Exploring the Impact of Digital Literacy on Critical Thinking Skills in English Language Learning of Grade 12 HUMSS

Abstract

This study explored the impact of digital literacy on critical thinking skills in English language learning of Grade 12 Humanities and Social Sciences (HUMSS) students. Specifically, it examined the learners’ level of digital literacy in terms of media literacy, data literacy, internet efficacy, and cyber security awareness, as well as their critical thinking skills in interpretation, analysis of arguments, creative problem solving, and communication skills. The study employed a quantitative-descriptive correlational research design involving 248 Grade 12 HUMSS students. Data were collected through a self-assessment survey questionnaire using a Likert scale. Results indicated that the learners generally demonstrated a proficient level of digital literacy and critical thinking skills, with a median score of 3 in most assessed areas. However, the participants showed intermediate proficiency in using spreadsheet software, evaluating and analyzing data, formulating counterarguments, and communicating ideas orally and in writing. Statistical analysis showed a significant relationship between digital literacy and critical thinking skills, with a Pearson Chi-Square value of 78.235 and a significance level of .000, indicating a significant association between digital literacy and critical thinking skills. The findings suggest that strengthening digital literacy competencies may contribute to the enhancement of learners’ critical thinking abilities in English language learning. The study highlights the importance of integrating digital literacy activities into classroom instruction to support the development of essential 21st-century skills among Senior High School learners.