How do Chinese parents support their young children learning English using a digital game?

• In Event: Poster Session 11
  In Poster Session: PS 11 Topic - Technology, Media & Child Development

Abstract

Parents play an important role in many aspects of their children’s development, including the environment in which they develop language and literacy skills (Harris & Goodall, 2008; Save the Children, 2016). Relatively little, however, is known about parental involvement in their children’s foreign language learning (Chio, Kang, Cho & Sheo, 2019; Sun & Rungrojsuwan, 2019), and even more limited is such literature focused on non-WEIRD (Western, Educated, Industrialized, Rich, and Democratic) populations (Zou, Anderson, Sorin & Hajhashemi, 2013). Given the rapidly increasing number of young Chinese children learning English as a foreign language (Nunan, 2003), more research is needed to better understand parents’ roles as many seek to provide optimal learning environments for their children in the increasingly digital age. Research findings suggest that English language games may play an especially important role for young English language learners given the immersive, engaging learning environment afforded by games (Ilter, 2005; Jensen, 2017), but there is a dearth of research on how young children use digital games to learn a second language. Qualitative studies on digital games and parents’ role within children’s extramural language learning can fill a gap in this field (Forey, Besser & Sampson, 2016; Jenson, 2019).

Sixty-four Chinese kindergarten-aged beginner learners of EFL and their parents living in Hangzhou, China participated in a study focused on using a self-guided digital game to learn English. The game follows a step-by-step learning path and includes activities that engage young learners in authentic, meaningful contexts, which offer opportunities to construct knowledge through trial and error, while receiving the right amount of appropriate corrective feedback at the right time. The design of the game structure and content were based on language standards (e.g., Common European Framework of Reference standards, the American Council on the Teaching of Foreign Language guidelines), second language research, and curriculum instruction. The children used the program for about 15-20 minutes a day for 6 months and participated in pre- and post assessments of English skills (IDEA Proficiency Test, Ballard & Tighe, 2019) administered by bilingual (Chinese, English) examiners. Parents completed weekly reports and an end-of-study survey about their children’s experiences of learning English through a digital game. Fourteen of the parent participants agreed to participate in focus groups or interviews, which were transcribed, translated, and coded within Dedoose.

Qualitative analyses of parent focus group and interview data shed light on parental practices including beliefs, expectations, and engagement in supporting their children’s English language learning through a digital game (see Table 1). Initial analyses indicate, for instance, that fostering children’s interest in English from early on as a way to prepare them for a prosperous future is an important reason for parents to invest in digital learning resources. Additionally, many parents describe helping, accompanying, and providing practice opportunities for their child to connect the content they are learning to daily life. Discussion will focus on the ways in which Chinese parents create conditions conducive to developing their children’s English skills.

Authors

• Hee Jin Bang, Age of Learning, Inc.
  Presenting Author

• Kirsten Olander, Age of Learning, Inc.
  Non-Presenting Author