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The Effectiveness of Digital Literacy Competence in Enhancing Autonomous Learning and Students' Writing Performance

Lingua Litteria Journal · Vol. 12 No. 2 (2025) · hlm. 143–154

DOI
10.15294/lel.v12i2.35415
ISSN
2720-944X, 2252-6730
Terbit
2025-11-01
Penerbit
Universitas Negeri Semarang
Bahasa
eng

Abstrak

This study sought to explore the complex interactions between learner autonomy, digital proficiency, and writing skill achievement. It involved a cohort of 33 students from an intermediate French writing class (Production Écrite) enrolled in an intensive program at Universitas Negeri Semarang in Indonesia. Methodologically, data acquisition encompassed the evaluation of learner’s autonomy and digital competence via structured questionnaires, complemented by the submission of writing scores from the program coordinator. Using a quantitative approach, the study applied the Pearson correlation coefficient to examine the relationships between digital literacy and learner autonomy, digital literacy and writing proficiency, and between autonomous learning and writing proficiency. The findings highlighted a strong positive correlation between digital literacy and learner autonomy (r = 0.606, p = 0.05), a moderate positive correlation between digital literacy and writing proficiency (r = 0.363, p = 0.05), and a small positive correlation between autonomous learning and writing proficiency (r = 0.289, p = 0.05). These findings highlight the importance of encouraging self-directed learning in French writing education while leveraging technological tools to enhance students' writing skills. Consequently, educators are encouraged to integrate digital literacy initiatives into their teaching practices to support the development of autonomous learners and improve overall writing competency among students.

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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/lel/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">The Effectiveness of Digital Literacy Competence in Enhancing Autonomous Learning and Students' Writing Performance</dc:title>
	<dc:creator xml:lang="en">Arsiyana, Marliza</dc:creator>
	<dc:creator xml:lang="en">Yulianto, Ahmad</dc:creator>
	<dc:creator xml:lang="en">Sunahrowi, Sunahrowi</dc:creator>
	<dc:subject xml:lang="en">Foreign Language Teaching</dc:subject>
	<dc:subject xml:lang="en"> Digital Literacy</dc:subject>
	<dc:subject xml:lang="en">Autonomous Learning</dc:subject>
	<dc:subject xml:lang="en">Writing Performance</dc:subject>
	<dc:description xml:lang="en">This study sought to explore the complex interactions between learner autonomy, digital proficiency, and writing skill achievement. It involved a cohort of 33 students from an intermediate French writing class (Production Écrite) enrolled in an intensive program at Universitas Negeri Semarang in Indonesia. Methodologically, data acquisition encompassed the evaluation of learner’s autonomy and digital competence via structured questionnaires, complemented by the submission of writing scores from the program coordinator. Using a quantitative approach, the study applied the Pearson correlation coefficient to examine the relationships between digital literacy and learner autonomy, digital literacy and writing proficiency, and between autonomous learning and writing proficiency. The findings highlighted a strong positive correlation between digital literacy and learner autonomy (r = 0.606, p = 0.05), a moderate positive correlation between digital literacy and writing proficiency (r = 0.363, p = 0.05), and a small positive correlation between autonomous learning and writing proficiency (r = 0.289, p = 0.05). These findings highlight the importance of encouraging self-directed learning in French writing education while leveraging technological tools to enhance students' writing skills. Consequently, educators are encouraged to integrate digital literacy initiatives into their teaching practices to support the development of autonomous learners and improve overall writing competency among students.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2025-11-01</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/lel/article/view/35415</dc:identifier>
	<dc:identifier>10.15294/lel.v12i2.35415</dc:identifier>
	<dc:source xml:lang="en">Lingua Litteria Journal; Vol. 12 No. 2 (2025): Octobre 2025; 143-154</dc:source>
	<dc:source>2720-944X</dc:source>
	<dc:source>2252-6730</dc:source>
	<dc:source>10.15294/lel.v12i2</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/lel/article/view/35415/6639</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Lingua Litteria Journal</dc:rights>
</oai_dc:dc>