Description
Moving beyond the âWeb 2.0â and âdigital nativeâ rhetoric, this book addresses the complex experiences of learners of English as a foreign language (EFL) in a world embedded with interactive and participatory technologies. Adopting a sociocultural perspective, it investigates EFL learnersâ behaviours concerning digital technology, and guides exploration into their contextually mediated choices and learning practices in the â2.0â era.
The argument is developed on the basis of the findings of a mixed sequential study that focused on 1485 Chinese undergraduatesâ use and non-use of online tools and applications outside the English classroom. Particular attention is paid to the role of context and agency when understanding their learning choices and behaviours in the context of digital technology. In particular, the book acknowledges the explanatory power of agency in the minority instances of âgood practicesâ among these EFL learners. At the same time it demonstrates that for most learners, use of the current web is limited and mostly non-interactive. The barriers to â2.0â transfer are largely contextual and the so-called âcommunicative opportunitiesâ and âparticipatory cultureâ in particular did not fit into the learnersâ sociocultural context of (language) learning.
Overall, the compelling argument proposes that the technology-facilitated changes in EFL practices are a âbottom upâ process that is taking place in day-to-day situations and constrained by the learning context within which the learner is situated. Based on these arguments, the book provides a framework that challenges the existing beliefs about (language) learning with online technology, and that contributes to our understanding of how context mediates EFL learnersâ behaviours surrounding digital technologies. It is a valuable resource for teachers, researchers and policy makers, providing them with insights into using digital technology to stimulate âgood learning practicesâ outside the classroom.
Table of Contents
Chapter 1 Towards âLearner Experience Researchâ.- Chapter 2 Towards an Investigation of Language Learnersâ (Non)use of Online Technology.- Chapter 3 A Sociocultural Framework for the Study of WELL Use.- Chapter 4 Questioning WELL Use in the Chinese University Contextï¼Research Questions and Methods.- Chapter 5 The Trends of English Learning Related Use of Technology: the Role of Technology.- Chapter 6 âBreaking Awayâ with Digital Technology: the Role of Agency.- Chapter 7 Resistance to Moving to Web 2.0: the Role of Context.- Chapter 8 Understanding Language Learnersâ (Non)use of Digital Technology.
