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Article: The influence of extramural access to mainstream culture social media on ethnic minority students’ motivation for language learning
Title | The influence of extramural access to mainstream culture social media on ethnic minority students’ motivation for language learning |
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Authors | |
Keywords | Economic and social effects Motivation Regression analysis Social networking (online) |
Issue Date | 2019 |
Publisher | Wiley-Blackwell Publishing Ltd. The Journal's web site is located at http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1467-8535 |
Citation | British Journal of Educational Technology, 2019, v. 50 n. 4, p. 1929-1941 How to Cite? |
Abstract | The educational potentials of social media both in the formal and informal learning contexts have been widely acknowledged. However, how social media use in the informal contexts might influence students’ learning in the formal contexts is still underexplored. Path analysis of 141 survey responses from secondary school ethnic minority students in Hong Kong revealed that voluntary access to Chinese social media in daily life influenced these students’ ideal L2 self and motivated efforts in learning Chinese both directly and indirectly via bicultural integration identity and bicultural competence. The findings confirmed that social media practices in the informal contexts may influence students’ motivated efforts in learning in the formal contexts. The study suggests promoting ethnic minorities’ extramural use of mainstream culture social media to influence their acculturation into the dominant culture and motivation in learning the dominant culture’s language. It further highlights the importance of equipping ethnic minority students with the necessary socio‐cultural and communication skills to facilitate positive intercultural engagement on these sites so as to safeguard the positive influences of informal social media use on students’ motivation for learning. |
Persistent Identifier | http://hdl.handle.net/10722/278290 |
ISSN | 2023 Impact Factor: 6.7 2023 SCImago Journal Rankings: 2.425 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Lai, C | - |
dc.date.accessioned | 2019-10-04T08:11:09Z | - |
dc.date.available | 2019-10-04T08:11:09Z | - |
dc.date.issued | 2019 | - |
dc.identifier.citation | British Journal of Educational Technology, 2019, v. 50 n. 4, p. 1929-1941 | - |
dc.identifier.issn | 0007-1013 | - |
dc.identifier.uri | http://hdl.handle.net/10722/278290 | - |
dc.description.abstract | The educational potentials of social media both in the formal and informal learning contexts have been widely acknowledged. However, how social media use in the informal contexts might influence students’ learning in the formal contexts is still underexplored. Path analysis of 141 survey responses from secondary school ethnic minority students in Hong Kong revealed that voluntary access to Chinese social media in daily life influenced these students’ ideal L2 self and motivated efforts in learning Chinese both directly and indirectly via bicultural integration identity and bicultural competence. The findings confirmed that social media practices in the informal contexts may influence students’ motivated efforts in learning in the formal contexts. The study suggests promoting ethnic minorities’ extramural use of mainstream culture social media to influence their acculturation into the dominant culture and motivation in learning the dominant culture’s language. It further highlights the importance of equipping ethnic minority students with the necessary socio‐cultural and communication skills to facilitate positive intercultural engagement on these sites so as to safeguard the positive influences of informal social media use on students’ motivation for learning. | - |
dc.language | eng | - |
dc.publisher | Wiley-Blackwell Publishing Ltd. The Journal's web site is located at http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1467-8535 | - |
dc.relation.ispartof | British Journal of Educational Technology | - |
dc.rights | Preprint This is the pre-peer reviewed version of the following article: [FULL CITE], which has been published in final form at [Link to final article using the DOI]. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions. Postprint This is the peer reviewed version of the following article: [FULL CITE], which has been published in final form at [Link to final article using the DOI]. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions. | - |
dc.subject | Economic and social effects | - |
dc.subject | Motivation | - |
dc.subject | Regression analysis | - |
dc.subject | Social networking (online) | - |
dc.title | The influence of extramural access to mainstream culture social media on ethnic minority students’ motivation for language learning | - |
dc.type | Article | - |
dc.identifier.email | Lai, C: laichun@hku.hk | - |
dc.identifier.authority | Lai, C=rp00916 | - |
dc.description.nature | link_to_subscribed_fulltext | - |
dc.identifier.doi | 10.1111/bjet.12693 | - |
dc.identifier.scopus | eid_2-s2.0-85053444984 | - |
dc.identifier.hkuros | 306559 | - |
dc.identifier.volume | 50 | - |
dc.identifier.issue | 4 | - |
dc.identifier.spage | 1929 | - |
dc.identifier.epage | 1941 | - |
dc.identifier.isi | WOS:000478642900028 | - |
dc.publisher.place | United Kingdom | - |
dc.identifier.issnl | 0007-1013 | - |