Hui Lianghong, Teng Lin Sophie, Guo Fangfang
Department of English, Northeastern University, Shenyang, China.
Department of Foreign Languages and Literatures, Tsinghua University, Beijing, China.
Front Psychol. 2023 Jan 11;13:1053339. doi: 10.3389/fpsyg.2022.1053339. eCollection 2022.
Despite many studies exploring the application of digital devices in foreign language learning, only some have investigated the influencing mechanisms of digital nativity on Smartphone usage in this increasingly seamless learning environment. This research aims to explore the relationships between college students' digital nativity and their use of Smartphones for English learning.
The data were collected from 502 undergraduates in mainland China through self-reported questionnaires, namely the Digital Natives Assessment Scale and the Smartphone Use in Learning Foreign Language Scale.
The confirmatory factor analysis validated a four-factor measurement model of digital nativity, including "grow up with technology", "comfortable with multitasking", "reliant on graphics for communication" and "thrive on instant gratification and rewards". A second-order measurement construct of favorable Smartphone usage and its first-order adverse effects in foreign language learning were also examined, demonstrating good validity and reliability. Structural equation modeling analysis revealed that students who displayed more attributes of "grow up with technology" and "thrive on instant gratifications and rewards" tended to adopt smartphones positively for English learning. In addition, those who were more familiar with technological assistance might suffer less from the adverse effects of Smartphone usage. However, the preference for immediate responses and feedback could also lead to more adverse effects when using Smartphones for English learning. Besides, "comfortable with multitasking" and "reliant on graphics for communication" didn't have any significant predictive impact on either the favorable functions or the adverse effects of Smartphone usage. Based on the research results, we discuss the theoretical and practical implications.
尽管有许多研究探讨了数字设备在外语学习中的应用，但在这个日益无缝的学习环境中，只有一些研究调查了数字原生代对智能手机使用的影响机制。本研究旨在探讨大学生的数字原生代与其使用智能手机进行英语学习之间的关系。
通过自我报告问卷，即数字原生代评估量表和智能手机在外语学习中的使用量表，从中国大陆的502名本科生中收集数据。
验证性因素分析验证了数字原生代的四因素测量模型，包括“与技术一起成长”、“适应多任务处理”、“依赖图形进行交流”和“追求即时满足和奖励”。还检验了智能手机使用的有利二阶测量结构及其在外语学习中的一阶负面影响，显示出良好的效度和信度。结构方程模型分析表明，表现出更多“与技术一起成长”和“追求即时满足和奖励”特征的学生倾向于积极采用智能手机进行英语学习。此外，那些更熟悉技术辅助的人可能较少受到智能手机使用的负面影响。然而，对即时回应和反馈的偏好也可能导致在使用智能手机进行英语学习时产生更多负面影响。此外，“适应多任务处理”和“依赖图形进行交流”对智能手机使用的有利功能或负面影响均没有显著的预测作用。基于研究结果，我们讨论了理论和实践意义。
