Technology Use and Self-Perceptions of English Language Skills among Urban Adolescents

Autor/inn/en	Li, Jia; Snow, Catherine; Jiang, Jingjing; Edwards, Nicholas
Titel	Technology Use and Self-Perceptions of English Language Skills among Urban Adolescents
Quelle	In: Computer Assisted Language Learning, 28 (2015) 5, S.450-478 (29 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-8221
DOI	10.1080/09588221.2014.881387
Schlagwörter	Self Concept; English (Second Language); Second Language Learning; Low Income; Social Differences; Urban Areas; Adolescents; Technological Literacy; English Language Learners; Surveys; Middle School Students; Correlation; Literacy Education; Language Skills; Student Attitudes; Social Networks; Socioeconomic Status; Statistical Analysis; Massachusetts + Suchen Sie Ihr Suchwort? Selbstkonzept; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Niedriglohn; Sozialer Unterschied; Urban area; Stadtregion; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Technisches Wissen; Survey; Umfrage; Befragung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Korrelation; Language skill; Sprachkompetenz; Schülerverhalten; Social network; Soziales Netzwerk; Socio-economic status; Sozioökonomischer Status; Statistische Analyse; Master-Studiengang
Abstract	Technology including social media and other technology applications enabled by different technology devices offer many possibilities for second language learners to improve their learning, if they are interested in doing so. We investigated purposes for using technology among urban adolescents, including both English language learners (ELLs) and native English speakers (NESs). Data were collected through a survey of 531 students in an urban public middle school in the USA. The results showed that students used technology for diverse purposes regardless of their first language background. Although overall technology students' access was comparable to national averages, the use of technology for many specific purposes was markedly lower, lending support to the notion of a new digital divide between students from high- and low-income families based on technology knowledge and meaningful application of such knowledge rather than mere access. Student reports of their own English skills were related to various specific uses of technology, e.g., blogging and email. These relationships were stronger for ELLs, particularly those in grade 6, than for NESs. The results suggest that younger ELL adolescents may be more aware of their language constraints and prone to use technology in certain ways than their NES peers. These findings provide some preliminary insights into the complex relationships between language skills and student preferences for technology use and can ultimately provide guidance for the integration of technology into language and literacy instruction for linguistically diverse urban adolescents. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01