From Cliks to Competence: Digital Literacy and User Experience Evaluation of A Google Sites-Based Module in A Tell Context
Keywords:
TELL, Digital Literacy, User Experience Evaluation, Google Site Module, ELTAbstract
This study examined students’ digital literacy, user experience, and the relationship between these two constructs when using a Google Sites–based learning module in a World Englishes Pronunciation course. Employing a quantitative descriptive-correlational design, data were collected from 61 first-semester students in the English Education Study Program at UIN Antasari Banjarmasin using a four-point Likert-scale questionnaire. The data were analyzed using descriptive statistics and Pearson correlation analysis. The findings indicate that students demonstrated high to very high levels of digital literacy (M = 2.81–3.34), with digital safety and privacy receiving the highest mean score and communication and collaboration the lowest. Students also reported positive user experiences across all evaluated dimensions (M = 2.86–3.10), with information structure rated highest and accessibility rated lowest. Furthermore, a strong positive correlation was found between digital literacy and user experience (r = 0.714, p < .001), suggesting that students with higher digital literacy tended to report more positive experiences when using the web-based learning module. These findings highlight the importance of aligning students’ digital competencies with well-designed digital learning environments to support effective TELL implementation. The study contributes to the growing body of TELL research by providing empirical evidence on students’ digital literacy, user experience, and the association between these two constructs in a Google Sites–based learning environment.
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