Appraisal of Digital Maturity Levels for EFL Learners: Benefits for Pedagogical Actions
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This study aimed to (1) assess the digital maturity levels of EFL learners in relation to institutional digital readiness within a Thai higher education context, (2) examine the relationship between learners’ digital maturity and English language proficiency, and (3) identify the institutional and pedagogical factors influencing the development of digital maturity. A mixed-methods design was employed, involving 63 third-year English major students selected through simple random sampling based on Krejcie and Morgan’s (1970) table. Quantitative data were collected via questionnaires, while qualitative insights were obtained from semi-structured interviews with five participants. The findings revealed that learners demonstrated a high level of digital maturity and effectively utilized digital tools to enhance language learning. A strong positive correlation was observed between digital maturity and English proficiency, indicating that digitally competent learners tended to perform better academically. Qualitative results highlighted that access to resources, teacher guidance, and institutional support were key enablers, whereas limited infrastructure constrained progress. The study contributes new evidence by contextualizing digital maturity within Thai EFL education, underscoring the need to integrate digital and traditional approaches and to strengthen institutional readiness to maximize learning outcomes.
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