Digital inequalities are closely linked to broader social and economic disadvantage (White, 2016; Good Things Foundation, 2019). It has been reported that over 11 million adults in the UK lack essential digital skills considered necessary for life and work, with an estimated 4 million adults having no digital skills at all (Stone, Rae-Evans and Maye, 2020). However, such figures require critical consideration in relation to differing contexts and definitions of digital competence. For individuals with limited English proficiency, digital exclusion may be further intensified, as much of the internet relies on English for navigation and comprehension. This ‘digital divide’ can create difficulties for students from various cultural backgrounds and ESOL learners are especially at risk of being digitally excluded (The Education and Training Foundation, 2021).
Existing literature suggests that much of the research on digital tools in ESOL contexts has focused on challenges emerging during the COVID-19 pandemic, with less attention given to pedagogical approaches that effectively integrate both language development and digital skills. Teaching digital skills to ESOL students at a lower level received even less attention. This study explores the potential for culturally inclusive basic digital learning opportunities that are flexible, adaptive and responsive to the needs of lower-level ESOL learners. It adopts an interpretivist, qualitative research design. Data were collected through baseline interviews, semi-structured interviews and participant observations conducted during classroom-based interventions. Participants' individual journeys were examined as narrative case studies, the detailed accounts of each learner's developing relationship with digital tools, drawn from interview data and observation. This approach was chosen because it allowed each learner's experience to be traced across the baseline, intervention and post-intervention phases, capturing the individualised, situated and evolving nature of digital skills development.
The findings suggest that the development of digital skills can support language acquisition, enhance learner autonomy and enable greater participation in digital and social life. At the same time, the study highlights the complexities involved in integrating digital practices within ESOL contexts. The thesis therefore proposes an exploration of the possibilities for extending learning beyond guided learning hours through digital means, while recognising the need for pedagogical approaches that are inclusive and responsive to learners’ linguistic, cultural and educational backgrounds.