Digital technologies on learning the english language: a study with brazilian students

Abstract

Children have access to different technologies in their daily lives. Thought them they can access a vast variety of information, which sometimes is presented in a foreign language. The objective of this study is to analyse whether the frequency of use and the activities done by children in digital technologies can be associated with their performance in writing, reading, and listening in English. Therefore, this study has as a guiding question: How much interaction with digital technologies in everyday life can contribute to English language learning? This research an ex post facto descriptive study with a qualitative and quantitative approach. Participed in the study 59 speaking elementary age student. Data was collected through questionnaires with the student’s families, a proficiency activity based on the Cambridge Young Learners Pre A1 Starters test, and an individualized interview with the participants. Initially, we characterize the group of participating children and their use of technological devices. Among the results, it is highlighted that all participating children have access to a smartphone and identified a relationship between the time of use of smartphones and music devices with the acquisition of the English language. From the correlations, it was observed that both digital games in English, watching videos with subtitles and listening to music in English presented positive associations with foreign language learning. Thereby, it was observed that the frequency of use of some technologies and the amount of time children spend in specific activities can be associated with the child’s ability to read, write, and comprehend content in English.