Language-related computer use: Focus on young L2 English learners in Sweden

Sundqvist, Pia; Sylvén, Liss Kerstin

doi:10.1017/s0958344013000232

Cited by 141 publications

(130 citation statements)

References 30 publications

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“…Furthermore, Sundqvist and Sylvèn (2014) studied the extent to which young learners in Sweden were involved in language related digital games as well as the relationship between playing digital games and learners' motivation to learn English. Their study involved 76 English language learners in the 4 th grade of primary school.…”

Section: Literature Reviewmentioning

confidence: 99%

Using Online Computer Games in the ELT Classroom: A Case Study

Vasileiadou¹,

Makrina²

2017

ELT

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The purpose of this research was to investigate the effectiveness of computer games in learning English as a foreign language and the extent to which they increase motivation in young students. More particularly, this research investigated the validity of the hypothesis that computer games are a particularly motivating means for young students to learn English vocabulary effectively in comparison to other approaches suggested by the Greek National Curriculum. The grade, in which this research was conducted, was the 4th grade of Primary school as it is a borderline grade in which greater demands are imposed on the students of this age group and language level regarding, mainly, their reading and writing skills as in this class, for the first time, it is explicitly stated by the national curriculum that literacy is one of the three basic axons upon which English language learning should be developed. All in all, the results of this research shed light on the effects which new technologies have on language learning as well as their ability to motivate students to learn English. The results of this research will also be used as a basis upon which specific suggestions for the practical implementation of computer games in the everyday classroom can be made.

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Section: Literature Reviewmentioning

confidence: 99%

Using Online Computer Games in the ELT Classroom: A Case Study

Vasileiadou¹,

Makrina²

2017

ELT

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“…It offers valuable new information about broader conceptualisations of second language acquisition that emphasise the importance of ecological as well as didactic aspects. It adds to the present body of knowledge of English in-school and out-of-school learning which, in contrast to former studies (Pearson, 2004;Sylven, 2004;Pickard, 1996;Sundqvist, 2009;Sundqvist & Sylvén, 2014), includes written skills and the use of both digital and non-digital artefacts.…”

Section: Resultsmentioning

confidence: 76%

In or Out of School? - Meaningful Output with Digital and Non-digital Artefacts within Personal English Learning Ecologies

Cabot¹

2016

NJDL

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This paper integrates ecological perspectives with language development theories to elucidate students' self-perceived learning trajectories. It presents data from focus, in-depth and member checking interviews with three boys and three girls. The findings show low English as a foreign language (EFL) written output and improved oral output in school (girls) and outside school (boys). It is of particular interest to describe which digital and non-digital experiences students regard as ecological transitions, and to what extent schooling is complementary and compensatory.

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“…4995/eurocall.2017.7145 Extramural language learning studies can be quantitative or qualitative, for instance, with learners using Facebook (Mitchell, 2012), telecollaboration via email (Schenker, 2012) or voice blogs (Sun, 2012) to facilitate their language and cultural learning. Researchers have also been interested in learners' out-of-school activities, such as gaming, and their impact on language learning (Sundqvist & Sylvén, 2014; see also Sundqvist, 2016;Thomas & Peterson, 2014). These extramural activities seem to increase learners' motivation and, thereby, indirectly promote language learning.…”

Section: Introductionmentioning

confidence: 99%

“…Learning profiles and attitudes towards learning can be studied with quantitative, qualitative or mixed methods, such as surveys, interviews, and learning diaries, often depending on the size of the study (e.g., Eloranta & Jalkanen, 2015;Ilomäki et al, 2012;Jalkanen & Taalas, 2013;Sundqvist & Sylvén, 2014;Williams et al, 2014). This study presents findings from a survey aimed at beginning university students majoring in languages at a university in Southern Finland complemented by a short narrative task.…”

Section: Introductionmentioning

confidence: 99%

Profiling language learners in hybrid learning contexts: Learners’ perceptions

2017

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This article discusses formal and informal foreign language learning before university level. The focus is on beginning university students' perceptions of their earlier learning experiences, especially in digital contexts. Language learners' digital competence is a part of their everyday lives, but its relationship to learning in and outside educational settings is still relatively seldom studied. The article discusses learning in formal and informal (i.e., hybrid) contexts and digital learning profiles −that is, a learner's own personalized style in acquiring language competence by creating affordances in personalized digital or mobile learning environments− in primary and secondary education identified in a language learning survey. The results are based on an online survey sent to all beginning university students majoring in languages at a Finnish university (N= 87/192), which was complemented by a short narrative task (N=47) a few months later focusing on earlier education and the use of language learning technologies. The results suggest that the use of technologies seems to differ between extramural and in-school language learning. The learners were well aware of various possibilities to create affordances for learning, and their own involvement increased with age. Most participants had positive attitudes towards the use of technologies to enhance language learning, but critical views emphasized the importance of inspiring contact teaching. Three different digital learning profiles were identified: a digiage learner, a hybrid learner, and an in-school learner. These can be useful when planning differentiated foreign language instruction.

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Language-related computer use: Focus on young L2 English learners in Sweden

Cited by 141 publications

References 30 publications

Using Online Computer Games in the ELT Classroom: A Case Study

Using Online Computer Games in the ELT Classroom: A Case Study

In or Out of School? - Meaningful Output with Digital and Non-digital Artefacts within Personal English Learning Ecologies

Profiling language learners in hybrid learning contexts: Learners’ perceptions

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