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Article: A framework for developing self-directed technology use for language learning

TitleA framework for developing self-directed technology use for language learning
Authors
KeywordsStudent Use of Technology
Out-of-Class Technology Use
Structural Equation Modelling
Issue Date2013
PublisherLanguage Learning & Technology. The Journal's web site is located at http://llt.msu.edu
Citation
Language Learning & Technology, 2013, v. 17 n. 2, p. 100-122 How to Cite?
AbstractCritical to maximizing the potential of technology for learning is enhancing language learners’ self-directed use of technology for learning purposes. This study aimed to enhance our understanding of the determinants of self-directed technology use through the construction of a structural equation modelling (SEM) framework of factors and interactions that determine students’ self-directed use of technology for language learning. A survey was conducted among second language learners at one university in Hong Kong to provide the basis for a model that describes how various psychological and sociocultural factors interact to influence language learners’ use of technology for learning outside school. Attitudinal factors—such as language learning motivation, perceived usefulness of technology for learning, and perceived compatibility between technology use and learning expectancies—played a dominant role in shaping technology use. Perceived support from teachers and peers, self-regulation skills, and confidence in the selection and use of technology effectively impacted technology use mainly through strengthening perceived compatibility and usefulness. The findings suggest that attitudinal factors deserve much greater attention than currently given in promoting language learners’ self-directed use of technology.
Persistent Identifierhttp://hdl.handle.net/10722/187559
ISSN
2015 Impact Factor: 1.382
2015 SCImago Journal Rankings: 1.141

 

DC FieldValueLanguage
dc.contributor.authorLai, Cen_US
dc.date.accessioned2013-08-21T07:03:38Z-
dc.date.available2013-08-21T07:03:38Z-
dc.date.issued2013en_US
dc.identifier.citationLanguage Learning & Technology, 2013, v. 17 n. 2, p. 100-122en_US
dc.identifier.issn1094-3501-
dc.identifier.urihttp://hdl.handle.net/10722/187559-
dc.description.abstractCritical to maximizing the potential of technology for learning is enhancing language learners’ self-directed use of technology for learning purposes. This study aimed to enhance our understanding of the determinants of self-directed technology use through the construction of a structural equation modelling (SEM) framework of factors and interactions that determine students’ self-directed use of technology for language learning. A survey was conducted among second language learners at one university in Hong Kong to provide the basis for a model that describes how various psychological and sociocultural factors interact to influence language learners’ use of technology for learning outside school. Attitudinal factors—such as language learning motivation, perceived usefulness of technology for learning, and perceived compatibility between technology use and learning expectancies—played a dominant role in shaping technology use. Perceived support from teachers and peers, self-regulation skills, and confidence in the selection and use of technology effectively impacted technology use mainly through strengthening perceived compatibility and usefulness. The findings suggest that attitudinal factors deserve much greater attention than currently given in promoting language learners’ self-directed use of technology.-
dc.languageengen_US
dc.publisherLanguage Learning & Technology. The Journal's web site is located at http://llt.msu.edu-
dc.relation.ispartofLanguage Learning & Technologyen_US
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.rightsRetrieved from http://llt.msu.edu/vol5num3/kennedy/default.html-
dc.subjectStudent Use of Technology-
dc.subjectOut-of-Class Technology Use-
dc.subjectStructural Equation Modelling-
dc.titleA framework for developing self-directed technology use for language learningen_US
dc.typeArticleen_US
dc.identifier.emailLai, C: laichun@hku.hken_US
dc.identifier.authorityLai, C=rp00916en_US
dc.description.naturepublished_or_final_version-
dc.identifier.hkuros217974en_US
dc.identifier.volume17en_US
dc.identifier.issue2-
dc.identifier.spage100en_US
dc.identifier.epage122en_US
dc.publisher.placeUnited States-

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