مشخصات پژوهش

The rapid advancement of digital technology has transformed how individuals acquire, access, and interact with information, which, in turn, impacts language learning environments worldwide (Hague, & Payton, 2011). Digital literacy—often defined as the ability to effectively and critically navigate, evaluate, and create information using digital technology—has become an essential skill for language learners (Hafer et al., 2015). In the context of second language acquisition (SLA), digital literacy may influence learners’ language proficiency by expanding access to diverse learning materials, enabling interactive language practice, and fostering autonomous learning behaviors ( Godwin-Jones, 2018). Drawing on sociocultural theory and digital literacy frameworks, this study considers how digital literacy may correlate with second language (L2) proficiency among English as a Foreign Language (EFL) learners in Iraq. Sociocultural theory, proposed by Vygotsky, suggests that language learning is influenced by social interactions and the tools available within a learner’s environment (Vygotsky, 1978) . Digital literacy, in this sense, acts as a tool that can mediate language learning by enabling learners to connect with language resources, communities, and practice opportunities in virtual spaces. However, individual differences—such as gender—may shape digital literacy levels and its effects on language proficiency. This study therefore explores the moderating role of gender in the relationship between digital literacy and L2 proficiency. In recent years, studies have identified digital literacy as potentially enhancing language proficiency by increasing access to authentic language materials and promoting interactive learning (Thorne and Reinhardt, 2008); Ng, 2012). Digital tools, such as language learning apps, social media, and interactive multimedia, offer language learners exposure to varied linguistic inputs and provide valuable opportunities for language practice out