eLearning 4.0 as a Sustainability Strategy for Generation Z Language Learners: Applied Linguistics of Second Language Acquisition in Younger Adults

Abstract

The implementation of various eLearning platforms has seen an incredible and unprecedented rise in the past decade in our universities. The aim of this pilot research study is to explore the gap in second language acquisition research for technologically savvy Generation Z, whose members use modern technologies, especially mobile applications, in their learning process in a massive way. More specifically, the authors focus on students’ perceptions of the use of traditional and blended learning supported by an eLearning course in order to reveal students’ attitudes to and expectations from these learning modalities. Altogether, 40 university students participated in an experiment. The findings clearly show that the present eLearning platform is no longer an attractive option for students of Generation Z since these students want to participate in the creation of its content and collaborate and interact with each other in ways they are used to with other social media platforms such as Facebook. The implications of the research are important for educators and designers of various eLearning courses who need to take this into account. Further implications suggest a new approach to the exploitation of eLearning platform connected to Web 4.0. The basic principle of the new approach is to use these platforms and should harness all the possibilities of artificial intelligence, deep learning, machine learning, and computational linguistics. In conclusion, the study reflects the basic and pragmatic principles upon which eLearning 4.0 should be based in order to become a more efficient tool for modern education and sustainability.

Teachers’ Beliefs about the Role of Digital Educational Resources in Educational Practice: A Qualitative Study

“…As identified in the participants' narratives, given the way they use and describe the technologies, they introduce technological resources in a very superficial way, without exploiting their full potential. In other words, they make use of e-learning 1.0 and 2.0, but they do not go further and do not take advantage of these resources as methodological transformers in order to increase educational quality, just as they fail to keep up to date with innovative technological resources [13,15].…”

“…This latest evolution makes it possible to individualise and personalise the teaching-learning process based on student performance, interests, search history, and so forth. In this way, the quality of teaching improves and better results are obtained [13].…”

Vocabulary Learning Based on Learner-Generated Pictorial Annotations: Using Big Data as Learning Resources

“…Xie, Zou, Lau, Wang, and Wong [30] identified the preferred topics of language learners in their social media platforms for generating personalized vocabulary tasks. Pikhart and Klímová [11] studied eLearning 4.0, which utilized the state-of-the-art big data and AI techniques, and used this new paradigm in second language acquisition for Generation Z language learners.…”

“…For example, the virtual reality (VR) and augmented reality (AR) techniques have been widely employed for providing immersive and interactive learning experiences for science education and language learning [8][9][10]. As suggested by Pikhart and Klímová [11], the recent advancement of artificial intelligence (AI) and big data techniques will facilitate the rapid transformation of e-learning systems and applications to a new era called eLearning 4.0.…”

“…It allows students to learn regardless of time and space and integrates formal and informal learning [13]. It is the most attractive platform to acquire knowledge and information for Generation Z (i.e., learners born after the year 2000) [11]. It also serves as a learning tool for information sharing and collaborative learning [14].…”