Abstract:

Technological advances have rendered ICT tools indispensable in both learning and everyday life. University students use their mobile phones and personal computers on a daily basis to carry out educational tasks. However, differences may exist in ICT tool usage between tasks assigned in different subject areas. The present study aims to pinpoint differences in ICT tool usage of language teacher trainees and students of other scientific fields, who also have previous experience in language learning. In the present context such learning experiences are predominantly motivated by language exam requirements pertaining to the completion of tertiary studies, and include language learning prior to and during the course of their tertiary studies. Consequently, they must have encountered various tools for language learning throughout their academic careers.

Our sample consists of 242 full-time university students including 64 language majors. The main object of study was ICT usage during language learning. The data collection instrument was a self-developed questionnaire consisting of three parts. The first and second part focused on general ICT tool usage, whereas the third part examined ICT tool usage throughout the language learning process. The questionnaire contained 4-point Likert scales measuring students’ ICT tool usage, and was tested for reliability (Cronbach α=.92), and suitability for Factor Analysis (KMO=.874). An in-depth examination of the data revealed 7 factors, i.e. Dictionaries and lexicons (6 items), Online learning (6 items), Editing and visual representation (5 items), Task-based tools and communication (4 items), Social media (3 items), Videos (3 items), and Translation (2 items). The data revealed a significantly higher use of ’Dictionaries and lexicons’ (p<0.001) among language majors, similarly to ’Editing and visual representation’ (p<0.001), social media (p<0.001) and videos (p<0.001), which were also used predominantly by language majors. Furthermore, dictionaries and lexicons (Mlang.st.=3.14; Mother.st.=2.44) were the most frequently used tools. Conversely, no statistically significant difference was measured for "online learning", ’task-based tools and communication’, and ’translation’. On the whole, ’task-based tools and communication’ (Mlang.st.=1.32; Mother.st.=1.31) and ’online learning’ (Mlang.st.=1.64; Mother.st.=1.49) were the least preferred tools. The examination of correlation coefficients revealed consistently significant relationships among non-language majors, but inconsistencies among language majors. The data appears to suggest that language majors are more confident and do not necessitate some of the tools e.g. translation for ’task-based tools and communication’, compiling texts and presentations, navigating social media, skype or simulations.

One of the most significant findings to emerge from this study is that the use of ICT tools is an important and enjoyable activity for both groups. Moreover, students reported easier access to the material and an expectation towards teachers to use ICT tools. As instructors in tertiary education are likely to have a considerable impact on teacher trainees and their approach to teaching methodology, providing students with examples of good practice in ICT tool usage is essential.

Keywords:

ICT tool usage, language and non/language majors, self-developed questionnaire.