Abstract:
This quantitative study analyzes the relationship between English language educators’
digital literacy and their sense of self-efficacy in higher education institutions in Astana,
Kazakhstan. The research aims to examine whether digital literacy is correlated with and
predictive of English language educators’ self-efficacy. An online survey incorporating
modified versions of the Digital Literacy Scale and the Teachers’ Sense of Efficacy Scale
(TSES) was used to collect data. Participants included 52 in-service English language
educators at higher educational institutions in Astana. The data were analyzed through
Pearson correlation and multiple linear regression analysis. The results showed statistically
significant, moderate-to-strong positive relationship between the two variables. Digital
literacy further was demonstrated to be a significant predictor of self-efficacy by multiple
linear regression analysis, even after controlling for sociodemographic factors such as age
and teaching experience. The results suggest that encouraging digital competence may
contribute to increased instructional confidence among university educators. While the
study offers valuable insights into a relatively under-researched population, it is
geographically limited to Astana. Future research with larger and more diverse samples
across Kazakhstan is recommended. The study contributes to ongoing efforts to enhance
digital integration and professional development in higher education.
