The Role of Learners' Socioeconomic Status and Perception of Technology Use in Their Second Language Learning Motivation and Achievement

Autor/inn/en	Lee, Jang Ho; Lee, Hansol
Titel	The Role of Learners' Socioeconomic Status and Perception of Technology Use in Their Second Language Learning Motivation and Achievement
Quelle	In: Language Awareness, 32 (2023) 2, S.217-234 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lee, Jang Ho) ORCID (Lee, Hansol)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-8416
DOI	10.1080/09658416.2021.2014510
Schlagwörter	Socioeconomic Status; English (Second Language); Second Language Learning; Second Language Instruction; Correlation; Academic Achievement; Student Attitudes; Undergraduate Students; Foreign Countries; Technology Uses in Education; Learning Motivation; Predictor Variables; Computer Assisted Instruction; Structural Equation Models; Student Characteristics; Language Tests; South Korea; Test of English for International Communication + Suchen Sie Ihr Suchwort? Socio-economic status; Sozioökonomischer Status; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Korrelation; Schulleistung; Schülerverhalten; Ausland; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Motivation for studies; Lernmotivation; Prädiktor; Computer based training; Computerunterstützter Unterricht; Language test; Sprachtest; Korea; Republik
Abstract	As digital technology is becoming an increasingly critical component of education, learners' socioeconomic status (SES) and technology use are becoming more important in their learning. In the context of English learning, the present study modeled how learners' SES and their perception of technology use for language learning are linked to their motivation for learning English as a foreign language (EFL) and level of English achievement. To this end, 306 South Korean college students' learner factors, motivation, and English achievement were measured. The results of the structural equation modeling analysis indicated that learners' SES was positively associated with their perception of technology use and motivation and indirectly associated with their language learning achievement. Furthermore, we found that learners' perception of technology use in language learning is associated with their motivation and achievement. In addition, among the several learner factors measured in this study, learners' expectancy of being successful in language learning as part of achievement motivation emerged as the strongest predictor of their language learning achievement. An in-depth discussion of pedagogical and policy implications is also provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01