Use of computer technology for English language learning: do learning styles, gender, and age matter?

Abstract

Computer technology provides spaces and locales for language learning. However, learning style preference and demographic variables may affect the effectiveness of technology use for a desired goal. Adapting Reid's pioneering Perceptual Learning Style Preference Questionnaire (PLSPQ), this study investigated the relations of university students' learning styles and the use of computer technology for language learning, and whether the demographic variables of gender and age would make a difference. Chinese students aged 17–36 years (M = 20.31, SD = 3.42) from two universities in Hong Kong (N = 401: male = 140 and female = 261) responded to a survey about four learning styles and computer technology. Principal components analysis and confirmatory factor analysis established the five factors, which were all positively correlated. No gender differences were found in technology application and learning styles (visual, auditory, kinesthetic, and tactile). Only some subtle age differences were found in kinesthetic and tactile styles but not in technology use. Structural equation modeling found significant relations of computer use with visual and kinesthetic learning styles but not auditory and tactile styles. Evidence points to the benefit of helping the learners to discover their own learning styles, and optimizing learners’ visual and kinesthetic learning for the use of computer resources and activities for language learning.

Keywords:

• computer use
• learning style
• gender
• age
• university learners

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Cynthia Lee

Cynthia Lee is an associate professor at the Centre for Applied English Studies in the University of Hong Kong. Her research areas include discourse and pragmatics, computer assisted language learning, L2 writing and consultation, and second language acquisition.

Alexander Seeshing Yeung

Alexander S. Yeung is the deputy director of the Institute for Positive Psychology and Education at the Australian Catholic University. His research expertise includes education and educational psychology, cognition and instruction, and longitudinal intervention studies.

Tiffany Ip

Tiffany Ip is a postdoctoral fellow at the Centre for Applied English Studies in the University of Hong Kong. Her areas of research and supervisory expertise include academic writing, self-direct learning and psychological well-being. She is currently a co-editor for the website All Things Healing -- psychotherapy section.