Connecting the dots: Examining the relationship between language proficiency and digital literacy of EMI university students

Transitioning to university can be both exhilarating and daunting for first-year college students, especially those entering an English as a Medium of Instruction (EMI) university where academic activities are conducted in their second language. The challenges faced by these students are intricate and varied. While existing literature has explored the digital literacy of undergraduates and their impact on academic success, there is a scarcity of studies focusing on students in EMI institutions. More importantly, digital literacy, which is mostly about proficiency in digital skills, is crucial for students' computer-assisted language learning experiences, as it enables students to effectively engage with online language learning platforms, access educational resources, collaborate with peers virtually, and enhance their language acquisition process through interactive multimedia tools. This study delves into the understanding of digital literacy of 1742 new first-year students at a Chinese EMI university in East China. Students' responses to an online survey were collected so that there could be an enhanced understanding of their digital device ownership, beliefs, attitudes towards technology, and overall digital competency. Furthermore, the research investigates the correlation between students' English proficiency levels and their digital skill sets. The results reveal that students with prior EMI exposure in high school and higher English proficiency demonstrate significantly enhanced digital skills. The findings underscore the importance of English proficiency in shaping students' digital literacy levels. They highlight the need for tailored institutional support at EMI universities to bridge the gap between language proficiency and technological competence, ultimately fostering a conducive language learning environment for these students.