Li Yunyi，Evelyn Elizabeth Pacquing
ABSTRACT
With the rapid advancement of technology and its growing role in education, digital literacy has become a key competency for both teachers and learners. This study assessed the digital literacy levels of English as a Foreign Language (EFL) teachers and students and examined the relationship between teachers’ digital literacy and their use of innovative pedagogies, as well as the influence of students’ digital literacy on their learning motivation. The study also explored differences in digital literacy, innovative teaching practices, and learning motivation across demographic variables such as age, gender, and educational background. Results showed that teachers with higher digital literacy were more likely to adopt innovative teaching methods. Similarly, students with strong digital literacy skills reported higher interest and motivation toward learning. However, challenges remain, including limited international exposure, varied levels of training in digital pedagogy, and low confidence among some educators. Based on the findings, an action plan was developed to strengthen digital literacy, promote innovative pedagogical practices, and enhance learning motivation in EFL settings.
Keywords: Digital Literacy, EFL Teaching, innovative pedagogies, learning motivation, teacher training
https://doi.org/10.57180/pmsx1843