東華大學圖書館 |

Students' Self-Directed Use of Technology in Language Learning Out of Classroom in Chinese Secondary Context.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Students' Self-Directed Use of Technology in Language Learning Out of Classroom in Chinese Secondary Context./
Author:	Liu, Qi.
Description:	1 online resource (223 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-04, Section: A.
Contained By:	Dissertations Abstracts International84-04A.
Subject:	Teaching. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29405077click for full text (PQDT)
ISBN:	9798352650219

Students' Self-Directed Use of Technology in Language Learning Out of Classroom in Chinese Secondary Context.
Liu, Qi.

Students' Self-Directed Use of Technology in Language Learning Out of Classroom in Chinese Secondary Context. - 1 online resource (223 pages)

Source: Dissertations Abstracts International, Volume: 84-04, Section: A.

Thesis (Ph.D.)--Freie Universitaet Berlin (Germany), 2022.

Includes bibliographical references

With the explosion of technological language learning resources, there is a need to provide a guide for students, educators, and providers of learning resources on how to effectively choose, recommend and design those available resources. The guide should cover the current situation regarding students' self-directed use of available technology-based resources for learning, the factors that influence their choices, and the learning outcomes that result from their different choices. The current study presented such a guide on these three aspects. I was inspired by a previous study a classification framework in technological learning experiences (Lai et al., 2017) to investigate students' actual use of technology in language learning beyond classroom. Thus, I partially replicated their methodology and provided more solid theoretical support, and referred to all the other literatures behind, adapting their three-type classification (1. instruction-oriented; 2. entertainment-and information-oriented; 3. social-oriented) of students' self-directed technological language learning experiences to a new context - Chinese secondary school students.The study adopted exploratory sequential mixed methods and began with interviews with 15 students, followed by a survey (n=429) designed from interview results. The classification framework derived from the interviews undergone some changes in the factors after exploratory factor analysis (EFA). Taking into account the findings of the qualitative study as well as the EFA, I discussed the potential reasons for the changes and tentatively identified a four-category classification framework to differentiate various types of students' engagement in their self-directed language learning with technology beyond classroom. The difference of the four-type classification from the previous three-type one was that the second category was divided into two types in current research (1. Instruction-oriented; 2. Entertainment-oriented; 3. Information-oriented; 4. Social-oriented). This division was approved to be meaningful, as influencing factors and the learning output of these two types were approved to varied. This reliable and valid classification framework in current study was approved to be replicable into other contexts. Moreover, among four types, information-oriented technological leaning experiences was the only one that significantly predict learning outcomes. Thus, the results encourage students to utilize both affective and cognitive strategies in their self-directed language learning with technology, provided guidance to educators and educational product provides to choose or design engaging and authentic learning materials to best facilitate students in achieving better learning outcomes.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798352650219Subjects--Topical Terms:

517098
Teaching.
Index Terms--Genre/Form:

542853
Electronic books.

Students' Self-Directed Use of Technology in Language Learning Out of Classroom in Chinese Secondary Context.
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520 $a With the explosion of technological language learning resources, there is a need to provide a guide for students, educators, and providers of learning resources on how to effectively choose, recommend and design those available resources. The guide should cover the current situation regarding students' self-directed use of available technology-based resources for learning, the factors that influence their choices, and the learning outcomes that result from their different choices. The current study presented such a guide on these three aspects. I was inspired by a previous study a classification framework in technological learning experiences (Lai et al., 2017) to investigate students' actual use of technology in language learning beyond classroom. Thus, I partially replicated their methodology and provided more solid theoretical support, and referred to all the other literatures behind, adapting their three-type classification (1. instruction-oriented; 2. entertainment-and information-oriented; 3. social-oriented) of students' self-directed technological language learning experiences to a new context - Chinese secondary school students.The study adopted exploratory sequential mixed methods and began with interviews with 15 students, followed by a survey (n=429) designed from interview results. The classification framework derived from the interviews undergone some changes in the factors after exploratory factor analysis (EFA). Taking into account the findings of the qualitative study as well as the EFA, I discussed the potential reasons for the changes and tentatively identified a four-category classification framework to differentiate various types of students' engagement in their self-directed language learning with technology beyond classroom. The difference of the four-type classification from the previous three-type one was that the second category was divided into two types in current research (1. Instruction-oriented; 2. Entertainment-oriented; 3. Information-oriented; 4. Social-oriented). This division was approved to be meaningful, as influencing factors and the learning output of these two types were approved to varied. This reliable and valid classification framework in current study was approved to be replicable into other contexts. Moreover, among four types, information-oriented technological leaning experiences was the only one that significantly predict learning outcomes. Thus, the results encourage students to utilize both affective and cognitive strategies in their self-directed language learning with technology, provided guidance to educators and educational product provides to choose or design engaging and authentic learning materials to best facilitate students in achieving better learning outcomes.
520 $a Angesichts der explosionsartigen Zunahme technologischer Ressourcen fur das Sprachenlernen besteht die Notwendigkeit, einen Leitfaden fur Schuler, Lehrkrafte und Anbieter von Lernressourcen zu erstellen, der aufzeigt, wie diese verfugbaren Ressourcen effektiv ausgewahlt, empfohlen und gestaltet werden konnen. Der Leitfaden sollte die aktuelle Situation in Bezug auf die selbstgesteuerte Nutzung verfugbarer technologiebasierter Lernressourcen durch die Schuler, die Faktoren, die ihre Wahl beeinflussen, und die Lernergebnisse, die sich aus ihren verschiedenen Entscheidungen ergeben, abdecken. In der vorliegenden Studie wurde ein solcher Leitfaden zu diesen drei Aspekten vorgestellt. Ich habe mich von einer fruheren Studie inspirieren lassen, in der ein Klassifizierungsrahmen fur technologische Lernerfahrungen (Lai et al., 2017) entwickelt wurde, um die tatsachliche Nutzung von Technologie durch Studierende beim Sprachenlernen auserhalb des Klassenzimmers zu untersuchen. Daher habe ich ihre Methodik teilweise ubernommen, eine solidere theoretische Grundlage geschaffen und mich auf die gesamte ubrige Literatur bezogen, indem ich ihre Drei-Typen-Klassifizierung (1. unterrichtsorientiert; 2. unterhaltungs- und informationsorientiert; 3. sozialorientiert) der selbstgesteuerten technologischen Sprachlernerfahrungen von Schulern an einen neuen Kontext - chinesische Sekundarschuler - angepasst habe.Die Studie verwendete explorative, sequenzielle, gemischte Methoden und begann mit Interviews mit 15 Schulern, gefolgt von einer Umfrage (n=429), die aus den Interviewergebnissen entwickelt wurde. Der aus den Interviews abgeleitete Klassifizierungsrahmen erfuhr nach der explorativen Faktorenanalyse (EFA) einige Anderungen in den Faktoren. Unter Berucksichtigung der Ergebnisse der qualitativen Studie sowie der EFA diskutierte ich die moglichen Grunde fur die Veranderungen und ermittelte vorlaufig einen Klassifizierungsrahmen mit vier Kategorien, um verschiedene Arten des Engagements der Studierenden beim selbstgesteuerten Sprachenlernen mit Technologie auserhalb des Klassenzimmers zu unterscheiden. Der Unterschied zwischen der Vier-Kategorien-Klassifizierung und der fruheren Drei-Kategorien-Klassifizierung bestand darin, dass die zweite Kategorie in der aktuellen Forschung in zwei Typen unterteilt wurde (1. unterrichtsorientiert; 2. unterhaltungsorientiert; 3. informationsorientiert; 4. sozialorientiert). Diese Unterteilung wurde als sinnvoll erachtet, da die Einflussfaktoren und der Lernoutput dieser beiden Typen als unterschiedlich eingestuft wurden. Dieser verlassliche und gultige Klassifizierungsrahmen wurde in der aktuellen Studie als ubertragbar auf andere Kontexte befunden. Daruber hinaus war unter den vier Typen die informationsorientierte technologische Lernerfahrung der einzige, der die Lernergebnisse signifikant vorhersagte. Die Ergebnisse ermutigen die Studierenden, sowohl affektive als auch kognitive Strategien beim selbstgesteuerten Sprachenlernen mit Technologie zu nutzen, und geben Padagogen und Anbietern von Bildungsprodukten eine Orientierungshilfe bei der Auswahl oder Gestaltung von ansprechendem und authentischem Lernmaterial, um den Studierenden bessere Lernergebnisse zu ermoglichen.
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