Parental involvement in Chinese preschool children’s mobile-assisted foreign language learning

Jiapei Xia; Xuesong Gao

doi:10.30827/portalin.vi.23840

Autores/as

Jiapei Xia University of New South Wales
Xuesong Gao University of New South Wales https://orcid.org/0000-0002-3426-8721

DOI:

https://doi.org/10.30827/portalin.vi.23840

Palabras clave:

participación de los padres, jóvenes estudiantes de inglés, aprendizaje de idiomas asistido por dispositivos móviles, padres chinos, aplicaciones de aprendizaje para teléfonos inteligentes

Resumen

Este trabajo trata de un estudio exploratorio que investiga la participación de los padres en el uso de aplicaciones móviles por parte de estudiantes de inglés de nivel preescolar en el contexto chino. El estudio tenía como objetivo entender los desafíos que los padres chinos experimentaron y cómo respondieron a estos al participar en el aprendizaje de idiomas asistido por dispositivos móviles de sus hijos. Se recogieron datos de 12 padres chinos mediante encuestas, registros diarios y entrevistas semiestructuradas. El análisis de datos mostró que los padres, a través de regular el tiempo dedicado y seleccionar el contenido de estudio, participaban en el aprendizaje de inglés basado en los smartphones de sus hijos según las necesidades de estos. Los resultados también sugieren que los conocimientos de los padres chinos sobre el uso de aplicaciones móviles y su conciencia del idioma inglés, como capitales culturales esenciales, aumentaron su participación activa en el aprendizaje del inglés de sus hijos. Además, se enfrentaron a retos como limitaciones de conocimiento del inglés y riesgos percibidos relacionados con la exposición de los niños a los dispositivos móviles.

Descargas

Los datos de descargas todavía no están disponibles.

Biografía del autor/a

Jiapei Xia, University of New South Wales

Jiapei Xia is a current PhD student at the University of New South Wales. Prior to her doctoral studies, Jiapei received her master’s degrees in TESOL from the University of Southern California, and TCSL (Teaching Chinese as a Second Language) from the Hong Kong University of Science and Technology. Her research interest focuses on English language Education from the perspectives of second language learners’ parents.

Xuesong Gao, University of New South Wales

Xuesong (Andy) Gao is professor in language and literacy education in the School of Educationat the University of New South Wales. His research interests include strategic language learning and interdisciplinary approaches to language teaching and learning, as well as language education policy and language teacher education.

Citas

Admodisastro, N., Fung, C. K., & Hamid, S. S. A. (2021). Evaluation of Disleksia Belajar mobile app for assisting dyslexic junior school students to learn the Malay language. Turkish Journal of Computer and Mathematics Education, 12(3), 2230-2235. https://doi.org/10.17762/turcomat.v12i3.1172

Ahmadi, D. M. R. (2018). The use of technology in English language learning: A literature review. International Journal of Research in English Education, 3(2), 115-125. https://doi.org/10.29252/ijree.3.2.115

Aquino, A. M., Sabio, C. J., Vigonte, F. G., & De Leon, N. R. (2019). Parental involvement strategies vis-à-vis academic performance of junior high school students in mathematics. International Journal of Information and Education Technology, 9(11), 815–819. https://doi.org/10.18178/ijiet.2019.9.11.1310

Auxier, B., Anderson, M., Perrin, A., & Turner, E. (2020, July). Parenting Children in the Age of Screens. Pew Research Center. https://www.pewresearch.org/internet/2020/07/28/parenting-children-in-the-age-of-screens/

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

Callaghan, M. N., & Reich, S. M. (2020). Mobile app features that scaffold pre‐school learning: Verbal feedback and leveling designs. British Journal of Educational Technology, 52(2), 785–806. https://doi.org/10.1111/bjet.13055

Chen, Y., Mayall, H. J., York, C. S., & Smith, T. J. (2019). Parental perception and English learners’ mobile-assisted language learning: An ethnographic case study from a technology-based funds of knowledge approach. Learning, Culture and Social Interaction, 22, 100325. https://doi.org/10.1016/j.lcsi.2019.100325

Chung, G., Phillips, J., Jensen, T. M., & Lanier, P. (2020). Parental involvement and adolescents’ academic achievement: Latent profiles of mother and father warmth as a moderating influence. Family Process, 59(2). https://doi.org/10.1111/famp.12450

Europass. (2017). Common European Framework of Reference, European Union.https://europa.eu/europass/en/common-european-framework-reference

Dias, P., & Brito, R. (2021). Criteria for selecting apps: Debating the perceptions of young children, parents and industry stakeholders. Computers & Education, 165, 104134. https://doi.org/10.1016/j.compedu.2021.104134

Duan, W., Guan, Y., & Bu, H. (2018). The effect of parental involvement and socioeconomic status on junior school students’ academic achievement and school behavior in China. Frontiers in Psychology, 9, 952. https://doi.org/10.3389/fpsyg.2018.00952

Glaser, B. (2005). The Grounded Theory Perspective III: Theoretical Coding. Sociology Press.

Hidalgo, M. (2021). Differences in the task-supported negotiations of younger and older EFL children: From repair into prevention. International Review of Applied Linguistics in Language Teaching, 59(3), 395-419. https://doi.org/10.1515/iral-2018-0206

Hoover-Dempsey, K. V., & Sandler, H. M. (1995). Parental involvement in children's education: Why does it make a difference? Teachers College Record: The Voice of Scholarship in Education, 97(2), 310–331. https://doi.org/10.1177/016146819509700202

Hu, Y. (2007). China’s foreign language policy on primary English education: What’s behind it?. Language Policy, 6(3-4), 359–376. https://doi.org/10.1007/s10993-007-9052-9

Lavrakas, P. J. (2008). Encyclopedia of Survey Research Methods. SAGE Publications. https://doi.org/10.4135/9781412963947

Liu, C., & Hwang, G.J. (2021). Roles and research trends of touchscreen mobile devices in early childhood education: Review of Journal Publications from 2010 to 2019 based on the technology-enhanced learning model. Interactive Learning Environments, 1–20. https://doi.org/10.1080/10494820.2020.1855210

Loewen, S., Crowther, D., Isbell, D., Kim, K., Maloney, J., Miller, Z., & Rawal, H. (2019). Mobile-assisted language learning: A Duolingo case study. ReCALL, 31(3), 293–311. https://doi.org/10.1017/S0958344019000065

Majoral, F. B. (2018). Mobile learning for young English learners. The Routledge Handbook of Teaching English to Young Learners, 320–337. https://doi.org/10.4324/9781315623672-21

Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory Into Practice, 31(2), 132–141. http://www.jstor.org/stable/1476399

Montazami, A., Pearson, H. A., Dubé, A. K., Kacmaz, G., Wen, R., & Alam, S. S. (2022). Why this app? How parents choose good educational apps from app stores. British Journal of Educational Technology. https://doi.org/10.1111/bjet.13213

Neumann, M. M. (2018). Parent scaffolding of young children’s use of touch screen tablets. Early Child Development and Care, 188(12), 1654–1664. https://doi.org/10.1080/03004430.2016.1278215

Nunan, D. (2003). The impact of English as a global language on educational policies and practices in the Asia-Pacific region. TESOL Quarterly, 37(4), 589-613. https://doi.org/10.2307/3588214

Okai-Ugbaje, S., Ardzejewska, K., & Imran, A. (2020). Readiness, roles, and responsibilities of stakeholders for sustainable mobile learning adoption in higher education. Education Sciences, 10(3), 49. https://doi.org/10.3390/educsci10030049

Marecka, M., Otwinowska, A. & Jelec, A. (2021). Standardized and tailor-made tests probe different factors influencing the acquisition of second language vocabulary by children . International Review of Applied Linguistics in Language Teaching, 59(3), 335-368. https://doi.org/10.1515/iral-2016-0140

Pérez-Paredes, P., & Zhang, D. (2022). Mobile assisted language learning: Scope, praxis and theory. Porta Linguarum Revista Interuniversitaria De Didáctica De Las Lenguas Extranjeras, 11–25. https://doi.org/10.30827/portalin.vi.21424

Pellerin, M. (2014). Language tasks using touch screen and mobile technologies: Reconceptualizing task-based CALL for young language learners. Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, 40(1), Canadian Network for Innovation in Education. https://www.learntechlib.org/p/153324/.

Pfenninger, S. (2022). Emergent bilinguals in a digital world: A dynamic analysis of long-term L2 development in (pre)primary school children. International Review of Applied Linguistics in Language Teaching, 60(1), 41-66. https://doi.org/10.1515/iral-2021-0025

Raguindin, P.Z.J., Lising, R.L.S., & Custodio, Z.U. (2021). Strategies for parental involvement during emergency remote teaching scale: Its psychometric properties. European Journal of Educational Research, 10(1), 427-439. https://doi.org/10.12973/eu-jer.10.1.427

Slotta, D. (2021, December 6). China: Smartphone users by age 2019. Statista. Retrieved January 3, 2022, from https://www.statista.com/statistics/1133033/china-smartphone-users-by-age/

Sun, H., & Ng, E. L. (2021). Home and school factors in early English language development. Asia Pacific Journal of Education, 1–16. https://doi.org/10.1080/02188791.2021.1932742

Sundqvist, P., & Sylvén, L. (2014). Language-related computer use: Focus on young L2 English learners in Sweden. Recall, 26(1), 3-20. doi: 10.1017/s0958344013000232

Swendeman, D., Sumstine, S., Brink, A., Mindry, D., Medich, M., & Russell, M. (2020). Smartphone self-monitoring by young adolescents and parents to assess and improve family functioning: Qualitative feasibility study. JMIR Formative Research, 4(6), e15777. https://doi.org/10.2196/15777

Tan, C. Y., Lyu, M., & Peng, B. (2020). Academic benefits from parental involvement are stratified by parental socioeconomic status: A meta-analysis. Parenting, 20(4), 241–287. https://doi.org/10.1080/15295192.2019.1694836

Wan, Z., & Gao. (2021). ‘Home away from home’: Understanding Chinese parents’ ideological beliefs and involvement in international school students’ language learning. Current Issues in Language Planning, 22(5), 495–515. https://doi.org/10.1080/14664208.2021.1882767

Wang, X., & Xing, W. (2018). Understanding elementary students’ use of digital textbooks on mobile devices: A structural equation modeling approach. Journal of Educational Computing Research, 57(3), 755–776. https://doi.org/10.1177/0735633118758643

Zaman, B., Nouwen, M., Vanattenhoven, J., De Ferrerre, E., & Looy, J. V. (2016). A qualitative inquiry into the contextualized parental mediation practices of young children’s digital media use at home. Journal of Broadcasting & Electronic Media, 60(1), 1–22. https://doi.org/10.1080/08838151.2015.1127240