A Quantitative Analysis of the Students’ Experience with Digital Media in L2 Acquisition
Abstract
Aim. Foreign language education widely utilizes various forms of eLearning or blended learning techniques and tools, and this trend has recently been supported and speeded up by the global pandemics of COVID-19. The study attempts to analyse the students’ experience with the use of digital media used for foreign language education with the aim of providing clear implications needed for future digital (online) language higher education.
Methodology. The methodology used to collect data was a questionnaire distributed online to the students of the University of Diyala in Iraq in July 2021 with n=394 making it a very representative and statistically relevant sample. Five hypotheses (H) were created and tested with these results. (H1) there is no correlation between a well-prepared teacher and subjective satisfaction of the students with online classes. (H2) the students will significantly prefer traditional teaching to online L2 acquisition. (H3) there will be a correlation between increased screen time and students´ dissatisfaction with online learning. (H4) the more they have to use digital media, the more they will prefer print text for their L2 acquisition. (H5) the most important subjectively perceived negative aspect of online learning will be reduced communication possibilities both with the tutor and with their peers.
Results. The students significantly supported traditional foreign language techniques over digital ones despite the fact that the tutors were evaluated with very high grades by the students. Thus, the fact that the tutors are well prepared, they use modern technology and attempt to motivate the students very successfully, the final result of the online foreign language class did not prove to be parallel to the traditional class regarding students´ satisfaction.
Conclusions. The results could be important for applied linguistics and psycholinguistics as they provide a clear overview of the current state of affairs in L2 acquisition with the use of digital technologies, which is a crucial topic that is more and more important for the development of both psycholinguistics and applied linguistics. Despite the fact that this study deals only with the subjective satisfaction of the participants, it can be generalized and can be transferrable on a large geographical scale. This geographical limitation can be rectified by larger-scale research that can be initiated by this early study. There are many implications connected to these findings, such as moving towards non-digital learning tools, such as print textbooks, focusing on more personal discussions rather than just various online assignments. Moreover, the results of the study should be a contribution to the current scientific discussion about the development of psycholinguodidactics and its role in solving the problem of mastering foreign languages.
Downloads
References
Adams, R.J. (2007). Do second language learners benefit from interacting with each other? In A. Mackey (Ed.), Conversational Interaction in Second Language Acquisition (pp. 29–51). Oxford. Oxford University Press.
Adams, R.J., Nuevo, A.M., & Egi, T. (2011). Explicit and implicit feedback, modified output, and SLA: Does explicit and implicit feedback promote learning and learner-learner interactions? Modern Language Journal, 95(s1), 42–63. https://doi.org/10.1111/j.1540-4781.2011.01242.x
Adnan, M., & Anwar, K. (2020). Online Learning amid the COVID-19 Pandemic: Students’ Perspectives. Journal of Pedagogical Sociology and Psychology, 2(1), 45–51. https://doi.org/10.33902/JPSP.2020261309
Alahmadi, N.S., & Alraddadi, B.M. (2020). The Impact of Virtual Classes on Second Language Interaction in the Saudi EFL Context: A Case Study of Saudi Undergraduate Students. Arab World English Journal, 11(3) 56–72. https://doi.org/10.31235/osf.io/mscdk
Al-Obaydi, L.H. (2021): Humanistic learning elements in a blended learning environment: A study in an EFL teaching contextю Interactive Learning Environments. https://doi.org/10.1080/10494820.2021.1919717
Al-Obaydi, L.H. (2020). Using virtual learning environment as a medium of instruction in EFL context: College teachers’ attitudes. Intensive Journal, 3(2), 18–30. http://dx.doi.org/10.31602/intensive.v3i2.3741
Al-Qahani, M.H. (2019). Teachers’ and Students’ Perceptions of Virtual Classes and the Effectiveness of Virtual Classes in Enhancing Communication Skills. Arab World English Journal (AWEJ). Special Issue: The Dynamics of EFL in Saudi Arabia (pp. 223–240). https://dx.doi.org/10.24093/awej/efl1.16
Al Shlowiy, A., Al-Hoorie, A., & Alharbi, M. (2021). Discrepancy between language learners and teachers concerns about emergency remote teaching. Journal of Computer Assisted Learning, 37(1), 1–11. https://doi.org/10.1111/jcal.12543
Aydin, S. (2011). Internet anxiety among foreign language learners. TechTrends, 55(2), 46–54. https://doi.org/10.1007/s11528-011-0483-y
Bansal, S. (2020). Impact of the COVID-19 Pandemic on Education. Rise of Online Teaching-Learning Process & Effects on Health of Kids (May 8, 2020). https://doi.org/10.2139/ssrn.3595971
Beatty, K. (2013). Teaching & Researching: Computer-assisted language learning. London: Routledge. https://doi.org/10.4324/9781315833774
Bettinger, E.P., Fox, L., Loeb, S., & Taylor, E.S. (2017). Virtual classrooms: How online college courses affect student success. American Economic Review, 107(9), 2855–2875. https://doi.org/10.1257/aer.20151193
Bianchi, R., Yyelland, B., Yang, J., & McHarg, M. (2019). Avatar kinect: Drama in the virtual classroom among L2 learners of English. The Qualitative Report, 24(13), 58–74. https://doi.org/10.46743/2160-3715/2019.4125
Blake, R.J. (2013). Brave new digital classroom: Technology and foreign language learning. Washington, D.C.: Georgetown University Press.
Bujang, S.D.A., Selamat, A., Krejcar, O., Maresova, P., & Nguyen, N.T. (2020). Digital Learning Demand for Future Education 4.0 – Case Studies at Malaysia Education Institutions. Informatics, 7(2), Article 13. https://doi.org/10.3390/informatics7020013
Çakýroglu, Ü. (2014). Evaluating students’ perspectives about virtual classrooms with regard to Seven Principles of Good Practice. South African Journal of Education, 34(2), 1–19. https://doi.org/10.15700/201412071201
Costado Dios, María T., & José C. Piñero Charlo (2021). Face-to-Face vs. E-Learning Models in the COVID-19 Era: Survey Research in a Spanish University. Education Sciences, 11(6), Article 293. https://doi.org/10.3390/educsci11060293
Cranfield, Desireé, Andrea Tick, Isabella, M. Venter, Renette J. Blignaut, & Karen, Renaud (2021). Higher Education Students’ Perceptions of Online Learning during COVID-19 – A Comparative Study. Education Sciences, 11(8), Article 403. https://doi.org/10.3390/educsci11080403
David, I., & Grosu-Rădulescu, L.M. (2016). Motivation Strategies in Foreign Language Teaching / Learning – A Comparison of Stimulating Factors in Face-to-Face vs. Online Study. Proceedings of the 12th International Scientific Conference “eLearning and Software for Education” (eLSE) (Bucharest, April 21–22, 2016). (Vol. 3, pp. 150–157). Bucharest: Carol I National Defence University Publishing House.
De Paepe, L. (2018). Student performance in online and face-to-face second language courses: Dutch L2 in adult education. Journal of Educational Sciences, 37(1), 66–76. https://doi.org/10.35923/JES.2018.1.06
Ekizoglu, N., & Ozcinar, Z. (2010). The relationship between the teacher candidates’ computer and internet based anxiety and perceived self-efficacy. Procedia – Social and Behavioral Sciences, 2(2), 5881–5890. https://doi.org/10.1016/j.sbspro.2010.03.962
Gluchmanova, M. (2015). Application of e-learning in foreign language teaching at the technical university. Procedia – Social and Behavioral Sciences, 174, 3144–3149. https://doi.org/10.1016/j.sbspro.2015.01.1053
Grosu-Rădulescu, L., & Stan, V. (2018). Second Language Acquisition via Virtual Learning Platforms: A Case Study on Romanian Experiences. Rupkatha Journal on Interdisciplinary Studies in Humanities, 10(3), 179–190. https://dx.doi.org/10.21659/rupkatha.v10n3.15
Harandi, S.R. (2015). Effects of e-learning on students’ motivation. Procedia – Social and Behavioral Sciences, 181, 423–430. https://doi.org/10.1016/j.sbspro.2015.04.905
Hariri, R.O., & Bahanshal, D.A. (2015). Maximizing L2 interaction through using Edmodo in Saudi EFL classrooms. International Journal of Linguistics, Literature and Culture, 2(4), 48–60.
Hamouda, A. (2020). The effect of virtual classes on Saudi EFL students’ speaking skills. International Journal of Linguistics, Literature and Translation, 3(4), 174–204. https://doi.org/10.32996/ijllt.2020.3.4.18
Herrera, L. (2017). Impact of implementing a virtual learning environment (VLE) in the EFL classroom. Íkala, 22(3), 479–498. http://dx.doi.org/10.17533/udea.ikala.v22n03a07
Hussein, E.T. (2016). The effectiveness of using blackboard in improving the English listening and speaking skills of the female students at the University of Hail. Advances in Social Sciences Research Journal, 3(12), 81–93. https://doi.org/10.14738/assrj.312.2379
Kamenidou, I., Aikaterini, S., Spyridon, M., & Ifigeneia, M. (2020). Knowledge Assessment of COVID-19 Symptoms: Gender Differences and Communication Routes for the Generation Z Cohort. International Journal of Environmental Research and Public Health, 17(19), Article 6964. https://doi.org/10.3390/ijerph17196964
Klašnja-Milićević, A., & Ivanović, M. (2021). E-learning Personalization Systems and Sustainable Education. Sustainability, 13(12), Article 6713. https://doi.org/10.3390/su13126713
Kruger, D., Sarah, I., Zhiyu, D., Yijin, K., Poornima, K., Yujie, L., Xiakun, Lu, Stephen, Oro, & Yingzhu W. (2015). Improving Teacher Effectiveness: Designing Better Assessment Tools in Learning Management Systems. Future Internet, 7(4), 484–499. https://doi.org/10.3390/fi7040484
Lassoued, Z., Alhendawi, M., & Bashitialshaaer, R. (2020). An Exploratory Study of the Obstacles for Achieving Quality in Distance Learning during the COVID-19 Pandemic. Education Science, 10(9), Article 232. https://doi.org/10.3390/educsci10090232
Lindzon, J. (2020). School closures are starting, and they’ll have far-reaching economic impacts. Fast Company. URL: https://www.fastcompany.com/90476445/school-closures-are-starting-and-theyll-have-far-reaching-economic-impacts?partner=rss&utm_source=rss&utm_medium=feed&utm_campaign=rss+fastcompany&utm_content=rss
Mackey, A., & Goo, J. (2007). Interaction research in SLA: A meta-analysis and research synthesis. In A. Mackey (Ed.), Conversational Interaction in Second Language Acquisition (pp. 407–453). Oxford: Oxford University Press.
McBrien, J.L., Cheng, R., & Jones, P. (2009). Virtual spaces: Employing a synchronous online classroom to facilitate student engagement in online learning. The International Review of Research in Open and Distributed Learning, 10(3), 1–17. https://doi.org/10.19173/irrodl.v10i3.605
Macaro, E., Handley, Z., & Walter, C. (2012). A systematic review of CALL in English as a second language: Focus on primary and secondary education. Language Teaching 45(1), 1–43. https://doi.org/10.1017/S0261444811000395
Moore, J.L., Dickson-Deane, C., & Galyen, K. (2011). Internet and higher education e-learning, online learning, and distance learning environments: Are they the same? The Internet and Higher Education, 14(2), 129–135. https://doi.org/10.1016/j.iheduc.2010.10.001
Navarro-Espinosa, J.A., Vaquero-Abellán, M., Perea-Moreno, A-J., Pedrós-Pérez, G., Aparicio-Martínez, P., & Martínez-Jiménez, M.P. (2021). The Higher Education Sustainability before and during the COVID-19 Pandemic: A Spanish and Ecuadorian Case. Sustainability, 13(11), Article 6363. https://doi.org/10.3390/su13116363
Nevas, B. (n.d.). Inquiry through action research: Effects of the Edmodo Microblog on student engagement and performance. Scribd. URL: http://www.scribd.com/doc/27372047/Edmodo-Research
Organero, M., Munoz-Merino, P.J., & Kloos, C.D. (2012). Sending Learning Pills to Mobile Devices in Class to Enhance Student Performance and Motivation in Network Services Configuration Courses. IEEE Transactions on Education, 55(1), 83–87. https://doi.org/10.1109/TE.2011.2131652
Park, S., Min, K., & Kim, S. (2021). Differences in Learning Motivation among Bartle’s Player Types and Measures for the Delivery of Sustainable Gameful Experiences. Sustainability, 13(16), Article 9121. https://doi.org/10.3390/su13169121
Pikhart, M., & Klímová, B. (2020). eLearning 4.0 as a Sustainability Strategy for Generation Z Language Learners: Applied Linguistics of Second Language Acquisition in Younger Adults. Societies, 10(2), Article 38. https://doi.org/10.3390/soc10020038
Plonsky, L., & Gass, S.M. (2011). Quantitative research methods, study quality, and outcomes: The case of interaction research. Language Learning, 61(2), 325–366. https://doi.org/10.1111/j.1467-9922.2011.00640.x
Poláková, P., & Klímová, B. (2019). Mobile Technology and Generation Z in the English Language Classroom – A Preliminary Study. Education Sciences, 9(3), Article 203. https://doi.org/10.3390/educsci9030203
Salbego, N., & Tumolo, C. (2015). Skype Classes: Teachers and Students’ Perceptions on Synchronous Online Classes in relation to Face-To-Face Teaching and Learning. International Journal of Language and Applied Linguistics, 1(3), 36–45.
Sánchez-Serrano, L. (2008). Initiation by fire: Training teachers for distance learning. In S. Goertler, & P. Winke (Eds.), Opening doors through distance language education: Principles, perspectives, and practices. (Vol. 7, pp. 153–174). San Marcos, TX: CALICO.
Sanders, K.S. (2012). An examination of the academic networking site Edmodo on student engagement and responsible learning. Ph.D. Thesis. University of South Carolina.
Shyamlee, S.D., & Phil, M. (2012). Use of technology in English language teaching and learning: An analysis. International Proceedings of Economics Development and Research, 33, 150–156.
Tallent-Runnels, M.K., Thomas, J.A., Lan, W.Y., Cooper, S., Ahern, T.C., Shaw, S.M., & Liu, X. (2006). Teaching courses online: A review of the research. Review of Educational Research, 76(1), 93–135. https://doi.org/10.3102/00346543076001093
Tawafak, R.M., Romli, A.B., & Alsinani, M. (2019). E-learning system of UCOM for improving student assessment feedback in Oman higher education. Education and Information Technologies, 24(2), 1311–1335. https://doi.org/10.1007/s10639-018-9833-0
Vizcaya-Moreno, M.F., & Rosa M. Pérez-Cañaveras (2020). Social Media Used and Teaching Methods Preferred by Generation Z Students in the Nursing Clinical Learning Environment: A Cross-Sectional Research Study. International Journal of Environmental Research and Public Health, 17(21), Article 8267. https://doi.org/10.3390/ijerph17218267
Abstract views: 488 PDF Downloads: 241
This work is licensed under a Creative Commons Attribution 4.0 International License.
International Conference Website
