Household Media Use and its Effects on Children’s Language Abilities

• In Event: Poster Session 13
  In Poster Session: PS 13 Topic - Language, Communication

Abstract

Introduction: With the growth in animations aimed at second language learning, parents of young English Language Learners (ELLs) are turning to technology for help in teaching their children. However, technology has long been criticized for its potential impact. Increased use of media in the household reduces parent-child interactions and child directed speech (Anderson & Hanson, 2016). Further, while exposure to age-appropriate educational programs is associated with cognitive and academic enhancement, exposure to pure entertainment is associated with poorer cognitive development and lower academic achievement (Kirkorian et al., 2008). With this research in mind, we investigated the effects of using naturalistic, child-friendly learning animations to facilitate ELLs second language acquisition. We also examined the relationship between children’s media use and their ability to learn from the animations, with the hypothesis that greater exposure to educational technology would result in a stronger ability to learn from educational programming. Finally, we tested the relationship between parent’s media use and children’s language abilities, with the hypothesis that greater technology use by parents would result in lower language abilities for children.

Method: 23 native Spanish-speakers (M = 4.9, SD = 1.31) were tested on their Spanish and English proficiency during an initial session, assigned three short animated clips to watch at home over the period of one week, and reassessed for their English proficiency during a second session. Their performances were compared to evaluate any improvements in their English vocabulary and grammar. To gather data regarding participant and parent’s media use, parents completed a questionnaire that asked how much time they and their children spent on various media types, which for the sake of analysis were categorized as educational, social, and entertainment hours.

Results: Repeated measures ANOVAs were conducted to compare the means between the pre- and post-test scores for English vocabulary and morphosyntax as well as a mini test aimed to detect immediate effects of target video exposure. While vocabulary scores did not significantly change, participants exhibited significant improvement in the test of morphosyntax and in the mini test. In regard to the children’s’ media use, linear regression analysis showed that their improvements in morphosyntax and in the mini tests were not a result of their educational media use. Finally, linear regressions with children’s age, parent’s education, and the pretest for each grammatical category as covariates showed that parent’s media use significantly impacted children’s English morphosyntax and marginally impacted their English and Spanish vocabulary as well as the English mini test.

Conclusion: This study set out to test if household technology use could influence children’s language abilities. The results showed that prior exposure to educational media, which could mimic popular animations aimed at teaching a second language, does not boost children’s ability to acquire new vocabulary or grammar. However, the amount of time parents spend on media, regardless of type, negatively impacts children’s language abilities. While much of the existing literature focuses on the direct of effects of technology on children’ development, the relationship with parent’s use must be of greater focus.

Authors

• Ana Patricia Esqueda, University of Michigan - Ann Arbor
  Presenting Author

• Twila Tardif, University of Michigan
  Non-Presenting Author