Apertura. Revista de innovación educativa‏

Digital natives and technology for L2 learning outside of the classroom

Leonor Dauzón Ledesma, Jesús Izquierdo


Extensive research has examined the classroombased technologies that promote L2 learning among learners, who can be considered digital migrants. This mixed-method study, however, was conducted with digital natives and examined the technologies and technological features of educational resources appealing to them, in order to practice English outside of the classroom. The quantitative data were collected through a 35-question survey administered to 158 children (aged 9-11); they were enrolled in a private school in the Southeast of Mexico. The qualitative data were collected through individual interviews from a subsample of 15 learners, who exhibited positive or negative attitudes for technology in the survey. The data analyses revealed that children felt confident using a wide variety of technologies. Nonetheless, they rarely related the use of technology for L2 learning outside of the class. They opted for technological features that fostered L2 learning in line with the cognitive processes that characterize their age.

Palabras clave

Foreign Language Instruction; Educational Technology; Elementary School; Children

Texto completo:

PDF (English)


Bikowski, D. & Casal, J. E. (2018). Interactive digital textbooks and engagement: A learning strategies framework. Language Learning & Technology, 22, 119-13, http://doi.org/10125/44584

Butler, Y. (2018). The role of context in Young Learners’ processes for responding to self-assessment items. The Modern Language Journal, 102, 242-261. http://doi.org/10.1111/modl.12459

Campbell, C. & Jane, B. (2012). Motivating children to learn: The role of technology education. International Journal of Technology and Design Education, 22, 1-11. http://doi.org/10.1007/s10798-010-9134-4

Cameron, L. (2001). Teaching languages to young learners. NY, USA: Cambridge University Press.

Cartelli, A. (2013). Fostering 21st century Digital literacy and Technical competency. USA: Information Science Reference.

Coyle, Y. & Reverte, M. J. (2017). Children’s interaction and lexical acquisition intext-based online chat. Language Learning & Technology, 21, 179-199, Retrieved from: http://llt.msu.edu/issues/june2017/coylereverte.pdf

Creswell, J. (2018). Research design. Qualitative, quantitative and mixed methods approaches. Thousand Oaks, CA: Sage.

Dörnyei, Z. (2010). Questionnaires in second language research: Construction, administration, and processing. USA: Routledge.

Edwards, V.; Pemberton, L.; Knight, J. & Monaghan, F. (2002) Fabula: A bilingual multimedia authoring environment for children exploring minority languages. Language Learning & Technology. 6, 59-69. Retrieved from: http://llt.msu.edu/vol6num2/edwards

Fabila, A.; Minami, H. & Izquierdo, J. (2012). La escala Likert en la evaluación docente: acercamiento a sus características y principios metodológicos. Perspectivas Docentes, 50. Retrieved from: https://www.researchgate.net/publication/275962852

Gimeno-Sanz, A. (2016) Moving a step further from “integrative CALL”. What's to come? Computer Assisted Language Learning, 29, 1102-1115. http://doi.org/10/1080/09588221.2015.1103271

Golonka, E.; Bowles, A.; Frank, V.; Richardson, D. & Freynik, S. (2014). Technologies for foreign language learning: A review of technology types and their effectiveness. Computer Assisted Language Learning, 27, 70-105. http://doi.org/10.1080/09588221.2012.700315

Hannibal, J. S. (2019). Language learning in the wild: A young user perspective. Language Learning and Technology, 23, 72-86. http://doi.org/10125/44673

Hémard, D. (2006). Design issues related to the evaluation of learner-computer interaction in a web-based environment: Activities vs. tasks. Computer Assisted Language Learning, 19, 261-276. http://doi.org/10.1017/S0958344001000313

Hsu, H. (2016). Voice blogging and L2 speaking performance. Computer Assisted Language Learning, 29, 968-983. http://doi.org/10.1080/09588221.2015.1113185

Hung. Y. & Higgins, S. (2016). Learners’ use of communication strategies in text-based and video-based synchronous computer-mediated communication environments: Opportunities for language learning. Computer Assisted Language Learning, 29, 901-924. http://doi.org/10.1080/09588221.2015.1074589

Hwang, W.; Chen, H.; Shadiev, R.; Huang, Y. & Chen Ch. (2014). Improving English as a foreign language writing in elementary schools using mobile devices in familiar situational contexts. Computer Assisted Language Learning, 27(5), 359-378. http://doi.org/10.1080/09588221.2012.733711

Izquierdo, J.; De la Cruz, V.; Aquino, S.; Sandoval, M. C. & García, V. (2017). Teachers’ use of ICTs in public language education: Evidence from second language secondary-school classrooms. Comunicar, 50, 33-41. http://doi.org/10.3916/C50-2017-03

Izquierdo, J.; García, V.; Garza, G. & Aquino, S. (2016). First and target language use in public language education for young learners: Longitudinal evidence from Mexican secondary-school classrooms. System, 61, 20-30.

Izquierdo, J.; Simard, D. & Garza, G. (2015). Multimedia & Language learning attitudes: A study with university-students. Revista Electrónica de Investigación Educativa, 17(2), 101-115.

Izquierdo, J. (2014). Multimedia instruction in foreign language classrooms: Effects on the acquisition of the French perfective and imperfective distinction. The Canadian Modern Language Review, 70, 188-219. http://doi.org/10.3138/cmlr.1697

Lee, S. (2012). Storytelling supported by technology: An alternative for EFL children with learning difficulties. The Turkish Online Journal of Education Technology, 11, 279-307. https://files.eric.ed.gov/fulltext/EJ989221.pdf

Liu, Ch.; Wang, P. & Tai, S. (2016). An analysis if student engagement patterns in Language learning facilitated by Web 2.0 technologies. ReCALL, 28, 104-122. http://doi.org/10.1017/S095834401600001X

Macaro, E.; Handley, Z. & Walter, C. (2011). A systematic review of CALL in English as a second language: Focus on primary and secondary education. Language Teaching, 45, 1-43. http://doi.org/10.1017/S0261444811000395

Mahfouz, S. & Ihmeideh, F. (2009). Attitudes of Jordanian university students toward using online chat discourse with native speakers of English for improving their language proficiency. Computer Assisted Language Learning, 22, 207-227. http://doi.org/10.1080/09588220902920151

Moon, J. (2000). Children learning English. A guidebook for English language teachers. Oxford, UK: McMillan.

Murray, D. & Christison, M. (2011). What English language teachers need to know. Volume II. NY, USA: Routledge.

Navarro-Pablo, M.; López-Gándara, Y. & García-Jiménez, E. (2019). The use of digital resources and materials in and outside the bilingual classroom. Comunicar Media Education Research Journal, 59, 83-92. http://doi.org/10.3916/C59-2019-08

Newgarden, K. & Zheng, D. (2016). Recurrent languaging activities in World of Warcraft: Skill linguistic action meets the Common European Framework of Reference. ReCALL, 28, 274-304. http://doi.org/10.1017/S0958344016000112

OECD. (2015). Students, computers and learning. Making the connection. PISA: OECD Publishing. http://doi.org/10.1787/9789264239555-en

SEP. (2017). Aprendizajes clave para la educación integral Plan y Programas de estudio para la educación básica. México: Secretaría de Educación Pública.

Sundqvist, P. & Sylvén, L. K. (2014). Language-related computer use: Focus on young L2 English learners in Sweden. ReCALL, 26, 3-20. http://doi.org/10.1017/S0958344013000232

World Bank (2007). Ampliar oportunidades y construir competencias para los jóvenes. Una agenda para la educación secundaria. Bogotá, Colombia: Banco Mundial.

Yáñez, L. & Coyle, Y. (2011). Children’s perceptions of learning with an interactive whiteboard. ELT journal, 65, 446-457. Retrieved from: http://www.academia.edu/download/35361690/Oxford_publication.pdf

DOI: http://dx.doi.org/10.32870/Ap.v12n1.1801

Métricas de artículo

Cargando métricas ...

Metrics powered by PLOS ALM

Enlaces refback

  • No hay ningún enlace refback.



Otros índices

Apertura vol. 12, núm. 1, abril - septiembre 2020, es una revista científica especializada en innovación educativa en ambientes virtuales que se publica de manera semestral por la Universidad de Guadalajara, a través de la Coordinación de Recursos Informativos del Sistema de Universidad Virtual. Oficinas en Av. La Paz 2453, colonia Arcos Sur, CP 44140, Guadalajara, Jalisco, México. Tel.: 333268-8888 ext. 18775, www.udgvirtual.udg.mx/apertura, apertura@udgvirtual.udg.mx. Editor responsable: Alicia Zúñiga Llamas. Número de Reserva de Derechos al Uso Exclusivo del Título de la versión electrónica: 04-2009-080712102200-203, e-ISSN: 2007–1094; número de Reserva de Derechos al Uso Exclusivo del Título de la versión impresa: 04-2009-121512273300-102, ISSN: 1665–6180, otorgados por el Instituto Nacional del Derecho de Autor. Número de Licitud de Título: 13449 y número de Licitud de contenido: 11022 de la versión impresa, ambos otorgados por la Comisión Calificadora de Publicaciones y Revistas Ilustradas de la Secretaría de Gobernación. Responsable de la última actualización de este número: Sergio Alberto Mendoza Hernández. Fecha de última actualización: 31 de marzo de 2020