Exploring University Students' Preferences and Satisfaction in Utilizing Digital Tools for Foreign Language Learning

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F62690094%3A18450%2F24%3A50021586" target="_blank" >RIV/62690094:18450/24:50021586 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2024.1412377/full" target="_blank" >https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2024.1412377/full</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.3389/feduc.2024.1412377" target="_blank" >10.3389/feduc.2024.1412377</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Exploring University Students' Preferences and Satisfaction in Utilizing Digital Tools for Foreign Language Learning

Popis výsledku v původním jazyce

This article investigates the utilization of digital resources, including applications like Duolingo, ChatGPT, and Google Translate, in the language learning practices of English as a Foreign Language (EFL) college students from the Czech Republic, Taiwan, and Iraq. Through a questionnaire-based approach, the study explores the digital tools employed, activities conducted, satisfaction levels, and the impact on language skills. Findings reveal diverse usage patterns and positive perceptions, highlighting the multifaceted role of digital resources in vocabulary acquisition, skill development, and language exploration. While participants express overall satisfaction, challenges such as connectivity issues and content variety are identified. The study’s most important finding is that digital resources like Duolingo, ChatGPT, and Google Translate significantly enhance EFL students’ language learning experiences through increased engagement and skill development, despite challenges such as connectivity issues and content diversity. The study underscores the need for ongoing improvement in digital language learning tools and suggests avenues for future research, emphasizing long-term impact, personalized learning paths, emerging technologies, and socio-emotional aspects. Despite limitations, the research provides valuable insights into the dynamic interplay between technology and language education in diverse cultural contexts.

Název v anglickém jazyce

Exploring University Students' Preferences and Satisfaction in Utilizing Digital Tools for Foreign Language Learning

Popis výsledku anglicky

This article investigates the utilization of digital resources, including applications like Duolingo, ChatGPT, and Google Translate, in the language learning practices of English as a Foreign Language (EFL) college students from the Czech Republic, Taiwan, and Iraq. Through a questionnaire-based approach, the study explores the digital tools employed, activities conducted, satisfaction levels, and the impact on language skills. Findings reveal diverse usage patterns and positive perceptions, highlighting the multifaceted role of digital resources in vocabulary acquisition, skill development, and language exploration. While participants express overall satisfaction, challenges such as connectivity issues and content variety are identified. The study’s most important finding is that digital resources like Duolingo, ChatGPT, and Google Translate significantly enhance EFL students’ language learning experiences through increased engagement and skill development, despite challenges such as connectivity issues and content diversity. The study underscores the need for ongoing improvement in digital language learning tools and suggests avenues for future research, emphasizing long-term impact, personalized learning paths, emerging technologies, and socio-emotional aspects. Despite limitations, the research provides valuable insights into the dynamic interplay between technology and language education in diverse cultural contexts.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50302 - Education, special (to gifted persons, those with learning disabilities)

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2024

Kód důvěrnosti údajů

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

Název periodika

Frontiers in Education

ISSN

2504-284X

e-ISSN

2504-284X

Svazek periodika

9

Číslo periodika v rámci svazku

July

Stát vydavatele periodika

CH - Švýcarská konfederace

Počet stran výsledku

9

Strana od-do

"Article Number: 1412377"

Kód UT WoS článku

001290368500001

EID výsledku v databázi Scopus

2-s2.0-85201314681