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Examining Chinese university students’ digital nativity and its effect on their intentions to use technology in English learning

Yıl 2023, Cilt: 8 Sayı: 1, 1 - 10, 01.01.2023
https://doi.org/10.24331/ijere.1199264

Öz

Digital natives demonstrate distinct characteristics compared with digital immigrants. Considering the importance of analyzing learner traits in language education, this study explores Chinese EFL learners’ digital nativity and its effects on their intentions to use technology for learning English. A questionnaire was used to collect responses from 109 university students. Results from data analyses suggested that Chinese EFL students had positive responses to digital nativity and behavioral intentions to use technology. In addition, growing up with technology and striving for instant rewards significantly influenced their technology-using intentions, while the influences from comfortable with multitasking and reliant on graphics for communication did not achieve significant levels. Based on the findings, the study provides some suggestions to governments, policymakers, and teachers to consider students’ features when promoting technology-enhanced language teaching and learning.

Kaynakça

  • Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179-211.
  • Andre, H. (2005). Innovating in higher education: contexts for change in learning technology. British Journal of Educational Technology, 36 (6), 975-985.
  • Bagozzi, R. P., (1982). "A Field Investigation of Causal Relations among Cognitions, Affect, Intentions and Behavior" J. Marketing Res, 19, 562-584.
  • Chun, D., Kern, R., & Smith, B. (2016). Technology in language use, language teaching, and language learning. The Modern Language Journal, 100(S1), 64-80.
  • Çebi, A., & Özdemir, T. B. (2019). The role of digital nativity and digital citizenship in predicting high school students’ online information searching strategies. Egitim ve Bilim, 44(200).
  • Davis, F. D. (1989). Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology. MIS Quarterly, 13(3), 319.
  • Davis, F. D., Bagozzi, R. P., Warshaw, & Pau, R. (1989). User Acceptance of Computer Technology: A Comparison of Two Theoretical Models. Management Science, 35(8), 982–1003.
  • Grigoryan, T. (2022). Investigating the effectiveness of iPad based language learning in the UAE context. Open Learning: The Journal of Open, Distance and e-Learning, 37(2), 146-168.
  • Guo, J., Huang, F., Lou, Y., & Chen, S. (2020). Students' Perceptions of Using Mobile Technologies in Informal English Learning during the COVID-19 Epidemic: A Study in Chinese Rural Secondary Schools. Journal of Pedagogical Research, 4(4), 475-483.
  • Hill, R. J., Fishbein, M., & Ajzen, I. (1977). Belief, Attitude, Intention and Behavior: An Introduction to Theory and Research. Contemporary Sociology, 6(2), 244.
  • Huang, F., Teo, T., & He, J. (2021). Digital nativity of university teachers in China: factor structure and measurement invariance of the Digital Native Assessment Scale (DNAS). Interactive Learning Environments, 29(3), 385-399.
  • Huang, F., Teo, T., & Zhou, M. (2020). Chinese students’ intentions to use the Internet-based technology for learning. Education Tech Research Dev, 68, 575–591.
  • Kim, H., & Kwon, Y. (2012). Exploring smartphone applications for effective mobile-assisted language learning. Multimedia-Assisted Language Learning, 15(1), 31-57.
  • Kirschner, P. A., & De Bruyckere, P. (2017). The myths of the digital native and the multitasker. Teaching and Teacher education, 67, 135-142.
  • Kirschner, P. A., & van Merriënboer, J. J. (2013). Do learners really know best? Urban legends in education. Educational Psychologist, 48(3), 169-183.
  • Kline, R. B. (2010). Principles and practice of structural equation modeling (3rd ed.). New York, NY: Guilford Press.
  • Lai Lufang, Wang Juang, & Luo Hanwei. (2019). The evolution of Computer Aided English Instruction. The Computer Era, (8), 65-67. (Published in CNKI web, China)
  • Lefever, S., Dal, M., & Matthiasdottir, A. (2007). Online data collection in academic research: Advantages and limitations. British Journal of Educational Technology, 38(4), 574-582.
  • Liu, Z., & Li, S. (2020). Research on multimedia assisted English teaching. Education and Teaching Forum, (44), 268-270. (Published in Chinese)
  • McKnight, K., O'Malley, K., Ruzic, R., Horsley, M. K., Franey, J. J., & Bassett, K. (2016). Teaching in a digital age: How educators use technology to improve student learning. Journal of research on technology in education, 48(3), 194-211.
  • Nagelkerke, N. J. (1991). A note on a general definition of the coefficient of determination. biometrika, 78(3), 691-692.
  • Ng, W. (2012). Can we teach digital natives digital literacy?. Computers & Education, 59(3), 1065-1078.
  • Nunnally, J. C. (1978). Psychometric theory (2nd ed.). New York: McGraw-Hill.
  • Oh, J. E., Chan, Y. K., & Kim, K. V. (2020). Social media and e-portfolios: Impacting design students' motivation through project-based learning. IAFOR Journal of Education, 8(3), 41-58.
  • Prensky, M. (2001). Digital Natives, Digital Immigrants Part 1. On the Horizon, (5), 3-6.
  • Song, Y., & Kong, S. C. (2017). Investigating students’ acceptance of a statistics learning platform using technology acceptance model. Journal of Educational Computing Research, 55(6), 865-897.
  • Symonds, P. M. (1924). On the loss of reliability in ratings due to coarseness of the scale. Journal of Experimental Psychology, 7(6), 456.
  • Teo, T. (2012). Examining the intention to use technology among pre-service teachers: an integration of the Technology Acceptance Model and Theory of Planned Behavior. Interactive Learning Environments, 20(1), 3–18.
  • Teo, T. (2013). An initial development and validation of a Digital Natives Assessment Scale (DNAS). Computers & Education, 67, 51–57.
  • Teo, T., & Huang, F. (2019). Investigating the influence of individually espoused cultural values on teachers’ intentions to use educational technologies in Chinese universities. Interactive Learning Environments, 27(5-6), 813-829.
  • Teo, T., Huang, F., & He, J. B. (2022). Measurement invariance and latent mean differences of the digital native assessment scale across Chinese mainland, Macau, and Taiwan: An exploratory structural equation modeling approach. Interactive Learning Environments, 1-13. DOI:10.1080/10494820.2022.2137528
  • Teo, T., Huang, F., & Hoi, C. K. W. (2018). Explicating the influences that explain intention to use technology among English teachers in China. Interactive Learning Environments, 26(4), 460–475.
  • Teo, T., Zhou, M., Fan, A., & Huang, F. (2019). Factors that influence university students’ intention to use Moodle: a study in Macau. Educational Technology Research & Development,67(3), 749-766.
  • Thompson, P. (2013). The digital natives as learners: Technology use patterns and approaches to learning. Computers & Education, 65, 12-33.
  • Unger, S., & Meiran, W. R. (2020). Student attitudes towards online education during the COVID-19 viral outbreak of 2020: Distance learning in a time of social distance. International Journal of Technology in Education and Science, 4(4), 256-266.
  • Ursavaş, ÖF, Kabakçı Yurdakul, I., Türk, M., & Mcilroy, D. (2016). Measurement invariance of the digital natives assessment scale across gender in a sample of Turkish university students. Journal of Educational Computing Research, 54(4), 513– 530.
  • Venkatesh, H., & Bala, H. (2008). Technology Acceptance Model 3 and a Research Agenda on Interventions. 39(2), 273–315.
  • Venkatesh, V., & Davis, F. D. (2000). A Theoretical Extension of the Technology Acceptance Model: Four Longitudinal Field Studies. Management Science, 46(2), 186–204.
  • Wagner, V., & Acier, D. (2017). Factor structure evaluation of the French version of the digital natives assessment scale. Cyberpsychology, Behavior, and Social Networking, 20(3), 195-201.
  • Wu, H., Ge, W., & He, J. (2020). Research on the impact of teacher support on continuous learning intention of MOOC courses: Based on S-O-R and TAM perspectives. Modern Distance education, (3), 89-96. doi:10.13927/j.cnki.yuan.20200629.002. (Published in Chinese)
  • Yuan, X. (2020). Research on the positive and negative factors of multimedia assisted English teaching for students. Journal of Chinese Multimedia and Network Teaching, (2), 60-61. (Published in Chinese)
  • Zhao, C., & Zhao, L. (2021). Digital nativity, computer self-efficacy, and technology adoption: A study among university faculties in China. Frontiers in Psychology, 12, 1-7. DOI: 10.3389/fpsyg.2021.746292.
Yıl 2023, Cilt: 8 Sayı: 1, 1 - 10, 01.01.2023
https://doi.org/10.24331/ijere.1199264

Öz

Kaynakça

  • Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179-211.
  • Andre, H. (2005). Innovating in higher education: contexts for change in learning technology. British Journal of Educational Technology, 36 (6), 975-985.
  • Bagozzi, R. P., (1982). "A Field Investigation of Causal Relations among Cognitions, Affect, Intentions and Behavior" J. Marketing Res, 19, 562-584.
  • Chun, D., Kern, R., & Smith, B. (2016). Technology in language use, language teaching, and language learning. The Modern Language Journal, 100(S1), 64-80.
  • Çebi, A., & Özdemir, T. B. (2019). The role of digital nativity and digital citizenship in predicting high school students’ online information searching strategies. Egitim ve Bilim, 44(200).
  • Davis, F. D. (1989). Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology. MIS Quarterly, 13(3), 319.
  • Davis, F. D., Bagozzi, R. P., Warshaw, & Pau, R. (1989). User Acceptance of Computer Technology: A Comparison of Two Theoretical Models. Management Science, 35(8), 982–1003.
  • Grigoryan, T. (2022). Investigating the effectiveness of iPad based language learning in the UAE context. Open Learning: The Journal of Open, Distance and e-Learning, 37(2), 146-168.
  • Guo, J., Huang, F., Lou, Y., & Chen, S. (2020). Students' Perceptions of Using Mobile Technologies in Informal English Learning during the COVID-19 Epidemic: A Study in Chinese Rural Secondary Schools. Journal of Pedagogical Research, 4(4), 475-483.
  • Hill, R. J., Fishbein, M., & Ajzen, I. (1977). Belief, Attitude, Intention and Behavior: An Introduction to Theory and Research. Contemporary Sociology, 6(2), 244.
  • Huang, F., Teo, T., & He, J. (2021). Digital nativity of university teachers in China: factor structure and measurement invariance of the Digital Native Assessment Scale (DNAS). Interactive Learning Environments, 29(3), 385-399.
  • Huang, F., Teo, T., & Zhou, M. (2020). Chinese students’ intentions to use the Internet-based technology for learning. Education Tech Research Dev, 68, 575–591.
  • Kim, H., & Kwon, Y. (2012). Exploring smartphone applications for effective mobile-assisted language learning. Multimedia-Assisted Language Learning, 15(1), 31-57.
  • Kirschner, P. A., & De Bruyckere, P. (2017). The myths of the digital native and the multitasker. Teaching and Teacher education, 67, 135-142.
  • Kirschner, P. A., & van Merriënboer, J. J. (2013). Do learners really know best? Urban legends in education. Educational Psychologist, 48(3), 169-183.
  • Kline, R. B. (2010). Principles and practice of structural equation modeling (3rd ed.). New York, NY: Guilford Press.
  • Lai Lufang, Wang Juang, & Luo Hanwei. (2019). The evolution of Computer Aided English Instruction. The Computer Era, (8), 65-67. (Published in CNKI web, China)
  • Lefever, S., Dal, M., & Matthiasdottir, A. (2007). Online data collection in academic research: Advantages and limitations. British Journal of Educational Technology, 38(4), 574-582.
  • Liu, Z., & Li, S. (2020). Research on multimedia assisted English teaching. Education and Teaching Forum, (44), 268-270. (Published in Chinese)
  • McKnight, K., O'Malley, K., Ruzic, R., Horsley, M. K., Franey, J. J., & Bassett, K. (2016). Teaching in a digital age: How educators use technology to improve student learning. Journal of research on technology in education, 48(3), 194-211.
  • Nagelkerke, N. J. (1991). A note on a general definition of the coefficient of determination. biometrika, 78(3), 691-692.
  • Ng, W. (2012). Can we teach digital natives digital literacy?. Computers & Education, 59(3), 1065-1078.
  • Nunnally, J. C. (1978). Psychometric theory (2nd ed.). New York: McGraw-Hill.
  • Oh, J. E., Chan, Y. K., & Kim, K. V. (2020). Social media and e-portfolios: Impacting design students' motivation through project-based learning. IAFOR Journal of Education, 8(3), 41-58.
  • Prensky, M. (2001). Digital Natives, Digital Immigrants Part 1. On the Horizon, (5), 3-6.
  • Song, Y., & Kong, S. C. (2017). Investigating students’ acceptance of a statistics learning platform using technology acceptance model. Journal of Educational Computing Research, 55(6), 865-897.
  • Symonds, P. M. (1924). On the loss of reliability in ratings due to coarseness of the scale. Journal of Experimental Psychology, 7(6), 456.
  • Teo, T. (2012). Examining the intention to use technology among pre-service teachers: an integration of the Technology Acceptance Model and Theory of Planned Behavior. Interactive Learning Environments, 20(1), 3–18.
  • Teo, T. (2013). An initial development and validation of a Digital Natives Assessment Scale (DNAS). Computers & Education, 67, 51–57.
  • Teo, T., & Huang, F. (2019). Investigating the influence of individually espoused cultural values on teachers’ intentions to use educational technologies in Chinese universities. Interactive Learning Environments, 27(5-6), 813-829.
  • Teo, T., Huang, F., & He, J. B. (2022). Measurement invariance and latent mean differences of the digital native assessment scale across Chinese mainland, Macau, and Taiwan: An exploratory structural equation modeling approach. Interactive Learning Environments, 1-13. DOI:10.1080/10494820.2022.2137528
  • Teo, T., Huang, F., & Hoi, C. K. W. (2018). Explicating the influences that explain intention to use technology among English teachers in China. Interactive Learning Environments, 26(4), 460–475.
  • Teo, T., Zhou, M., Fan, A., & Huang, F. (2019). Factors that influence university students’ intention to use Moodle: a study in Macau. Educational Technology Research & Development,67(3), 749-766.
  • Thompson, P. (2013). The digital natives as learners: Technology use patterns and approaches to learning. Computers & Education, 65, 12-33.
  • Unger, S., & Meiran, W. R. (2020). Student attitudes towards online education during the COVID-19 viral outbreak of 2020: Distance learning in a time of social distance. International Journal of Technology in Education and Science, 4(4), 256-266.
  • Ursavaş, ÖF, Kabakçı Yurdakul, I., Türk, M., & Mcilroy, D. (2016). Measurement invariance of the digital natives assessment scale across gender in a sample of Turkish university students. Journal of Educational Computing Research, 54(4), 513– 530.
  • Venkatesh, H., & Bala, H. (2008). Technology Acceptance Model 3 and a Research Agenda on Interventions. 39(2), 273–315.
  • Venkatesh, V., & Davis, F. D. (2000). A Theoretical Extension of the Technology Acceptance Model: Four Longitudinal Field Studies. Management Science, 46(2), 186–204.
  • Wagner, V., & Acier, D. (2017). Factor structure evaluation of the French version of the digital natives assessment scale. Cyberpsychology, Behavior, and Social Networking, 20(3), 195-201.
  • Wu, H., Ge, W., & He, J. (2020). Research on the impact of teacher support on continuous learning intention of MOOC courses: Based on S-O-R and TAM perspectives. Modern Distance education, (3), 89-96. doi:10.13927/j.cnki.yuan.20200629.002. (Published in Chinese)
  • Yuan, X. (2020). Research on the positive and negative factors of multimedia assisted English teaching for students. Journal of Chinese Multimedia and Network Teaching, (2), 60-61. (Published in Chinese)
  • Zhao, C., & Zhao, L. (2021). Digital nativity, computer self-efficacy, and technology adoption: A study among university faculties in China. Frontiers in Psychology, 12, 1-7. DOI: 10.3389/fpsyg.2021.746292.
Toplam 42 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Mingyan Zhao 0000-0001-7845-4326

Erken Görünüm Tarihi 1 Ocak 2023
Yayımlanma Tarihi 1 Ocak 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 8 Sayı: 1

Kaynak Göster

APA Zhao, M. (2023). Examining Chinese university students’ digital nativity and its effect on their intentions to use technology in English learning. International Journal of Educational Research Review, 8(1), 1-10. https://doi.org/10.24331/ijere.1199264
AMA Zhao M. Examining Chinese university students’ digital nativity and its effect on their intentions to use technology in English learning. IJERE. Ocak 2023;8(1):1-10. doi:10.24331/ijere.1199264
Chicago Zhao, Mingyan. “Examining Chinese University students’ Digital Nativity and Its Effect on Their Intentions to Use Technology in English Learning”. International Journal of Educational Research Review 8, sy. 1 (Ocak 2023): 1-10. https://doi.org/10.24331/ijere.1199264.
EndNote Zhao M (01 Ocak 2023) Examining Chinese university students’ digital nativity and its effect on their intentions to use technology in English learning. International Journal of Educational Research Review 8 1 1–10.
IEEE M. Zhao, “Examining Chinese university students’ digital nativity and its effect on their intentions to use technology in English learning”, IJERE, c. 8, sy. 1, ss. 1–10, 2023, doi: 10.24331/ijere.1199264.
ISNAD Zhao, Mingyan. “Examining Chinese University students’ Digital Nativity and Its Effect on Their Intentions to Use Technology in English Learning”. International Journal of Educational Research Review 8/1 (Ocak 2023), 1-10. https://doi.org/10.24331/ijere.1199264.
JAMA Zhao M. Examining Chinese university students’ digital nativity and its effect on their intentions to use technology in English learning. IJERE. 2023;8:1–10.
MLA Zhao, Mingyan. “Examining Chinese University students’ Digital Nativity and Its Effect on Their Intentions to Use Technology in English Learning”. International Journal of Educational Research Review, c. 8, sy. 1, 2023, ss. 1-10, doi:10.24331/ijere.1199264.
Vancouver Zhao M. Examining Chinese university students’ digital nativity and its effect on their intentions to use technology in English learning. IJERE. 2023;8(1):1-10.

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