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Commonly taught and less commonly taught language learners: are they equally prepared for CALL and online language learning?

机译：普通和不太普通的语言学习者：他们是否为CALL和在线语言学习做好了准备？

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In this study, we present the analyses stemming from a survey administered to 2149 foreign language learners at Michigan State University. We had three goals. First, we aimed to compile a profile of language learners' technological acumen, access to and ownership of technology, and the current uses of technology across a wide range of languages being studied. Second, we wanted to investigate whether learners, when grouped by language of study (commonly taught or less-commonly taught), differed in their knowledge, ownership, or uses of technology. Third, we wanted to relate these data to the learners' receptiveness to a proposed increase in the amount of technology used for language instruction. Significant differences in the variables were found in terms of level of academic study and the classification of the language being learned (commonly taught versus less-commonly taught and Roman alphabet versus non-Roman alphabet). These differences reflect the recent discussions on the preparedness of students for increases in computer-assisted language learning and hybrid and distance language classes.
机译：在这项研究中，我们介绍了对密歇根州立大学2149名外语学习者进行的一项调查得出的分析结果。我们有三个目标。首先，我们旨在汇编语言学习者的技术敏锐度，对技术的获取和所有权以及正在研究的各种语言中技术的当前使用情况的概况。其次，我们想调查学习者按学习语言（普通授课或不太普通授课）分组时，其知识，所有权或技术使用是否不同。第三，我们希望将这些数据与学习者的接受程度联系起来，以提议增加语言教学技术的使用量。在学术研究水平和所学语言的分类方面（普通教学与不太常见教学以及罗马字母与非罗马字母），变量存在显着差异。这些差异反映了最近有关学生为增加计算机辅助语言学习以及混合语言和远程语言课程的准备程度进行的讨论。

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