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首页> 外文会议>Pervasive Computing (JCPC 2009), 2009 >What digital divide factors matter in the motivation to use technology to learn English? A case of low SES young learners in Taiwan
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What digital divide factors matter in the motivation to use technology to learn English? A case of low SES young learners in Taiwan

机译：在使用技术学习英语的动机中，哪些数字鸿沟因素至关重要？一例台湾地区低SES青年学习者

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This quantitative study investigated the impact of digital divide factors on perceived motivation to utilize technology to learn English. Four latent digital divide related constructs were determined by factor analysis. They are a) perceived computer and Internet skills, b) school-related Internet use, c) computer and Internet resources outside the home, and d) gaming/leisure use of the Internet. In addition, stepwise regression revealed that the dependent measure (perceived motivation to utilize technology to learn English) could be predicted by two digital divide factors: school-related Internet use and computer and Internet resources outside the home. A negative significant correlation coefficient was found between the length of time spent online per week and perceived motivation to utilize technology to learn English. Results of this study have implications for researchers and practitioners in bridging the digital divide, and the article discussed what may be critical in the development of EFL E-learning for low-SES young learners.
机译：这项定量研究调查了数字鸿沟因素对利用技术学习英语的感知动机的影响。通过因子分析确定了四个潜在的数字鸿沟相关的构造。它们是：a）感知的计算机和Internet技能，b）与学校有关的Internet使用，c）家庭以外的计算机和Internet资源，以及d）Internet的游戏/休闲使用。此外，逐步回归表明，可以通过两个数字鸿沟因素来预测依赖措施（感知的利用技术学习英语的动机）：与学校相关的互联网使用以及家庭以外的计算机和互联网资源。在每周在线花费的时间长度与利用技术学习英语的动机之间发现负显着的相关系数。这项研究的结果对缩小数字鸿沟的研究人员和从业者具有重要意义，并且本文讨论了对于低SES青年学习者发展EFL电子学习可能至关重要的问题。

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