decoding the significance of digital literacies among efl learners: a probe into the consequences on technostress, foreign language anxiety, academic enjoyment, and language achievement

Feeling anxiety and technostress can have harmful effects on efl learners’ language learning. on the other hand, having high academic enjoyment (ae) can generate positive impacts on english language learning. concerning the psychological variables’ role in english language learning, this investigation inspected the effects of digital literacy (dl) on technostress, foreign language anxiety (fla), ae, and language achievement. to meet this objective, 70 intermediate subjects were selected and divided into an experimental group (eg) and a control group (cg). next, the pre-tests of technostress, fla, ae, and language learning achievement were administered to both groups. after that, the eg was taught the coursebook using technology. dl was also focused on it, and the students were trained to apply technology when learning new english materials. on the other hand, the same lessons were taught to the cg applying a traditional method. after teaching all classes, the mentioned scales were administered as the posttests of the study. the results of the one-way ancova test indicated that the eg outdid the cg in the four posttests, implying that using dl reduced the anxiety and technostress of the eg but increased their ae. the ramifications of this investigation can inspire both efl learners and educators to apply digital tools and technology in english learning and teaching.