A Study of Digital Nativeness and Digital Productivity: Data from EFL and ESL Contexts

Autor/in	Bakla, Arif
Titel	A Study of Digital Nativeness and Digital Productivity: Data from EFL and ESL Contexts
Quelle	In: Malaysian Online Journal of Educational Technology, 7 (2019) 1, S.15-33 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2289-2990
Schlagwörter	English (Second Language); Second Language Instruction; Second Language Learning; Correlation; Student Attitudes; Information Technology; Age Differences; Technology Uses in Education; Technological Literacy; Teaching Methods; Comparative Analysis; Productivity; Undergraduate Students; Foreign Countries; Gender Differences; Telecommunications; Handheld Devices; Internet; Audio Equipment; Computer Use; Laptop Computers; Ownership; Cross Cultural Studies; Turkey; United States + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Korrelation; Schülerverhalten; Informationstechnologie; Age; Difference; Age difference; Altersunterschied; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Technisches Wissen; Teaching method; Lehrmethode; Unterrichtsmethode; Produktivität; Ausland; Geschlechterkonflikt; Telekommunikationstechnik; Audio-CD; Laptop computer; Laptop; Computer; Digitalrechner; Eigentum; Cultural comparison; Kulturvergleich; Türkei; USA
Abstract	It is often argued that current generations use digital technologies in different ways than older ones do. In response to the need for research on how younger generations use new technologies, this paper surveys identifiable patterns of technology use in EFL (English as a foreign language) and ESL (English as a second language) learners in daily and academic contexts, with a focus on digital productivity. To collect data, 97 EFL learners and 30 ESL learners were given a survey developed by the researcher. The survey was validated using verbal probing as a cognitive validation strategy. The data were analysed using SPSS 18.0 through descriptive statistics, Welch--Satterthwaite test and correlation coefficients. The results revealed that while access to technology is not a significant issue in both contexts. However, although ESL students are better at using technologies in daily life, they are no different from EFL students with respect to producing content for learning. The data also indicated that both EFL and ESL learners produced content using only well-established digital tools, and there is some individual variation within both cohort of students. The findings imply that it could be useful to introduce new technologies into educational context both at individual and instructional levels. (As Provided).
Anmerkungen	University of Malaya Faculty of Education. Kuala Lumpur 50603 Malaysia. e-mail: info@mojet.net; Web site: http://www.mojet.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01