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Abstract
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In the modern era, digital literacy has become a crucial component of education, influencing how students engage with learning materials and develop their academic skills. This is especially true in the context of second language acquisition, where exposure to technology-mediated learning environments can shape learners’ English proficiency and motivation (Chen et al., 2021). However, the role of parental digital literacy in shaping students’ English as a Foreign Language (EFL) development remains underexplored, particularly in non-Western contexts such as Iraq. Digital literacy is defined as the ability to effectively use digital technologies to access, evaluate, and communicate information (Eshet-Alkalai, 2004). In the context of parental involvement, digital literacy includes parents’ ability to navigate online educational resources, support their children’s learning through digital tools, and facilitate access to technology-enhanced language learning environments. Parental support is widely recognized as a key factor in students' academic success. Research suggests that parents with higher levels of digital literacy are better equipped to provide meaningful academic support, guide their children's engagement with digital learning resources, and create an enriched home learning environment (Niklas & Schneider, 2017). In contrast, parents with low digital literacy may struggle to assist their children with language learning tasks that increasingly rely on technology-based instruction. Given the increasing integration of digital platforms in EFL education, understanding how parents' digital literacy influences students' English proficiency and motivation is essential for developing effective educational policies. This study is grounded in sociocultural theory (Vygotsky, 1978) and ecological systems theory (Bronfenbrenner & Morris, 2006), both of which highlight the importance of the learning environment in child development. Vygotsky’s Sociocultural Theory emphasiz
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