Exploring digital nativeness as a predictor of digital game-based L2 vocabulary acquisition

Calvo-Ferrer, José Ramón

doi:10.1080/10494820.2018.1548489

Cited by 9 publications

(22 citation statements)

References 61 publications

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“…In general, it is believed that a higher knowledge in English would have resulted in greater vocabulary gains, since, as Elgort [75] states, 'vocabulary development progresses differently for low-and highproficiency learners, even when level-appropriate L2 input is used', especially considering the moderately positive correlation between the variables 'proficiency in English' and 'target items learnt' (r = 0.489). This is also in line with previous research carried out by the researchers [76][77][78][79], which suggests that participants with high proficiency in English may benefit more from the learning affordances provided by digital-game based scenarios.…”

Section: Discussionsupporting

confidence: 92%

The Effect of Multiplayer Video Games on Incidental and Intentional L2 Vocabulary Learning: The Case of Among Us

Calvo-Ferrer

Belda-Medina

2021

MTI

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Vocabulary learning has been traditionally considered central to second language learning. It may take place either intentionally, by means of deliberate attempts to commit factual information to memory, or incidentally, as a consequence of other cognitive processes involving comprehension. Video games, which have been extensively employed in educational contexts to understand lexical development in foreign languages, foster both exposure to and the production of authentic and meaning-focused vocabulary. An empirical study was conducted to explore the effect of playing an online multiplayer social deduction game (i.e., a game in which players attempt to uncover each other’s hidden role) on incidental and intentional second language (L2) vocabulary learning. Secondary school pre-intermediate English as a Foreign Language (EFL) students (n = 54) took a vocabulary pre-test that identified eight unknown words likely to appear in the video game Among Us. Then, students were randomly assigned to different groups of players and to different learning conditions—within each group, half of the players were given a list of phrases containing such target words, which they were encouraged to meaningfully use in the game by means of written interaction. In doing so, students learnt some target words intentionally and provided contextualized incidental exposure to other players. They took a vocabulary test after two sessions of practice with the game to explore intentional and incidental L2 vocabulary learning gains. The pre- and post-tests suggested, among other results, that players using new L2 words in the game Among Us would retain more vocabulary than players only encountering them, that vocabulary intentionally input helped other users trigger incidental vocabulary learning, and that repetition had a positive effect on L2 vocabulary learning.

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Section: Discussionsupporting

confidence: 92%

The Effect of Multiplayer Video Games on Incidental and Intentional L2 Vocabulary Learning: The Case of Among Us

Calvo-Ferrer

Belda-Medina

2021

MTI

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“…Digital nativity is the multi-dimensional construct of psychological characteristics and behavioral tendencies possessed by those fluent in technological practices. Teo (2013) conducted a pioneering empirical study to develop a psychometric scale for the measurement of digital nativity with four attributes, namely “grow up with technology,” “comfortable with multitasking,” “reliant on graphics for communication,” “thrive on instant gratifications and rewards.” This scale was further validated in different contexts cross-culturally ( Chen et al, 2016 ; Çoklar et al, 2017 ; Yurdakul, 2018 ; Wang et al, 2019 ; Calvo-Ferrer, 2020 ) with different ages ( Huang et al, 2021 ). Furthermore, some findings revealed that age does not distinguish digital natives from digital immigrants ( Helsper and Eynon, 2010 ; Zhao and Zhao, 2021 ).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Just as pointed out by Prensky (2005) in his observation about the ubiquitous power of the cell phone that "cell phones complement the short-burst, casual, multitasking style of today's digital natives. " However, there is a lack of empirical investigation on the relationship between digital nativity and Smartphone usage in college students' foreign language learning, even though there exists significant literature in support of digital nativity as an antecedent for online behaviors and proficiency among college students Çoklar et al, 2017;Yurdakul, 2018;Wang et al, 2019;Calvo-Ferrer, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…In the past two decades, the characteristics of digital natives have aroused broad interest in educational academia, probing either the attributes ( Prensky, 2001 ; Helsper and Eynon, 2010 ; Teo, 2013 ) or the influencing mechanisms ( Chen et al, 2016 ; Çoklar et al, 2017 ; Yurdakul, 2018 ; Wang et al, 2019 ; Calvo-Ferrer, 2020 ; Fiedler et al, 2022 ) of this burgeoning term. A growing body of evidence has accumulated showing the importance of digital nativity for college students learning ( Lei, 2009 ; Tapscott, 2009 ; Bennett and Maton, 2010 ; Margaryan et al, 2011 ).…”

Section: Introductionmentioning

confidence: 99%

“…On the other hand, there is an agreement among language teaching practitioners and researchers that the audiovisual presentation of language learning materials is proven to be more engaging and interactive in helping language learners immersed in an authentic learning environment seamlessly ( Kim and Kwon, 2012 ; Andujar, 2016 ; Lekawael, 2017 ; Hwang and Fu, 2018 ). Just as pointed out by Prensky (2005) in his observation about the ubiquitous power of the cell phone that “cell phones complement the short-burst, casual, multitasking style of today’s digital natives.” However, there is a lack of empirical investigation on the relationship between digital nativity and Smartphone usage in college students’ foreign language learning, even though there exists significant literature in support of digital nativity as an antecedent for online behaviors and proficiency among college students ( Chen et al, 2016 ; Çoklar et al, 2017 ; Yurdakul, 2018 ; Wang et al, 2019 ; Calvo-Ferrer, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

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Modeling the relationship between digital nativity and Smartphone usage in learning English as a foreign language contexts

Hui

Teng²,

Guo³

2023

Front. Psychol.

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IntroductionDespite many studies exploring the application of digital devices in foreign language learning, only some have investigated the influencing mechanisms of digital nativity on Smartphone usage in this increasingly seamless learning environment. This research aims to explore the relationships between college students’ digital nativity and their use of Smartphones for English learning.MethodsThe data were collected from 502 undergraduates in mainland China through self-reported questionnaires, namely the Digital Natives Assessment Scale and the Smartphone Use in Learning Foreign Language Scale.Results and DiscussionThe confirmatory factor analysis validated a four-factor measurement model of digital nativity, including “grow up with technology”, “comfortable with multitasking”, “reliant on graphics for communication” and “thrive on instant gratification and rewards”. A second-order measurement construct of favorable Smartphone usage and its first-order adverse effects in foreign language learning were also examined, demonstrating good validity and reliability. Structural equation modeling analysis revealed that students who displayed more attributes of “grow up with technology” and “thrive on instant gratifications and rewards” tended to adopt smartphones positively for English learning. In addition, those who were more familiar with technological assistance might suffer less from the adverse effects of Smartphone usage. However, the preference for immediate responses and feedback could also lead to more adverse effects when using Smartphones for English learning. Besides, “comfortable with multitasking” and “reliant on graphics for communication” didn’t have any significant predictive impact on either the favorable functions or the adverse effects of Smartphone usage. Based on the research results, we discuss the theoretical and practical implications.

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Introduction: A Scoping Review of Second Language Vocabulary Learning in the Wild

Reynolds¹

2023

Vocabulary Learning in the Wild

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Exploring digital nativeness as a predictor of digital game-based L2 vocabulary acquisition

Cited by 9 publications

References 61 publications

The Effect of Multiplayer Video Games on Incidental and Intentional L2 Vocabulary Learning: The Case of Among Us

The Effect of Multiplayer Video Games on Incidental and Intentional L2 Vocabulary Learning: The Case of Among Us

Modeling the relationship between digital nativity and Smartphone usage in learning English as a foreign language contexts

Introduction: A Scoping Review of Second Language Vocabulary Learning in the Wild

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