The quantitative evaluation of subjective satisfaction with digital media in L2 acquisition in younger adults: A study from Europe, Asia, and Latin America

Abstract

Foreign language learning has recently been transferred into an online or hybrid mode and this has brought many challenges for both the teachers and the students. Thus, the purpose of this study is to explore students’ subjective satisfaction with the use of digital media in their L2 acquisition conducted online, as well as to provide specific recommendations for meeting students’ needs in digital media L2 instruction. This is large-scale comparative research conducted in the Czech Republic, Poland, Romania, Iraq, and Malaysia. The data were collected through an online questionnaire in May, June, and July 2021 in the given countries. The findings reveal that students’ subjective satisfaction that is related to students’ attitudes toward the online learning process, the general usefulness of language, the role of the teacher, and the matters that affect the general process of teaching and learning all gained the positive answers. Whereas the items that are related to students’ subjective satisfaction toward language skills, digital-based reading, the effectiveness of online education over face-to-face, and communicating with teachers and peers via social media are all gained negative results. These results need further analysis but they can be an impetus for much larger research and further implications to optimize L2 acquisition.

EFL teachers’ digital literacy: the role of contextual factors in their literacy development

“…However, an adequate interaction between teachers and students are among the major challenges of learning environments that teachers or students do not have the required digital knowledge. The finding is in consistent with what Pikhart et al (2022) argued. These relationships may partly be explained by two important factors.…”

“…The most important concern of the country’s education system is to create a suitable platform for the growth and flourishing of intellectual capital in a knowledge-oriented society ( Jensen, 2019 ). The surveys conducted regarding the amount of knowledge, ability, and educational attitudes of teachers indicate the fact that comprehensive mastery of teachers in the academic and specialized fields of their profession is not provided to the desired extent ( Craig, 2013 ; Meesong and Jaroongkhongdach, 2016 ; Hallinger and Hosseingholizadeh, 2020 ; Pikhart et al, 2022 ). The development of teachers’ discourse in its current form has had minimal impact on teaching methods, curricula and what students should learn.…”

Potential pitfalls of online foreign language teaching from the perspective of the university teachers

“…One of the main concerns mentioned by the majority of respondents was dramatically increased screen time [ 41 ], both for the students and the teachers. They also added that internet connectivity was a major issue along with students’ motivation and engagement.…”

Exploring the potential of ChatGPT for foreign language education at the university level

“…It can interpret a word’s meaning in light of its context, clarify grammatical mistakes, write texts of various genres (including emails, stories, and recipes), make quizzes, annotate texts, and offer dictionary definitions, model sentences, and translations ( Kohnke et al, 2023 ). Even though all of these advantages and more are stated by studies, many of them also draw attention to their drawbacks and risks, such as plagiarism ( Kohnke et al, 2023 ), cheating, answer accuracy, cultural prejudice ( Rettberg, 2022 ), and the subjective satisfaction of students with online education ( Pikhart et al, 2022 ), all these drawbacks encourage closer attention to the use of it in educational settings and pave the way for additional research to better understand the situation and ensure the utmost caution is used when dealing with it.…”