Abstract
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.
| Original language | English |
|---|---|
| Pages (from-to) | 101-114 |
| Number of pages | 14 |
| Journal | Electronic Journal of Foreign Language Teaching |
| Volume | 12 |
| Issue number | 1 |
| Publication status | Published - Jun 2015 |
| Externally published | Yes |
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Impact of e-technologies on Chinese literacy programs for college second language learners. / McLaren, Anne E.; Bettinson, Mat.
In: Electronic Journal of Foreign Language Teaching, Vol. 12, No. 1, 06.2015, p. 101-114.Research output: Contribution to journal › Article › Research › peer-review
TY - JOUR
T1 - Impact of e-technologies on Chinese literacy programs for college second language learners
AU - McLaren, Anne E.
AU - Bettinson, Mat
PY - 2015/6
Y1 - 2015/6
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=84933504111&partnerID=8YFLogxK
UR - http://e-flt.nus.edu.sg/archive/v12n12015.html
M3 - Article
VL - 12
SP - 101
EP - 114
JO - Electronic Journal of Foreign Language Teaching
JF - Electronic Journal of Foreign Language Teaching
SN - 0219-9874
IS - 1
ER -