To address the academic and new literacies divide, this study examines the practices and perceived effects of new literacies on academic learning, specific to Asian English major undergraduate language learners. This mixed-methods study reports particularly on the statistical results of a longitudinal survey concerning students’ increasingly digital lives and positive perceptual change (p < 0.05). These results inform how “efficacious learning” mediated by new literacies can transform the academic literacies important for academic success. Their pedagogical implications are discussed.

This paper analyses self-perceived learning ecologies in relation to EFL/ESL input. To this end, we integrate ecological perspectives with language development theories. In addition, we present data from in-depth and member checking interviews. Our findings indicate a low exposure to extensive written input and oral non-digital input. We discuss possible links between intensive and extensive reading and digital and non-digital oral input. Ultimately, the findings raise interesting questions about the compensatory and complementary roles of in-school learning and out-of-school learning.

As digitalisation spreads in education, it is vital to understand its relation to student engagement. We used student diaries and observation data to approach student engagement and explore the use of learning technologies on a lesson-to-lesson basis. Results show that a less thought-through use of technologies might lead to unconsidered effects. Positive indicators of the facilitation of student engagement included making the learning process accessible and visible to teachers.