Personalised Language Learning Through Technology: Examining How Digital Literacy Shapes Proficiency and Communication Strategiess

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning Pub Date : 2025-07-13 DOI:10.1111/jcal.70069

Ziyun Zhang, Ruixi Yang

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引用次数: 0

Abstract

Key Findings

This study identifies a strong positive relationship between digital literacy and language proficiency, highlighting how technological competence enhances motivation, engagement and PL, leading to improved language learning outcomes.

Purpose

This research explores the connection between digital literacy and language proficiency, emphasising the impact of digital literacy on language acquisition and communication approaches. It seeks to evaluate how digital tools contribute to shaping learning behaviours within technology-integrated educational settings.

Methods

A quantitative research approach was adopted, incorporating a structured questionnaire to gather data from a sample of 420 college students. The collected data were then analysed using SPSS software to explore the connection between digital literacy and language proficiency.

Results

The results indicate a strong and statistically significant positive relationship (β = 0.841, p < 0.001) between digital literacy and language proficiency. Students with higher digital literacy demonstrated greater engagement, motivation and better adaptation to PL tools. Additionally, digital literacy was found to enhance both formal and informal communication strategies, contributing to overall language proficiency.

Conclusion

This study highlights the significance of technology in language learning, particularly its capacity to facilitate adaptive and personalised educational experiences. The incorporation of digital tools enables both educators and learners to refine language acquisition strategies, ultimately enhancing proficiency and communication skills.

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通过技术进行个性化语言学习：研究数字素养如何塑造熟练程度和沟通策略

本研究确定了数字素养与语言能力之间的强烈正相关关系，强调了技术能力如何增强动机、参与度和PL，从而改善语言学习成果。本研究探讨了数字素养与语言能力之间的联系，强调了数字素养对语言习得和沟通方式的影响。它旨在评估数字工具如何有助于在技术集成的教育环境中塑造学习行为。方法采用定量研究方法，采用结构化问卷法对420名大学生进行调查。然后使用SPSS软件对收集的数据进行分析，以探索数字素养与语言能力之间的联系。结果结果显示，数字素养与语言能力之间存在显著的正相关关系（β = 0.841, p < 0.001）。数字素养较高的学生表现出更大的参与度、积极性和对PL工具的更好适应。此外，研究发现，数字素养可以增强正式和非正式的沟通策略，有助于提高整体语言能力。本研究强调了技术在语言学习中的重要性，特别是其促进适应性和个性化教育体验的能力。数字工具的结合使教育者和学习者都能完善语言习得策略，最终提高熟练程度和沟通技巧。

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

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope