Digital Literacy Meets English Pedagogy: An Ethnographic Inquiry into Engagement Practices among Indonesian High School EFL Students

Authors

  • Adi F. Mahmud

    English Language Education Department, Universitas Negeri Makassar, Makassar 90111, Indonesia
  • Murni Mahmud

    English Language Education Department, Universitas Negeri Makassar, Makassar 90111, Indonesia
  • Sukardi Weda

    English Language Education Department, Universitas Negeri Makassar, Makassar 90111, Indonesia
  • Munir

    English Language Education Department, Universitas Negeri Makassar, Makassar 90111, Indonesia

DOI:

https://doi.org/10.30564/fls.v7i12.11111
Received: 17 July 2025 | Revised: 29 July 2025 | Accepted: 1 August 2025 | Published Online: 3 November 2025

Abstract

This study examines the engagement practices of Indonesian high school students in digitally mediated EFL classrooms. Drawing on an ethnographic research design, the study examines how digital literacy-based instruction influences student engagement across behavioural, emotional, and cognitive domains. Conducted over one semester at a high school in Ternate, Indonesia, the research involved ten students and five EFL teachers, who were selected through purposive sampling. Data were collected via participant observation, interviews, document analysis, and field notes, and analysed using Spradley's ethnographic framework. Findings reveal that students exhibited high levels of behavioural engagement through adherence to classroom norms, timely participation, and collaborative digital tasks. Emotional engagement was fostered through culturally relevant digital content, including music, YouTube, and gamified platforms. In contrast, cognitive engagement emerged through the use of autonomous learning strategies, including the application of AI tools and flexible problem-solving approaches. Three cultural themes—digital discipline, emotional connectedness, and learner agency—underscore how digital literacy is socially and contextually constructed. The study concludes that student engagement in digital EFL classrooms is not solely dependent on access to technology, but is shaped by cultural practices, emotional relevance, and adaptive learning behaviours. These findings offer critical implications for digital pedagogy, teacher development, and equitable educational policy.

Keywords:

Digital Literacy; English Pedagogy; Ethnographic Inquiry; Engagement; Indonesian High School

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How to Cite

Mahmud, A. F., Mahmud, M., Weda, S., & Munir. (2025). Digital Literacy Meets English Pedagogy: An Ethnographic Inquiry into Engagement Practices among Indonesian High School EFL Students. Forum for Linguistic Studies, 7(12), 49–70. https://doi.org/10.30564/fls.v7i12.11111

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Vol. 7 , Iss. 12 (December 2025): In progress

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Copyright © 2025 Adi F. Mahmud, Murni Mahmud, Sukardi Weda, Munir

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