Cognitive Gain in Digital Foreign Language Learning

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F62690094%3A18450%2F23%3A50020574" target="_blank" >RIV/62690094:18450/23:50020574 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.mdpi.com/2076-3425/13/7/1074" target="_blank" >https://www.mdpi.com/2076-3425/13/7/1074</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.3390/brainsci13071074" target="_blank" >10.3390/brainsci13071074</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Cognitive Gain in Digital Foreign Language Learning

Popis výsledku v původním jazyce

This systematic review examines the potential of digital language learning in contributing to students’ cognitive gains. The study reviews existing research on the relationship between digital language learning and cognitive benefits, with a focus on enhanced problem-solving skills, memory, and multitasking ability. The research questions explored in this study are (1) does digital language learning contribute to cognitive gains in foreign language education? and (2) what are the pedagogical implications for cognitive improvement in digital foreign language education? The study employs the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology to identify and analyze relevant research articles. The results of the review suggest that working with printed texts may be more effective for cognitive gains compared to electronic texts. Additionally, implementing more senses through digital language education appears to be beneficial for cognitive gains. Thus, several pedagogical implications emerge for promoting cognitive improvement in digital foreign language education. Firstly, it is crucial to implement techniques and strategies that best align with students’ language needs in a digital learning environment, whether it involves pen-and-paper activities or a flipped classroom approach. Secondly, exposing students to a variety of techniques that engage multiple senses can have a positive impact on cognitive gains. Finally, providing students with feedback is essential to maintain their motivation and foster continued progress in their foreign language studies. © 2023 by the authors.

Název v anglickém jazyce

Cognitive Gain in Digital Foreign Language Learning

Popis výsledku anglicky

This systematic review examines the potential of digital language learning in contributing to students’ cognitive gains. The study reviews existing research on the relationship between digital language learning and cognitive benefits, with a focus on enhanced problem-solving skills, memory, and multitasking ability. The research questions explored in this study are (1) does digital language learning contribute to cognitive gains in foreign language education? and (2) what are the pedagogical implications for cognitive improvement in digital foreign language education? The study employs the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology to identify and analyze relevant research articles. The results of the review suggest that working with printed texts may be more effective for cognitive gains compared to electronic texts. Additionally, implementing more senses through digital language education appears to be beneficial for cognitive gains. Thus, several pedagogical implications emerge for promoting cognitive improvement in digital foreign language education. Firstly, it is crucial to implement techniques and strategies that best align with students’ language needs in a digital learning environment, whether it involves pen-and-paper activities or a flipped classroom approach. Secondly, exposing students to a variety of techniques that engage multiple senses can have a positive impact on cognitive gains. Finally, providing students with feedback is essential to maintain their motivation and foster continued progress in their foreign language studies. © 2023 by the authors.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

30103 - Neurosciences (including psychophysiology)

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2023

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Brain sciences

ISSN

2076-3425

e-ISSN

2076-3425

Svazek periodika

13

Číslo periodika v rámci svazku

7

Stát vydavatele periodika

CH - Švýcarská konfederace

Počet stran výsledku

10

Strana od-do

"Article number: 1074"

Kód UT WoS článku

001038149300001

EID výsledku v databázi Scopus

2-s2.0-85166384807