000 04449nam a22004575i 4500
999 _c97942
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001 978-981-13-2499-4
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007 cr nn 008mamaa
008 181123s2018 si | s |||| 0|eng d
020 _a9789811324994
024 7 _a10.1007/978-981-13-2499-4
_2doi
040 _cМУБИС
050 4 _aLC8-6691
072 7 _aCJ
_2bicssc
072 7 _aEDU018000
_2bisacsh
072 7 _aCJ
_2thema
082 0 4 _a407.1
_223
100 1 _aZeng, Shuang.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
245 1 0 _aEnglish Learning in the Digital Age
_h[electronic resource] :
_bAgency, Technology and Context /
_cby Shuang Zeng.
264 1 _aSingapore :
_bSpringer Singapore :
_bImprint: Springer,
_c2018.
300 _aXIII, 212 p. 39 illus., 22 illus. in color.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
505 0 _aChapter 1 Towards ‘Learner Experience Research’ -- Chapter 2 Towards an Investigation of Language Learners’ (Non)use of Online Technology -- Chapter 3 A Sociocultural Framework for the Study of WELL Use -- Chapter 4 Questioning WELL Use in the Chinese University Context：Research Questions and Methods -- Chapter 5 The Trends of English Learning Related Use of Technology: the Role of Technology -- Chapter 6 ‘Breaking Away’ with Digital Technology: the Role of Agency -- Chapter 7 Resistance to Moving to Web 2.0: the Role of Context -- Chapter 8 Understanding Language Learners’ (Non)use of Digital Technology.
520 _aMoving beyond the ‘Web 2.0’ and ‘digital native’ rhetoric, this book addresses the complex experiences of learners of English as a foreign language (EFL) in a world embedded with interactive and participatory technologies. Adopting a sociocultural perspective, it investigates EFL learners’ behaviours concerning digital technology, and guides exploration into their contextually mediated choices and learning practices in the ‘2.0’ era. The argument is developed on the basis of the findings of a mixed sequential study that focused on 1485 Chinese undergraduates’ use and non-use of online tools and applications outside the English classroom. Particular attention is paid to the role of context and agency when understanding their learning choices and behaviours in the context of digital technology. In particular, the book acknowledges the explanatory power of agency in the minority instances of ‘good practices’ among these EFL learners. At the same time it demonstrates that for most learners, use of the current web is limited and mostly non-interactive. The barriers to ‘2.0’ transfer are largely contextual and the so-called ‘communicative opportunities’ and ‘participatory culture’ in particular did not fit into the learners’ sociocultural context of (language) learning. Overall, the compelling argument proposes that the technology-facilitated changes in EFL practices are a ‘bottom up’ process that is taking place in day-to-day situations and constrained by the learning context within which the learner is situated. Based on these arguments, the book provides a framework that challenges the existing beliefs about (language) learning with online technology, and that contributes to our understanding of how context mediates EFL learners’ behaviours surrounding digital technologies. It is a valuable resource for teachers, researchers and policy makers, providing them with insights into using digital technology to stimulate ‘good learning practices’ outside the classroom.
650 0 _aLanguage and languages.
650 0 _aEducation.
650 0 _aEducational technology.
650 1 4 _aLanguage Education.
_0http://scigraph.springernature.com/things/product-market-codes/O23000
650 2 4 _aEducational Technology.
_0http://scigraph.springernature.com/things/product-market-codes/O21000
650 2 4 _aTechnology and Digital Education.
_0http://scigraph.springernature.com/things/product-market-codes/O47000
710 2 _aSpringerLink (Online service)
776 0 8 _iPrinted edition:
_z9789811324987
776 0 8 _iPrinted edition:
_z9789811325007
856 4 0 _uhttps://doi.org/10.1007/978-981-13-2499-4
_yElectronic version-Цахим хувилбар
942 _2ddc
_cEBOOK