U.s. foreign language student digital literacy habits: Factors affecting engagement

Abstract

In today’s academic contexts students are presented with a wide variety of digital technologies that present opportunities for authentic input and interactions with other speakers. Of special importance to consider is the cultivation of digital literacies and their connection with different factors (Guikema & Williams, 2014). Until now, there have been few attempts at linking extramural digital literacy practices with factors such as proficiency, study abroad experience or declared language majors. This study focuses on exploring students’ digital literacy practices in the L2 and draws a connection with the level of daily practices, language proficiency, study abroad experience, and declared language major. A pre-test survey was created and given to roughly 600 American Spanish L2 students that elicited information about tech-use across two indices: technology for language learning (e.g., dictionaries, apps) and technology for entertainment (e.g., movies, social media) in the L2. Surveys were taken before completing ACTFL certified tests in reading, speaking and listening. Findings indicate significant correlations for language proficiency, declared language major and study abroad experience and reported levels of technology use in the L2. Findings are discussed in reference to how to improve student engagement via digital means.