Developing a Contextualized Digital Competency Framework for English Language Learners: A Needs Analysis in the Thai Context
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Abstract
This research studied the development of a contextualized digital competency framework for English language learners through analysis of international frameworks and needs assessment in the Thai context. The purposes of this research were: 1) to analyze key objectives, thematic elements, and focus areas within existing international digital competency frameworks (2015-2024), 2) to examine how learners' perceived needs and expectations for technology-based support compared to their experiences in using technology for English language learning, and 3) to identify essential components for a contextualized digital competency framework for English language learners. The research tools were: 1) systematic content analysis of international digital competency frameworks (n=30), 2) a needs assessment questionnaire (IOC=0.80, α=0.90) administered to language learners (n=1,904), 3) focus group interviews with learners (n=159) and stakeholders (n=54). The data were analyzed using 1) frequency analysis for framework components, 2) Modified Priority Needs Index (PNI modified) for needs assessment, 3) descriptive statistics for survey responses, and 4) thematic analysis for focus group data.
The results were found that: 1) content analysis revealed four key dimensions in existing frameworks: safe and responsible use (89.28%), cultural inclusivity with emphasis on equitable access (50%), pedagogical integration focused on motivation (92.85%), and lifelong learning support (46.42%); 2) needs assessment indicated significant gaps between desired and actual support levels (PNI modified=0.03-0.06), with highest needs in equitable access (M=4.26, SD=0.83) and career skill development (M=4.13, SD=0.89); 3) qualitative data from focus groups identified key challenges in motivation, resource accessibility, and self-directed learning, informing recommendations for a contextualized framework for language learners.
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