However, despite the great commitment of the governments to this course in terms of policies and spending, the English language skills of the students remains at a basic level.

The English language has also become the mode of teaching in most Arab schools. In the EFL context, the increasing relevance of the English language can also be recognized in the employment and education sectors and in consideration of the relevance of the English language in the EFL context, new language policies have been introduced by the governments such as the Saudi government, which demands that all students both at the high and the intermediate school levels to compulsorily study the English language. Globally, the English language is currently the most common language of communication amongst people of different first languages in the field of business, commerce and the sciences as well as in academia. Increasingly, the English language as a lingua franca has become the dominant language throughout the world. These findings offer implications for policymakers towards designing plans to integrate digital technologies in the language classrooms of marginalized societies such as B40 in Malaysia. The findings supported the null hypotheses related to the significant difference between usage of digital technology for language pedagogy. Participants have high digital literacies. The findings show that students’ use of digital technology was the highest in learning vocabularies and lowest in reading skills, while teachers’ highest use was for general teaching practices and lowest for reading skills. The data were analyzed descriptively using SPSS 23.0. Two questionnaires were distributed to 150 students and 40 teachers. Secondly, to measure the significant differences between EFL teachers and students in their usage of technology and digital literacies in English classrooms. This study aims to firstly investigate the applications of digital technology and the level of digital literacy in learning and teaching English. Furthermore, the COVID-19 pandemic has highlighted the importance of digital technology and digital literacy in teaching and learning English. The use of digital technologies in developing the four language skills in English classrooms has not been sufficiently researched.

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