This study investigates the impact of the introduction of hypertext utilizing electronic dictionaries in a Chinese as a Second Language program for intermediate level students at a Western university. It seeks to build on earlier frameworks concerning the impact of electronic glosses and dictionaries in promoting greater learner autonomy in intermediate L2 programs. During two project trials, questionnaires and focus groups were employed to solicit information about the students’ take-up of the new technology, their preferred learning styles, and their perceptions of the value of the e-learning tools and materials. The survey results indicate a relatively high level of take-up of the new technologies. Learners had a positive perception of the usefulness of these tools in assisting with class preparation, in promoting easier and more rapid reading, and in reducing learner fatigue. While learners found the use of electronic dictionaries to be beneficial for exploratory reading, there was also a preference for curated glossaries to complement their learning. Ongoing training and assistance were necessary to avoid a ‘digital divide’ in the take-up of e-technologies.
|Number of pages||14|
|Journal||Electronic Journal of Foreign Language Teaching|
|Publication status||Published - Jun 2015|