Gender differences in Web 2.0 technology adoption among undergraduates in out-of-class context for autonomous ESL learning
<p>This study aimed to investigate the use of Web 2.0 technology for autonomous</p><p>language learning among undergraduates in regard to gender differences within the</p><p>context of higher education level in one of the public u...
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| Format: | thesis |
| Language: | eng |
| Published: |
2021
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| Subjects: | |
| Online Access: | https://ir.upsi.edu.my/detailsg.php?det=8684 |
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| Summary: | <p>This study aimed to investigate the use of Web 2.0 technology for autonomous</p><p>language learning among undergraduates in regard to gender differences within the</p><p>context of higher education level in one of the public universities in Perak, Malaysia.</p><p>The first objective was to identify the differences between the male and female</p><p>learners preferences of Web 2.0 tools for autonomous language learning. The second</p><p>objective was to investigate male and female learners reasons for their preferences of</p><p>Web 2.0 tools for autonomous language learning. The third objective was to</p><p>investigate how male and female learners used Web 2.0 technologies for autonomous</p><p>language learning. An explanatory sequential design was employed in the study by</p><p>using questionnaires and semi-structured interview as the instruments. The</p><p>questionnaires were analysed through inferential analysis by employing Chi-Square</p><p>Test while the interview was analysed through thematic analysis. Using random</p><p>sampling, 92 undergraduates from a public university took part in the survey. Using</p><p>purposeful sampling, 12 participants were selected for the interview; six of them were</p><p>males and six were females. The results suggested that there were no statistically</p><p>significant differences between gender differences and preferences towards Internet</p><p>platform for language learning. The results indicated that female learners were more</p><p>versatile, engaged in more purposeful-type of engagement with technologies, and</p><p>more motivated to learn language via technology as compared to male learners. Based</p><p>on the findings, pedagogically it is suggested that ESL teachers need to acknowledge</p><p>the different styles of technology adoption for autonomous language learning between</p><p>male and female learners. In addition, there is also a need to guide learners with skills</p><p>for autonomous language learning in order to make their out-of-class engagement</p><p>with English resources via the use of technology more meaningful</p> |
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