Use of computer technology for English language learning: do learning styles, gender, and age matter?

Computer technology provides spaces and locales for language learning. However, learning style preference and demographic variables may affect the effectiveness of technology use for a desired goal. Adapting Reid's pioneering Perceptual Learning Style Preference Questionnaire (PLSPQ), this study investigated the relations of university students' learning styles and the use of computer technology for language learning, and whether the demographic variables of gender and age would make a difference. Chinese students aged 17–36 years (M = 20.31, SD = 3.42) from two universities in Hong Kong (N = 401: male = 140 and female = 261) responded to a survey about four learning styles and computer technology. Principal components analysis and confirmatory factor analysis established the five factors, which were all positively correlated. No gender differences were found in technology application and learning styles (visual, auditory, kinesthetic, and tactile). Only some subtle age differences were found in kinesthetic and tactile styles but not in technology use. Structural equation modeling found significant relations of computer use with visual and kinesthetic learning styles but not auditory and tactile styles. Evidence points to the benefit of helping the learners to discover their own learning styles, and optimizing learners’ visual and kinesthetic learning for the use of computer resources and activities for language learning.

[1]  Chun Lai,et al.  Self-regulated out-of-class language learning with technology , 2011 .

[2]  M. McDaniel,et al.  Learning Styles , 2008, Psychological science in the public interest : a journal of the American Psychological Society.

[3]  P. Bentler.  Comparative Fit Indices in Structural Models , 1990 .

[4]  A. Hiley,et al.  Learning style preferences: an examination of differences amongst students with different disciplinary backgrounds , 2016 .

[5]  Ee-Ling Low,et al.  Mandatory use of technology in teaching: Who cares and so what? , 2012, Br. J. Educ. Technol..

[6]  R. Felder,et al.  Learning and Teaching Styles in Engineering Education. , 1988 .

[7]  Zoltán Dörnyei,et al.  Individual differences in second language acquisition , 2006 .

[8]  Michael Levy,et al.  Computer applications in second language acquisition : Foundations for teaching , testing and research , 2009 .

[9]  May Tan.  Mathematics and science teachers’ beliefs and practices regarding the teaching of language in content learning , 2011 .

[10]  Chorng-Shyong Ong,et al.  Gender differences in perceptions and relationships among dominants of e-learning acceptance , 2006, Comput. Hum. Behav..

[11]  Pat Burke Guild,et al.  Learning Styles: The Crucial Differences. , 1984 .

[12]  Ian Gathercole.  Autonomy in Language Learning. , 1990 .

[13]  L. Tucker,et al.  A reliability coefficient for maximum likelihood factor analysis , 1973 .

[14]  M. Peacock.  Match or mismatch? Learning styles and teaching styles in EFL , 2001 .

[15]  Glenn Stockwell,et al.  Computer-Assisted Language Learning: Diversity in Research and Practice. , 2012 .

[16]  Ken Hyland.  Culture and Learning: A Study of the learning style preferences of Japanese Students , 1993 .

[17]  Chris Greaves,et al.  COMPUTER ASSISTED LANGUAGE LEARNING (CALL) , 1989 .

[18]  Anita R. Bowles,et al.  Technologies for foreign language learning: a review of technology types and their effectiveness , 2014 .

[19]  P. Kirschner,et al.  Do Learners Really Know Best? Urban Legends in Education , 2013 .

[20]  Cynthia Lee.  Tertiary students' perceptions and use of information computer technology for language consultation , 2012 .

[21]  Zoltán Dörnyei,et al.  Individual Differences: Interplay of Learner Characteristics and Learning Environment , 2009 .

[22]  G. Norman.  When will learning style go out of style? , 2009, Advances in health sciences education : theory and practice.

[23]  Richard E. Mayer,et al.  Does styles research have useful implications for educational practice , 2011 .

[24]  Chun Lai,et al.  Enhancing learners’ self-directed use of technology for language learning: the effectiveness of an online training platform , 2016 .

[25]  Kelvin C. K. Wong,et al.  Immediate web-based essay critiquing system feedback and teacher follow-up feedback on young second language learners' writings: an experimental study in a Hong Kong secondary school , 2013 .

[26]  J. Reid.  The Learning Style Preferences of ESL Students. , 1987 .

[27]  Van WaesLuuk,et al.  Learning to write in an online writing center , 2014 .

[28]  P. Skehan.  Individual Differences in Second Language Learning , 1989, Studies in Second Language Acquisition.

[29]  P. Benson,et al.  Autonomy in Language Learning , 2006 .

[30]  J. Reid.  Learning Styles in the ESL/EFL Classroom , 1995 .

[31]  V. Venkatesh,et al.  AGE DIFFERENCES IN TECHNOLOGY ADOPTION DECISIONS: IMPLICATIONS FOR A CHANGING WORK FORCE , 2000 .

[32]  K. Karthigeyan,et al.  Learning Style Preference of English Language Learners , 2013 .

[33]  Dan Lu,et al.  A salutary lesson from a computer-based self-access language learning project , 2010 .

[34]  Alexander Seeshing Yeung,et al.  University Students’ Satisfaction with Online and Face-to-Face Spanish Learning , 2009 .

[35]  E. Boyle,et al.  Learning styles and academic outcome: the validity and utility of Vermunt's Inventory of Learning Styles in a British higher education setting. , 2003, The British journal of educational psychology.

[36]  Ruth Trinder.  Business students’ beliefs about language learning in a university context , 2013 .

[37]  Gill Kirkup,et al.  Gender and cultural differences in Internet use: A study of China and the UK , 2007, Comput. Educ..

[38]  Els Kuiper,et al.  New technologies, new differences. Gender and ethnic differences in pupils' use of ICT in primary and secondary education , 2005, Comput. Educ..

[39]  Daniel T. Willingham,et al.  The Myth of Learning Styles , 2010 .

[40]  Atena Bishka.  Learning styles fray: Brilliant or batty? , 2010 .

[41]  D. Kolb.  Experiential Learning: Experience as the Source of Learning and Development , 1983 .

[42]  M. Browne,et al.  Alternative Ways of Assessing Model Fit , 1992 .

[43]  Alexander Seeshing Yeung,et al.  University students’ satisfaction with Spanish learning online and face-to-face , 2009 .

[44]  Herbert W. Marsh,et al.  Multidimensional Self-Concept Structure for Preadolescents With Mild Intellectual Disabilities , 2006 .

[45]  Yi-Shun Wang,et al.  Investigating the determinants and age and gender differences in the acceptance of mobile learning , 2009, Br. J. Educ. Technol..

[46]  Mojgan Nematipour.  A Study of Iranian EFL Learners' Autonomy Level and its Relationship with Learning Style , 2012 .

[47]  Dieter Wolff,et al.  A Multimedia Tool to Develop Learner Autonomy , 2001 .

[48]  Mariëlle Leijten,et al.  Learning to write in an online writing center: The effect of learning styles on the writing process , 2014, Comput. Educ..

[49]  H. Fournier,et al.  New dimensions to self-directed learning in an open networked learning environment , 2012 .

[50]  C. Scott,et al.  The Enduring Appeal of ‘Learning Styles’ , 2010 .

[51]  Dale T. Griffee,et al.  Research Methods in Applied Linguistics , 2007 .

[52]  P. Bentler,et al.  Comparative fit indexes in structural models. , 1990, Psychological bulletin.

[53]  S. Cassidy,et al.  Learning Styles: An overview of theories, models, and measures , 2004 .

[54]  Viswanath Venkatesh,et al.  Gender and age differences in employee decisions about new technology: an extension to the theory of planned behavior , 2005, IEEE Transactions on Engineering Management.