Adolescents' Technology Use for English Learning: Influences of Supports, Technology Perceptions, Anxiety, and Gender Paper prepared for the Annual Meeting of the American Educational Research Association (Online, Apr 8-12, 2021).

Autor/inn/en	Wang, Jing; Bai, Barry; Shen, Bin
Titel	Adolescents' Technology Use for English Learning: Influences of Supports, Technology Perceptions, Anxiety, and Gender Paper prepared for the Annual Meeting of the American Educational Research Association (Online, Apr 8-12, 2021).
Quelle	(2021), (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	English (Second Language); Second Language Learning; Cooperation; Gender Differences; Technology Uses in Education; Anxiety; Information Technology; Secondary School Students; Student Attitudes; Foreign Countries; Predictor Variables; Hong Kong + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Co-operation; Kooperation; Geschlechterkonflikt; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Angst; Informationstechnologie; Sekundarschüler; Schülerverhalten; Ausland; Prädiktor; Hongkong
Abstract	This study examined the impacts of contextual and personal variables on out-of-class technology use for English as a second/foreign language (ESL/EFL) learning among 1079 adolescents. It was found that girls reported more individualized and collaborative out-of-class technology use, and less computer anxiety in technology use than boys did. Results showed that contextual variables including teacher, peer, and family support significantly and positively predicted actual use of technology for out-of-class English learning. Personal characteristics such as perceived usefulness and perceived ease of use predicted use intention. Computer anxiety was found to have negative impacts on boys' out-of-class technology use. The findings indicate that family and peer support deserve much greater attention in promoting students' out-of-class technology use for language learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01