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English Learning with Web 2.0 – an Investigation Into Chinese Undergraduates’ Technology (Non)Use and Perspectives

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English Learning with Web 2.0 – an Investigation Into Chinese Undergraduates’ Technology (Non)Use and Perspectives English learning with Web 2.0 – An investigation into Chinese undergraduates’ technology (non)use and perspectives Shuang Zeng Thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy UCL Institute of Education February 2015 Abstract Moving beyond the ‘Web 2.0’ and ‘digital native’ rhetoric, this thesis investigates what Chinese undergraduates are actually doing (and not doing) with online tools and applications to learn English outside the classroom and, why they choose to do so. Particular attention is paid to their use and non-use of the social web in their English learning context. A sociocultural framework is adopted to understand learners’ behaviours surrounding digital technology. This theoretical position puts learners at the centre of their English learning and decision-making regarding technology use. It guides the exploration into the contextually mediated choices and practices of English learners in the so-called ‘2.0’ era. Data collection for this mixed sequential study took place during the 2010-2011 academic year. The data consist of a survey of 1,485 undergraduates and semi- structured interviews with 49 participants in two large Chinese universities. The data demonstrate a few embryonic signs of how Chinese undergraduates try to ‘escape’ from their English learning context with online technologies. However, a vast majority of the participants chose to use the web as an instrument to handle their academic duties. When it comes to English learning, their use of Web 2.0 is limited and mostly non-interactive and unspectacular. In light of the above, the thesis goes on to consider a number of contextual factors that appear to constrain participants’ use of technology – not least the discourses of English learning and the cultural artefact of exams. Based on these findings, the thesis provides a framework that challenges existing beliefs about (language) learning with Web 2.0, and that contributes to understandings of how context mediates language learners’ behaviours surrounding digital technologies. The thesis concludes by suggesting ways of maximizing the learning potential of Web 2.0 for English learners at Chinese universities. 2 Declaration I hereby declare that, except where explicit attribution is made, the work presented in this thesis is entirely my own. Signature: SHUANG ZENG Date: 20th February 2015 Word count (exclusive of appendices and bibliography): 80,458 words. 3 Table of Contents List of Figures ............................................................................................................... 8 List of Tables ................................................................................................................ 9 Chapter 1: Introduction ............................................................................................ 10 1.1 Introduction ........................................................................................................ 10 1.2 Defining the scope of this study within the field of CALL ................................ 10 1.3 The rationale for ‘learner experience research’ with Chinese undergraduates .. 12 1.3.1 Experience as an English learner in China .................................................. 12 1.3.2 Experience as a CALL practitioner in China ............................................... 14 1.3.3 Towards researching learner experiences in the Chinese university EFL context .................................................................................................................. 15 1.4 Chinese universities as the context for WELL ................................................... 17 1.4.1 Conditions for technology experiences ....................................................... 17 1.4.2 Learning English in the Chinese university setting ..................................... 19 1.5 Research questions, theoretical perspective and methodology .......................... 24 1.6 Structure of the thesis ......................................................................................... 26 Chapter 2 Towards an investigation of language learners’ (non)use of online technology ................................................................................................................... 29 2.1 Introduction ........................................................................................................ 29 2.2 The emergence of Web 2.0 technologies ........................................................... 29 2.3 Web 2.0 and the change of language learning practices .................................... 35 2.3.1 The promises of Web 2.0 for out-of-class language learning ...................... 36 2.3.2 ‘Digital natives’ as second language learners .............................................. 46 2.4 Challenges to changing language learning practices in the digital age .............. 48 2.4.1 On arguments against Web 2.0 promises for out-of-class language learning .............................................................................................................................. 48 2.4.2 On arguments against the ‘digital native’ rhetoric ...................................... 50 2.5 Peering into the (non)use of technology in out-of-class language learning ....... 52 2.6 Conclusion .......................................................................................................... 55 4 Chapter 3 A sociocultural framework for the study of WELL use ....................... 57 3.1 Introduction ........................................................................................................ 57 3.2 Step 1: Towards a sociocultural understanding of technology (non)use ........... 57 3.2.1 Recognising the weakness of existing accounts .......................................... 57 3.2.2 Sociocultural theory: an overview ............................................................... 60 3.2.3 The ‘mobile complex’: context, agency and technology appropriation ...... 62 3.3 Step 2: Understanding second language acquisition .......................................... 64 3.3.1 Input ............................................................................................................. 67 3.3.2 Interaction .................................................................................................... 68 3.3.3 Output .......................................................................................................... 70 3.3.4 Situational factors ........................................................................................ 70 3.3.5 Individual differences .................................................................................. 71 3.3.6 Towards a sociocultural view of language learning related use of technology ............................................................................................................ 75 3.4 Step 3: Developing the analytical framework for this inquiry ........................... 78 3.4.1 Learner agency ............................................................................................ 78 3.4.2 English learning related use of technology.................................................. 81 3.4.3 Context......................................................................................................... 83 3.4.4 Interpreting the analytical framework of the study ..................................... 85 3.5 Conclusion .......................................................................................................... 87 Chapter 4 Methodology ............................................................................................. 89 4.1 Introduction ........................................................................................................ 89 4.2 Research questions ............................................................................................. 89 4.3 Rationale for the mixed sequential design ......................................................... 91 4.3.1 Comparing quantitative, qualitative and mixed methods research .............. 91 4.3.2 Nature of this inquiry and reasons for sequential mixed-methods design ... 93 4.4 Data collection procedure and analysis .............................................................. 96 4.4.1 Quantitative data collection and ethical considerations .............................. 96 4.4.2 Quantitative data analysis .......................................................................... 111 4.4.3 Connecting the quantitative and qualitative phases ................................... 112 4.4.4 Qualitative data collection and ethical considerations .............................. 115 4.4.5 Qualitative data analysis ............................................................................ 117 4.5 Establishing trustworthiness ............................................................................. 121 4.6 Conclusion ........................................................................................................ 122 5 Chapter 5 The trends of English learning related use of technology .................. 123 5.1 Introduction ...................................................................................................... 123 5.2 The view from the quantitative data ................................................................. 124 5.2.1The adoption of WELL ............................................................................... 124 5.2.2 Locations for self-accessed WELL ...........................................................
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