What digital divide factors matter in the motivation to use technology to learn English? A case of low SES young learners in Taiwan

Abstract

This quantitative study investigated the impact of digital divide factors on perceived motivation to utilize technology to learn English. Four latent digital divide related constructs were determined by factor analysis. They are a) perceived computer and Internet skills, b) school-related Internet use, c) computer and Internet resources outside the home, and d) gaming/leisure use of the Internet. In addition, stepwise regression revealed that the dependent measure (perceived motivation to utilize technology to learn English) could be predicted by two digital divide factors: school-related Internet use and computer and Internet resources outside the home. A negative significant correlation coefficient was found between the length of time spent online per week and perceived motivation to utilize technology to learn English. Results of this study have implications for researchers and practitioners in bridging the digital divide, and the article discussed what may be critical in the development of EFL E-learning for low-SES young learners.