An Exploratory Factor Analysis of Marginalized Youths’ Access and Use of English Language Digital Contents

Abstract

The notion of literacy is changing as youths today are living in an environment filled with digital contents that contain diverse multimodal forms. The ability to infer meanings presented and communicated through these diverse multimodal forms is an important factor to strengthen the language learning of marginalised youths as they access and use English language digital contents to support their inclusion in a knowledge based society. Moreover, to increase the access and use of English language digital content, it is equally important to investigate the digital content needs and preferences of marginalised youths. This article explains the use of exploratory factor analysis in extracting factors of personal preferences and perceived influences among marginalised youths in accessing and using digital contents. The quantitative study collected information on the participants’ perceptions towards multimodal forms in digital contents as well as uncover their opinions on why they want to access and use digital content. Six factors about marginalised youths’ perceptions of digital contents were extracted; these factors will contribute to the investigation of the dimensions of digital contents for English language learning enhancement. Finally, the association between the dimensions of digital contents and multimodal literacy will need to be further examined to strengthen marginalised youths’ English language learning.