Digital Literacy of Language Learning in Higher Education: The Gender Perspective

Abstract

This study investigated the perceptions and utilisation of digital literacy among university students in language-learning settings in Medan, Indonesia, specifically examining gender-based differences. Employing a qualitative descriptive approach within a social constructivist paradigm, the research collected data from 120 university students (56 male, 64 female) through open-ended essay questionnaires. Findings revealed significant gender-based distinctions in digital tool usage, confidence levels, and perceived roles within language learning contexts. Female students frequently demonstrated a preference for creative platforms and expressed hesitation, often attributed to a fear of making errors when exploring new tools. This contrasted with male students' inclination towards functional tools and their emphasis on technical limitations. Observations in classroom settings revealed an implicit reinforcement of traditional gender roles, with male students typically assigned to manage technical tasks, while female students focused on writing and design. This study addresses a critical gap in existing literature by offering a granular qualitative exploration of gender performativity in digital literacy among Indonesian university students, thereby enriching global discussions that are predominantly shaped by Western contexts and quantitative studies. The practical implications of these findings are substantial for developing gender-sensitive pedagogies and curricula in higher education. Specific interventions recommended include targeted digital skill workshops for female students, promoting diverse role assignments in group projects, and integrating self-efficacy-building exercises for all learners. These measures aim to cultivate more equitable and inclusive digital learning environments, empowering all students to achieve their full potential and thrive in the evolving digital age, irrespective of gender.