Personalised Language Learning Through Technology: Examining How Digital Literacy Shapes Proficiency and Communication Strategiess

ABSTRACT Key Findings This study identifies a strong positive relationship between digital literacy and language proficiency, highlighting how technological competence enhances motivation, engagement and PL, leading to improved language learning outcomes. Purpose This research explores the connection between digital literacy and language proficiency, emphasising the impact of digital literacy on language acquisition and communication approaches. It seeks to evaluate how digital tools contribute to shaping learning behaviours within technology‐integrated educational settings. Methods A quantitative research approach was adopted, incorporating a structured questionnaire to gather data from a sample of 420 college students. The collected data were then analysed using SPSS software to explore the connection between digital literacy and language proficiency. Results The results indicate a strong and statistically significant positive relationship (β = 0.841, p < 0.001) between digital literacy and language proficiency. Students with higher digital literacy demonstrated greater engagement, motivation and better adaptation to PL tools. Additionally, digital literacy was found to enhance both formal and informal communication strategies, contributing to overall language proficiency. Conclusion This study highlights the significance of technology in language learning, particularly its capacity to facilitate adaptive and personalised educational experiences. The incorporation of digital tools enables both educators and learners to refine language acquisition strategies, ultimately enhancing proficiency and communication skills.