EFL Learners in the Digital Age: An Investigation into Personal and Educational Digital Engagement

To gauge the success of integrating technology into classrooms which is among the popular topics in the field of language learning, there is a need to understand how end users, language learners, use technology and bear the characteristics of digital learner as claimed for the current generation of...

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Bibliographic Details
Published in:RELC journal 2017-12, Vol.48 (3), p.373-388
Main Author: Sahin Kizil, Aysel
Format: Article
Language:English
Subjects:
Age Differences
College Students
Computer assisted language learning
Correlation
Digital technology
Educational Technology
English (Second Language)
English as a second language
English as a second language instruction
English as a second language learning
Factor Analysis
Foreign Countries
Handheld Devices
Information Technology
Language instruction
Language Proficiency
Language Teachers
Scores
Second Language Instruction
Second Language Learning
Statistical Analysis
Student Attitudes
Student Surveys
Teaching Methods
Technology Integration
Telecommunications
Web 2.0 Technologies
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Summary:To gauge the success of integrating technology into classrooms which is among the popular topics in the field of language learning, there is a need to understand how end users, language learners, use technology and bear the characteristics of digital learner as claimed for the current generation of learners. To this end, this study collected data through a survey design from 1163 university level English as a Foreign Language (EFL) learners to provide cross-cultural, empirical evidence towards building an accurate picture of EFL learners in the digital age. Data were analysed through factor analysis to identify meaningful patterns of technology use, descriptive statistics and correlations to explore the relationships between technology use patterns, language achievement and digital characteristics. Findings suggest that EFL learners are digital learners at a moderate level and the range of technology tools used both for daily and language learning purposes is not as broad as claimed for their generation. The results of the study carry implications for EFL practitioners aiming at better understanding current EFL learners and providing them with technology-integrated language instruction properly.
ISSN:0033-6882
1745-526X
DOI:10.1177/0033688216684285