Generation Z Goes Abroad: Assessing the Linguistic, Cultural, Social, and Psycho-Emotional Growth of Hyper-Connected Learners

• In Event: Sunday Roundtable Session 11:25 am
  In Roundtable Session: ChatGPT, AI, and Apps: Technology and Language Instruction Across Settings (Table 11)

Abstract

This longitudinal mixed-methods case study explored how smartphone usage in sixteen Generation Z U.S.-affiliated French learners related to multifaceted aspects of their learning while abroad. Framed by a language program evaluation approach and Complex Dynamic System Theory, reports on phone usage and affinity were triangulated with multiple measures of language, cultural, social, and psycho-emotional development characteristics of Generation Z. Pre- vs. post-study Kendall’s tau-b correlations were mapped out and significant changes assessed via Wilcoxon signed-rank test. K-means cluster analysis helped differentiate different phone users. Results show that smartphones can foster meaningful connection, socialization, and exploration, but impede growth when used for audiovisual entertainment. Inertia in growth exists, linked to choices made before but set in motion by study-abroad.

Authors

• Aurore Mroz, University of Illinois at Urbana-Champaign

• Julia Gorham, Australian National University