Abstract
Digital inequality is not a new phenomenon, but it has taken a different form in the current digital age. It affects how less privileged users access, use, and benefit from technology, especially for learning English as a foreign language (EFL). This study examined the psychosocial challenges and impacts of digital inequality for less privileged EFL learners, and suggested some strategies and recommendations for addressing them in the EFL curriculum. The study used a mixed-methods approach, collecting and analyzing quantitative data from a survey of 300 EFL learners from low-income and rural areas in Iran, and qualitative data from semi-structured interviews with 20 EFL teachers and 10 EFL learners who took part in the survey. The results showed that digital inequality had significant negative effects on the learners’ motivation, self-efficacy, identity, and well-being, as well as on their academic performance and opportunities. The paper proposed that EFL curriculum designers and teachers should adopt a more inclusive, flexible, and responsive approach to integrating technology, considering the diverse needs, preferences, and realities of less privileged EFL learners. The paper also emphasized the importance of fostering digital literacy, digital citizenship, and digital resilience among less privileged EFL learners, as well as promoting social justice and digital equity in the EFL field.
Presenters
Jaleh HassaskhahAssociate Professor, English Language and Literature, University of Guilan, Gilan, Iran
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Digital inequality, Psychosocial perspective, Less privileged learners
