Investigating college EFL learners’ perceptions toward the use of Google Assistant for foreign language learning

Yang, Christine; Lai, Kyle Kuo Wei

doi:10.1080/10494820.2020.1833043

Cited by 36 publications

(26 citation statements)

References 24 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…First, considering the importance of the deep and organized approaches to technology‐enhanced EFL learning, strategies should be orchestrated and implemented thereof. For instance, supported by interactive and intelligent technologies such as language robots and personal assistants to language learning (e.g., Chen et al, 2020; Dizon, 2020), instructors can help students create situated, authentic, and cross‐context CALL environments, allowing for virtues such as flexibility, personalization, self‐evaluation and regulation, and cultural authenticity for EFL learning (Kukulska‐Hulme & Viberg, 2018), and thereby enabling students to learn in a deep and organized manner. When students are able to engage in both individualized and collaborative learning in such environments, they can develop high levels of agency in constructing their EFL knowledge and improving communicative skills through understanding, elaboration, and negotiation of meaning.…”

Section: Discussionmentioning

confidence: 99%

Digital learning of English as a foreign language among university students: How are approaches to learning linked to digital competence and technostress?

Niu

Wang

Wallace

et al. 2022

Computer Assisted Learning

View full text Add to dashboard Cite

Background In view of the widespread use of digital technologies in English as a foreign language (EFL) learning and the importance of students' approaches to learning (SAL) and digital competence, as well as the threats of technostress in digital settings, digital EFL learning requires a critical examination. Objectives This study sought to investigate the interrelationships among of SAL, students' digital competence, and the emerging technostress in digital learning of EFL. Methods Survey and EFL test data of 477 university students taking EFL courses were collected. Partial least square structural equation modelling and cluster analysis were employed to analyze these data. Results and Conclusions The results indicate that a surface approach to learning was significantly positively associated with technostress while negatively associated with digital competence. The deep and organized learning approaches positively predicted digital competence, which further negatively predicted technostress and burnout in digital learning of EFL. Technostress was found to be positively related to exhaustion and cynicism, with cynicism being negatively related to EFL learning outcomes. The cluster analysis identified three clusters of EFL learners and revealed that, overall, high scores in the deep and organized approaches to learning were generally aligned with strong digital competence, low technostress, low burnout, and high EFL learning outcomes. Takeaways The findings of this study carry important implications for practitioners of EFL learning and teaching in the design of strategies, pedagogies, and EFL learning technologies that improve EFL learning in digital settings while maintaining learners' wellbeing.

show abstract

Section: Discussionmentioning

confidence: 99%

Digital learning of English as a foreign language among university students: How are approaches to learning linked to digital competence and technostress?

Niu

Wang

Wallace

et al. 2022

Computer Assisted Learning

View full text Add to dashboard Cite

show abstract

“…The students felt that online learning gave them much chance to explore materials and flexibility in learning (Hidayati & Saputra, 2020;Prihandoko, 2021), such as ease in generating questions and opinions and extensive sources on the internet (Nadeak, 2020). It is because online learning is known as learning strategy that increases collecting sources for learning activities (Chen et al, 2020). Therefore, the students tend to develop their skills even in online group activities (Gómez-Rey et al, 2016).…”

Section: Figure 2 Perceptions On Online Learningmentioning

confidence: 99%

Indonesian College Students’ Perception toward Language Online Learning Before and During COVID-19 Pandemic

et al. 2022

View full text Add to dashboard Cite

Integration of technology in the teaching and learning process brings innovation where a learning process can be conducted virtually despite time and place boundaries. Online learning as the integration of learning and technology is used as the primary strategy to continue the teaching and learning process due to the Covid-19 outbreak. This study aims to analyze student perceptions of online learning before and during the COVID-19 pandemic. This research is a descriptive research with a qualitative approach. The results showed that the students had negative and positive perceptions of online learning before and during the pandemic. Before the pandemic, the students emphasized exploring the materials, while the students emphasized flexibility in learning during the pandemic. Meanwhile, negative perceptions are shown through the loss of direct communication between teachers and students. During the pandemic, students emphasized the flexibility aspect of the online learning mode. However, negative perceptions also emerged, namely the abundance of online tasks and the difficulties of using e-learning. Various challenges of online learning were also found during the pandemic compared to before the outbreak. For example in addition to inadequate internet connections and gadgets, anxiety problems due to the workload and less appropriate learning plan also arose. It can be seen that online learning before and during the outbreak experienced dynamics, so teachers and students must be encouraged to be more adaptive in dealing with changes in their learning.

show abstract

“…In addition (Chen et al, 2020) in their research, learners enjoyed interacting with Google Assistant and considered Google Assistant an inspiring tool to learn English. hey also discovered that Google Assistant can help them improve their speaking and listening skills.…”

Section: Al Mujadalahmentioning

confidence: 99%

Google Assistant In Teaching Pronunciation To Junior High School Students Post Pandemic Era

Sanusi

Hadi

2022

SLJIL

View full text Add to dashboard Cite

The objective of this study is to teach pronunciation using Google Assistant to junior high school students. This study uses a quantitative approach with a pre-experimental design. In this study the researcher uses one class as the sample with a total of students are 25 students. The data were collected bteststest thatwase pre-test, treatment, and post-test. The research results are explained based on the research findings. the findings showed that the students’ results progress. the findingsreveals that Google Assistant is effective as one of media in teaching pronunciation to junior high school students

show abstract

Investigating college EFL learners’ perceptions toward the use of Google Assistant for foreign language learning

Cited by 36 publications

References 24 publications

Digital learning of English as a foreign language among university students: How are approaches to learning linked to digital competence and technostress?

Digital learning of English as a foreign language among university students: How are approaches to learning linked to digital competence and technostress?

Indonesian College Students’ Perception toward Language Online Learning Before and During COVID-19 Pandemic

Google Assistant In Teaching Pronunciation To Junior High School Students Post Pandemic Era

Contact Info

Product

Resources

About