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A cross-cultural study of attitudes to digital tools among students and teachers in the European language classroom
Linnaeus University, School of Business and Economics, Department of Marketing. (interdisciplinary research)
Linnaeus University, Faculty of Arts and Humanities, Department of Languages. (Interdisciplinary research)
2017 (English)In: Extended Papers of the International Symposium on Digital Humanities (DH 2016): Växjö, Sweden, November, 7-8, 2016 / [ed] Koraljka Golub & Marcelo Milrad, CEUR-WS.org , 2017, Vol. 2021, p. 10-28Conference paper, Published paper (Refereed)
Abstract [en]

In this pilot study, we focus on the use of digital tools in the teaching and learning of English in Sweden and Germany. English is the first compulsory foreign language in both countries. In both countries, there is also a new national strategy with proposals for actions to better exploit the potential of Information and Communication Technology (ICT) in education (Skolverket, 2016, Burchard et al., 2016, Regeringskansliet, 2017). Increasing importance is given to the use of digital tools in schools. In Sweden, every student receives a laptop from their school and this started about 10 years ago (Åkerfeldt et al., 2013) German students do not get a computer from their school and their exposure to English outside school is more limited than in Sweden. The hypothesis of this study is that there will be differences in the treatment of, and attitudes to, digital tools between the students and teachers, and between the two countries. Interviews were conducted with 9 Swedish and 7 German teachers of English and questionnaires answered by 15 Swedish and 40 German students in grade 6. The students were also asked to evaluate an English language learning game and the teachers were asked to rank four parameters on a Likert scale (Affect, Perceived usefulness, Perceived control, and Behavioral intention) when using digital tools for English language teaching (Teo, 2008). Our results show that the extent of digitalization in education differs between the two countries. Our study shows that the Swedish teachers employ a variety of tools, whereas there is a lack of access to computers as well as to digital learning tools in Germany. But even though Sweden has the technical tools, they are not used optimally due to a lack of in-service training. Neither of the countries has employed the use of games for language teaching and there is a tendency towards negative attitudes to “gamification”. We believe that a collaborative approach and co-creation between teachers, students and entrepreneurs will help to design more efficient digital learning tools, which, in turn, will contribute to better learning outcomes. 

Place, publisher, year, edition, pages
CEUR-WS.org , 2017. Vol. 2021, p. 10-28
Series
CEUR Workshop Proceedings, ISSN 1613-0073 ; 2021
Keyword [en]
Digital tools, European, Language classroom, Sweden, Germany
National Category
Economics and Business Specific Languages
Research subject
Economy, Business administration; Humanities, English Education
Identifiers
URN: urn:nbn:se:lnu:diva-69189OAI: oai:DiVA.org:lnu-69189DiVA: diva2:1165170
Conference
International Symposium on Digital Humanities (DH 2016), Växjö, Sweden, November 7-8, 2016
Available from: 2017-12-12 Created: 2017-12-12 Last updated: 2018-01-16Bibliographically approved

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Billore, SoniyaRosén, Christina

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CiteExportLink to record
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Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf