Exploring Literacy Development among EFL Learners in
the 21st Century
Abstract
In the twenty-first century, literacy can no longer be understood simply as the ability to read and
write. The concept has expanded to include the ability to use technology effectively to obtain,
evaluate, produce, and communicate information. As society and technology continue to
develop, the meaning and practice of literacy have also undergone significant changes.
This study explores literacy development among English as a Foreign Language (EFL) learners
from a twenty-first-century perspective. It examines the literacy skills that EFL learners are
expected to develop as well as the current condition of their literacy practices. The study adopts a
qualitative approach and uses interviews as the primary method of data collection.
The findings indicate that the literacy skills recommended by the International Reading
Association (IRA) are highly relevant to the needs of EFL learners in the twenty-first century.
However, the existing literacy practices among learners still show a gap in one important aspect
of the literacy development expected in the modern era. Therefore, further research is needed to
examine literacy development more extensively and to involve broader research participants.
Keywords: twenty-first-century literacy, literacy development, EFL learners
A. Background of the Research
Literacy is an essential form of knowledge and skill that people need throughout their lives.
Traditionally, literacy was mainly associated with the ability to read and write. However, the
concept has gradually expanded as society has changed. Today, literacy involves the ability to
participate actively in everyday life, including social, educational, economic, and technological
activities.
Although reading and writing remain fundamental literacy skills, the twenty-first century has
introduced new forms of literacy. Digital literacy and information literacy, for example, have
become increasingly important because people are constantly exposed to information through
digital technologies. A lack of literacy competence can make individuals more vulnerable to
misinformation, false information, and online hoaxes. Therefore, literacy has become more
important than ever in contemporary society.
Several studies have examined literacy in the context of the twenty-first century. Lyons and
Wells (2015), for instance, investigated teachers' perceptions of and experiences with twenty-
first-century literacy in Victorian classrooms. Their study showed that although implementing
, new literacy practices could be challenging, teachers recognized the importance of these skills in
preparing students for real-life situations.
Digital literacy has also become an important area of research. Kurniawati et al. (2018) examined
the implementation of digital literacy in EFL classrooms by comparing digital-immigrant and
digital-native teachers. Their findings suggested that teachers from both groups were still
adapting to digital literacy and incorporating digital media into English language teaching.
Similarly, Lewis (2012) explored changing perspectives on adolescent literacy and instruction,
particularly in relation to multiliteracies and multimodality. The study emphasized the
importance of understanding literacy as a broader set of skills and practices rather than simply as
reading and writing abilities.
These studies demonstrate that twenty-first-century literacy has been examined from various
perspectives, including teachers' perceptions, classroom implementation, digital literacy,
multiliteracies, and multimodality. However, perspectives on literacy continue to develop
because people experience and understand technological and social changes differently.
The term twenty-first-century literacy has attracted considerable academic attention because
significant changes have occurred in almost every aspect of life, particularly in the way people
access and communicate information. The traditional definition of literacy as simply the ability
to read and write is no longer sufficient to describe the demands of modern society.
Pilgrim and Martinez (2013), for example, argue that literacy in the twenty-first century
increasingly involves the ability to use technology to gather and communicate information.
Lyons and Wells (2015) similarly emphasize that contemporary literacy requires skills related to
multimodality, digital citizenship, and information management. These perspectives demonstrate
that literacy has expanded beyond conventional reading and writing skills.
This study focuses specifically on EFL learners, or learners who study English in countries
where English is not the dominant local language. EFL learning generally occurs in non-English-
speaking environments, such as Indonesia, Japan, and other countries where English is not
commonly used as the primary language of everyday communication.
The study focuses on university-level EFL learners because much previous research on literacy
development has concentrated on children or secondary-school students. Examining adult EFL
learners may provide a different perspective because university students have more complex
academic, social, cultural, and technological experiences.
The research setting is an Islamic university in Cirebon. The university was selected because its
students come from diverse backgrounds, including differences in gender, identity, academic
experience, language, culture, and social background. Such diversity provides an opportunity to
explore literacy development from multiple perspectives.
the 21st Century
Abstract
In the twenty-first century, literacy can no longer be understood simply as the ability to read and
write. The concept has expanded to include the ability to use technology effectively to obtain,
evaluate, produce, and communicate information. As society and technology continue to
develop, the meaning and practice of literacy have also undergone significant changes.
This study explores literacy development among English as a Foreign Language (EFL) learners
from a twenty-first-century perspective. It examines the literacy skills that EFL learners are
expected to develop as well as the current condition of their literacy practices. The study adopts a
qualitative approach and uses interviews as the primary method of data collection.
The findings indicate that the literacy skills recommended by the International Reading
Association (IRA) are highly relevant to the needs of EFL learners in the twenty-first century.
However, the existing literacy practices among learners still show a gap in one important aspect
of the literacy development expected in the modern era. Therefore, further research is needed to
examine literacy development more extensively and to involve broader research participants.
Keywords: twenty-first-century literacy, literacy development, EFL learners
A. Background of the Research
Literacy is an essential form of knowledge and skill that people need throughout their lives.
Traditionally, literacy was mainly associated with the ability to read and write. However, the
concept has gradually expanded as society has changed. Today, literacy involves the ability to
participate actively in everyday life, including social, educational, economic, and technological
activities.
Although reading and writing remain fundamental literacy skills, the twenty-first century has
introduced new forms of literacy. Digital literacy and information literacy, for example, have
become increasingly important because people are constantly exposed to information through
digital technologies. A lack of literacy competence can make individuals more vulnerable to
misinformation, false information, and online hoaxes. Therefore, literacy has become more
important than ever in contemporary society.
Several studies have examined literacy in the context of the twenty-first century. Lyons and
Wells (2015), for instance, investigated teachers' perceptions of and experiences with twenty-
first-century literacy in Victorian classrooms. Their study showed that although implementing
, new literacy practices could be challenging, teachers recognized the importance of these skills in
preparing students for real-life situations.
Digital literacy has also become an important area of research. Kurniawati et al. (2018) examined
the implementation of digital literacy in EFL classrooms by comparing digital-immigrant and
digital-native teachers. Their findings suggested that teachers from both groups were still
adapting to digital literacy and incorporating digital media into English language teaching.
Similarly, Lewis (2012) explored changing perspectives on adolescent literacy and instruction,
particularly in relation to multiliteracies and multimodality. The study emphasized the
importance of understanding literacy as a broader set of skills and practices rather than simply as
reading and writing abilities.
These studies demonstrate that twenty-first-century literacy has been examined from various
perspectives, including teachers' perceptions, classroom implementation, digital literacy,
multiliteracies, and multimodality. However, perspectives on literacy continue to develop
because people experience and understand technological and social changes differently.
The term twenty-first-century literacy has attracted considerable academic attention because
significant changes have occurred in almost every aspect of life, particularly in the way people
access and communicate information. The traditional definition of literacy as simply the ability
to read and write is no longer sufficient to describe the demands of modern society.
Pilgrim and Martinez (2013), for example, argue that literacy in the twenty-first century
increasingly involves the ability to use technology to gather and communicate information.
Lyons and Wells (2015) similarly emphasize that contemporary literacy requires skills related to
multimodality, digital citizenship, and information management. These perspectives demonstrate
that literacy has expanded beyond conventional reading and writing skills.
This study focuses specifically on EFL learners, or learners who study English in countries
where English is not the dominant local language. EFL learning generally occurs in non-English-
speaking environments, such as Indonesia, Japan, and other countries where English is not
commonly used as the primary language of everyday communication.
The study focuses on university-level EFL learners because much previous research on literacy
development has concentrated on children or secondary-school students. Examining adult EFL
learners may provide a different perspective because university students have more complex
academic, social, cultural, and technological experiences.
The research setting is an Islamic university in Cirebon. The university was selected because its
students come from diverse backgrounds, including differences in gender, identity, academic
experience, language, culture, and social background. Such diversity provides an opportunity to
explore literacy development from multiple perspectives.
