM: Teachers' Views and Practices at University Level

Technological developments in the 21st century have an impact on all aspects of life, especially in the aspect of education. The existence of technological changes in the learning process provides a facility in supporting the quality of learning. Critical digital literacy is present as a competency that has a certain framework that refers to the ability to use technology, both in consuming and producing in digital media. The study related to critical digital literacy particularly in EFL setting is still underexplored. Therefore, in this research, the researchers aims to explore teachers' views on critical digital literacy and how teachers promote critical digital literacy in EFL classrooms at the university level. This research used a qualitative case study approach. Researchers collected sources of data from several EFL classroom teachers at the university level. To validate the data, the researcher used data triangulation, in which data were obtained from semi-structured interviews as the main data source, observation and document review as supporting data sources, and collected data were analaysed using thematic analysis. The data were revealed two main themes: 1) teachers' views on critical digital literacy in EFL classroom and 2) teachers' practices of critical digital literacy in EFL classroom. Teachers perceived critical digital literacy as students' ability to use technology critically, which can select the good and bad things in digital media. Thus, teachers assume that a critical digital literacy is important to be implemented, so that students can become independent learners. In integrating critical digital literacy, it requires technology as an intermediary. In promoting critical digital literacy competencies, teachers had several ways to implement them in the learning process in EFL classrooms through providing various sources and internet platforms that can support and assist students during the learning process, analysing credible and trusted sources of information and references, encouraging students to produce creativity from multimodal text elements, providing awareness of the identities they form in the digital world, which will have an impact on them, both positive and negative impacts.