ERIC Number: EJ1020061
Record Type: Journal
Publication Date: 2014-Jan
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0958-3440
EISSN: N/A
Language-Related Computer Use: Focus on Young L2 English Learners in Sweden
Sundqvist, Pia; Sylvén, Liss Kerstin
ReCALL, v26 n1 p3-20 Jan 2014
This paper presents findings from a study investigating young English language learners (YELLs) in Sweden in 4th grade (N = 76, aged 10-11). Data were collected with the help of a questionnaire and a one-week language diary. The main purpose was to examine the learners' L2 English language-related activities outside of school in general, and their use of computers and engagement in playing digital games in particular. A comparison is made between language-related activities in English, Swedish, and other languages. Another purpose was to see whether there is a relationship between playing digital games and (a) gender, (b) L1, (c) motivation for learning English, (d) self-assessed English ability, and (e) self-reported strategies for speaking English. In order to do so, the sample was divided into three digital game groups, (1) non-gamers, (2) moderate, and (3) frequent gamers (greater than or equal to 4 hours/week), based on diary data (using self-reported times for "playing digital games" in English). Results showed that YELLs are extensively involved in extramural English (EE) activities (M = 7.2 hrs/w). There are statistically significant gender differences, boys (11.5 hrs/w) and girls (5.1 hrs/w; "p" < 0.01), the reason being boys' greater time investment in digital gaming and watching films. The girls, on the other hand, spent significantly more time on pastime language-related activities in Swedish (11.5 hrs/w) than the boys (8.0 hrs/w; "p" < 0.05), the reason being girls' greater time investment in facebooking. Investigation of the digital game groups revealed that group (1) was predominantly female, (2) a mix, and (3) predominantly male. YELLs with an L1 other than Swedish were overrepresented in group (3). Motivation and self-assessed English ability were high across all groups. Finally, regarding the self-reported strategies, code-switching to one's L1 was more commonly reported by non- and moderate gamers than frequent gamers.
Descriptors: English (Second Language), Second Language Learning, Foreign Countries, Grade 4, Elementary School Students, Questionnaires, Computer Use, Computer Games, Diaries, Swedish, Second Languages, Gender Differences, Learning Motivation, Comparative Analysis, Social Networks, Native Language, Code Switching (Language), Student Attitudes
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Publication Type: Reports - Research; Journal Articles
Education Level: Grade 4; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Sweden
Grant or Contract Numbers: N/A