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The emergence of digital learning has reshaped English language teaching and learning. Thus, technology-based language learning gained extensive attention due to its benefits. However, the trends of using these digital platforms in English language learning in the Arab EFL context have not been sufficiently scrutinized. Therefore, this study investigates EFL students’ use of digital platforms for learning purposes, attitudes, and digital literacy. Also, the study examines the correlation between students’ digital literacy skills, attitudes, and using digital platforms for learning purposes. The study used a quantitative research design by collecting data from 80 EFL who were selected randomly to answer a survey questionnaire. Data were analysed using SPSS 23.0 software. The results revealed that students showed a high level of attitudes, a moderate level of digital literacy skills, and a moderate level of using digital platforms for learning purposes. The findings showed a negative non-significant relationship between students’ use of digital platforms in learning the English language, digital literacy skills, and attitudes. Based on the results, attitude and digital literacy do not predict the use of digital platforms for learning English. This study contributes significantly to the limited studies that examine the use of the digital platform for pedagogical purposes. The results recommend further investigation in addressing factors that hinder the use of digital platforms in EFL classrooms.
Alakrash et al. (Sat,) studied this question.