This paper will explain how using student presentations can improve not only language learning but also digital literacy in an English communication course at the university level in Japan. Technology in the classroom can enhance traditional learning by providing access to authentic information since opportunities are scarce in foreign language contexts (Sugino, 2010). In addition, although every student has access to the Internet, few use it to learn information in English, and many lack digital literacy skills (Cote & Milliner, 2016, p. 130). This can be problematic considering the unavoidable automation of the workplace (and life in general) in the near future. The solution lays in course structure, engaging the students beyond the classroom (Benson, 2011), and requiring that students experiment with technology as part of their studies. Results of the questionnaire show that students use the Internet every day for their assignments, and that most perceive the presentations mentioned here as beneficial for both language and digital literacy skills.
Etienne MARCEAU (Mon,) studied this question.