Friend or Foe? A Mixed-Methods Study on the Impact of Digital Device Use on Chinese–Canadian Children’s Heritage Language Learning

Abstract

Digital devices have been increasingly integrated into language learning environments, particularly since the COVID-19 pandemic. Existing literature, focusing predominantly on dominant languages like English, presents mixed findings on the effectiveness of digital resources for language learning. Few studies address heritage languages, which often have limited resources beyond the home and may depend more on digital tools for support. This longitudinal, mixed-methods study investigated the impact of digital device use on heritage language learning among Chinese–Canadian families. We examined the relationship between digital device use and Chinese receptive vocabulary among 128 first graders, 137 second graders, and 66 third graders over three years. Additionally, we conducted parental interviews with 42 focal families for three years to explore the evolving patterns of digital resource use at home. Our findings revealed a statistically significant positive impact of digital device use on Chinese receptive vocabulary development among first and second graders, while no significant effects were observed in third graders. The analyses of parental interviews uncovered increased digital use, diversity of resources, positive parental attitudes, and digital literacy among families from grades 1 to 2 but decreased digital use and parental enthusiasm in the third grade due to health and addiction concerns, reinforcing the quantitative results. Conducted during the COVID-19 pandemic, this study offers a unique perspective on how families’ digital device use for heritage languages changed before, during, and after the pandemic. The findings offer valuable insights for families and educators to better support heritage language learners with digital resources.