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Extending digital literacies: proposing an agentive literacy to tackle the problems of distractive technologies in language learning

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dc.contributor.author Murray, Liam
dc.contributor.author Giralt, Marta
dc.contributor.author Benini, Silvia
dc.date.accessioned 2020-10-14T13:01:23Z
dc.date.available 2020-10-14T13:01:23Z
dc.date.issued 2020
dc.identifier.uri http://hdl.handle.net/10344/9333
dc.description peer-reviewed en_US
dc.description.abstract In a poll (ReImagineEdu, 2016) looking at the digital profile of nearly 1,000 learners, it was reported that 78% of students worry about digital technologies distracting them from study. In attempting to contribute to this emerging debate (Aaron & Lipton, 2018), this article investigates the experiences, perceptions and awareness of undergraduate language learners (n = 215, over a 3-year period) of the distractive nature of technology and the discerned impact upon their own student language learning and performance. The study is based on data gathered from university language students engaged in a specific language technology module. The module, interalia, sought to develop awareness of the time spent online by participants while using a number of resources. A mixed-methods approach was employed to conduct this research where qualitative and quantitative data emerged respectively from individual student blogs, reflective reports of their blogging experiences, group interviews and questionnaires. Our outcomes reveal a severe lack of student awareness on the final amount of time they spent online, this being due to a number of factors. However, there is some awareness and perception on their part of how heavily disruptive technology can be for their language learning. Our final conclusions include several recommendations and propose a deictic critical digital literacy for dealing with such distractions – we are calling this a strategic agentive literacy. en_US
dc.language.iso eng en_US
dc.publisher Cambridge University Press en_US
dc.relation.ispartofseries ReCALL;32 (3), pp. 250-271
dc.relation.uri http://dx.doi.org/10.1017/S0958344020000130
dc.rights Material on these pages is copyright Cambridge University Press or reproduced with permission from other copyright owners. It may be downloaded and printed for personal reference, but not otherwise copied, altered in any way or transmitted to others (unless explicitly stated otherwise) without the written permission of Cambridge University Press. Hypertext links to other Web locations are for the convenience of users and do not constitute any endorsement or authorisation by Cambridge University Press. en_US
dc.subject Critical digital literacies en_US
dc.subject agentive literacy en_US
dc.subject student distraction. en_US
dc.title Extending digital literacies: proposing an agentive literacy to tackle the problems of distractive technologies in language learning en_US
dc.type info:eu-repo/semantics/article en_US
dc.type.supercollection all_ul_research en_US
dc.type.supercollection ul_published_reviewed en_US
dc.date.updated 2020-10-14T11:38:40Z
dc.description.version ACCEPTED
dc.identifier.doi 10.1017/S0958344020000130
dc.rights.accessrights info:eu-repo/semantics/openAccess en_US
dc.internal.rssid 2958318
dc.internal.rssid 2959800
dc.internal.copyrightchecked Yes
dc.identifier.journaltitle ReCALL journal
dc.description.status peer-reviewed


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