The influence of ICT competencies on English digital reading achievement

IF 2.8 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development Pub Date : 2024-10-01 DOI:10.1016/j.ijedudev.2024.103139

Shuqiong Luo , Lijia Lin , Lingyi Fu , Ronnel B. King , Shing On Leung

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引用次数: 0

Abstract

Due to the prevalence of information and communication technologies (ICT) among secondary school students and the increasing significance of digital reading, exploring the impact of ICT on students’ digital reading performance in English seems necessary. The current research aimed to examine the effects of ICT competencies factors on secondary school students’ English digital reading performance. Data were obtained from 7703 15-year-old students from three East Asian economies, Macau, Hong Kong, and Singapore, from the Programme for International Student Assessment (PISA) 2018 dataset. The results of hierarchical regression analysis revealed that students’ ICT literacy was negatively correlated with their English digital reading performance, while the influence of attitudes toward ICT varied across the three East Asia economies. Additionally, males had lower English digital reading achievement, while students with higher socioeconomic status (SES) had higher English digital reading performance.

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信息与传播技术能力对英语数字阅读成绩的影响

由于信息与传播技术（ICT）在中学生中的普及以及数字阅读的重要性日益凸显，探讨信息与传播技术对学生英语数字阅读成绩的影响似乎很有必要。本研究旨在探讨信息和通信技术能力因素对中学生英语数字阅读成绩的影响。数据来自2018年国际学生评估项目（PISA）数据集，来自澳门、香港和新加坡三个东亚经济体的7703名15岁学生。分层回归分析的结果显示，学生的信息与通信技术素养与他们的英语数字阅读成绩呈负相关，而对信息与通信技术的态度对东亚三个经济体的影响各不相同。此外，男生的英语数字阅读成绩较低，而社会经济地位（SES）较高的学生的英语数字阅读成绩较高。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of Educational Development EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.20

自引率

12.00%

发文量

106

审稿时长

40 days

期刊介绍： The purpose of the International Journal of Educational Development is to foster critical debate about the role that education plays in development. IJED seeks both to develop new theoretical insights into the education-development relationship and new understandings of the extent and nature of educational change in diverse settings. It stresses the importance of understanding the interplay of local, national, regional and global contexts and dynamics in shaping education and development. Orthodox notions of development as being about growth, industrialisation or poverty reduction are increasingly questioned. There are competing accounts that stress the human dimensions of development.