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Abstract

Abstract

Parents and other primary caregivers play a critical role in shaping the environment in which their children develop language and literacy skills. Relatively little, however, is known about caregiver involvement in their children’s foreign language learning, especially when using a self-guided language learning app. This study focuses on whether and how Chinese parents and caregivers contribute to their young children’s English language learning as children use a digital game-based learning app to develop their English skills. Data collected from a larger efficacy study through interviews, focus groups, and surveys were examined to uncover information about how the app was effective and how parents and caregivers shaped their children’s language learning experiences. Results indicated that parents can be and often are involved in their children’s app-based language learning experiences, and that parental involvement can mediate learning. Results also suggest that time spent on digital media can be effectively leveraged by parents for educational purposes and parents who allow their children greater independence may more readily foster their children’s ability to achieve higher English language skills.

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/content/journals/10.1075/ltyl.00052.ban
2024-08-15
2024-09-19

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/content/journals/10.1075/ltyl.00052.ban
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Chinese parents’ involvement in their young children’s app-based language learning
John Benjamins ; https://doi.org/10.1075/ltyl.00052.ban
/content/journals/10.1075/ltyl.00052.ban
/content/journals/10.1075/ltyl.00052.ban
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  • Article Type: Research Article
Keywords: Chinese children ; language learning ; game-based learning ; parent involvement ; education technology

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