Cover not available

Article published In: Language Teaching for Young Learners
Vol. 7:1 (2025) ► pp.106–130

Get fulltext from our e-platform
JBE logo with link
PDF logo with download linkDownload PDF
EPUB logo with download linkDownload EPUB
Original Research Article

Chinese parents’ involvement in their young children’s app-based language learning

 | Age of Learning, Inc., USA
 | Georgetown University, USA
Open Access logo
Available under the Creative Commons Attribution (CC BY) 4.0 license.

For any use beyond this license, please contact the publisher at rights@benjamins.nl.

Published online: 15 August 2024
DOI logo with link
https://doi.org/10.1075/ltyl.00052.ban
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.
Article outline
  • 1.Literature review
    • 1.1Digital game-based language learning
    • 1.2The role of Chinese parents in their children’s English language development
  • 2.The current study
  • 3.Methods
    • 3.1The app
    • 3.2Data collection instruments
      • 3.2.1Language assessments: Measures of English language proficiency
      • 3.2.2Parent surveys
      • 3.2.3Parent interviews and focus groups
    • 3.3Analysis
      • 3.3.1Quantitative data
      • 3.3.2Qualitative data
  • 4.Results
    • 4.1Quantitative findings
    • 4.2Qualitative findings
  • 5.Discussion
    • 5.1Additional interpersonal interactions: Opportunities for real-world language use
    • 5.2Positive affective orientations: Attitudes and characteristics that facilitate language learning
  • 6.Conclusions and future directions
  • Conflict of interest statement
  • Acknowledgements
  • References
References (56)
References
Andringa, S., & Godfroid, A. (2020). Sampling bias and the problem of generalizability in applied linguistics. Annual Review of Applied Linguistics, 401, 134–142. Google Scholar logo with link to Google Scholar
Ballard & Tighe, Publishers (2019). Idea Proficiency Test. [URL]
Bang, H. J., Olander, K., & Lenihan, E. (2020). Testing a research-based digital learning tool. The Computer Assisted Language Instruction Consortium Journal. 37 (3), 277–308. Google Scholar logo with link to Google Scholar
Bang, H. J., Setoguchi, E., Mackey, A., & Fujii, A. (2024). L2 learning outcomes of a research-based digital app for Japanese children. Studies in Second Language Acquisition, 461, 504–534. Google Scholar logo with link to Google Scholar
Boers, F., Bryfonski, L., Faez, F., & McKay, T. (2021). A call for cautious interpretation of meta-analytic reviews. Studies in Second Language Acquisition, 43(1), 2–24. Google Scholar logo with link to Google Scholar
Bourgonjon, J., Valcke, M., Soetaert, R., de Wever, B., & Schellens, T. (2011). Parental acceptance of digital game-based learning. Computers & Education, 57(1), 1434–1444. Google Scholar logo with link to Google Scholar
Buckley, C. (2021, October 1). China Tightens Limits for Young Online Gamers and Bans School Night Play. The New York Times. Retrieved from [URL]
Butler, Y. G. (2015). English language education among young learners in East Asia: A review of current research (2004–2014). Language Teaching, 48(3), 303–342. Google Scholar logo with link to Google Scholar
Casañ-Pitarch, R. (2018). An approach to digital game-based learning: Video-games principles and applications in foreign language learning. Journal of Language Teaching and Research, 9(6), 1147–1159. Google Scholar logo with link to Google Scholar
Charro, M. E., & Blanco, M. A. (1973). A programmed audio-visual college French course. System, 1(1), 1–4. Google Scholar logo with link to Google Scholar
Choi, N., Kang, S., Cho, H., & Sheo, J. (2019). Promoting young children’s interest in learning English in EFL context: The role of mothers. Education Sciences, 9(1), 46. Google Scholar logo with link to Google Scholar
Choi, N., Kim, T., Kiaer, J., & Morgan-Brown, J. (2020). Mothers’ educational beliefs and preschoolers’ English learning attitudes: The mediating role of English experiences at home. SAGE Open, 10(4), 215824402097023. Google Scholar logo with link to Google Scholar
Cook, A. (1995). A review of the IDEA Oral Language Proficiency Test Forms C & D-English. [Paper presentation]. Annual Meeting of the Southwest Educational Research Association, Dallas, Texas. Retrieved from [URL]
Cornillie, F. (2022). Digital games and technology-mediated gameful environments for L2 learning and instruction. In N. Ziegler & M. González-Lloret (Eds.), The Routledge handbook of second language acquisition and technology (pp. 272–285). Routledge. Google Scholar logo with link to Google Scholar
Demirbilek, M. (2010). Investigating attitudes of adult educators towards educational mobile media and games in eight European countries. Journal of Information Technology Education, 91, 235–247. Google Scholar logo with link to Google Scholar
Dewey, D. P., Belnap, R. K., & Steffen, P. (2018). Anxiety: stress, foreign language classroom anxiety, and enjoyment during study abroad in Amman, Jordan. Annual Review of Linguistics, 381, 140–161. Google Scholar logo with link to Google Scholar
Dixon, D. H., Dixon, T., & Jordan, E. (2022). Second language (L2) gains through Digital Game-Based Language Learning (DGBLL): A meta-analysis. Language Learning & Technology, 26(1), 1–25.Google Scholar logo with link to Google Scholar
Gentile, D. A., Nathanson, A. I., Rasmussen, E. E., Reimer, R. A., & Walsh, D. A. (2012). Do you see what I see? Parent and child reports of parental monitoring of media. Family Relations, 61(3), 470–487. Google Scholar logo with link to Google Scholar
Gong, H., & Piller, Y. (2017). Differences in parental involvement and perception of video games: A pilot study on American-born and immigrant parents. EURASIA Journal of Mathematics, Science and Technology Education, 14(3), 785–796. Google Scholar logo with link to Google Scholar
Godwin-Jones, R. (2022). Technology-mediated SLA: Evolving trends and emerging technologies. In N. Ziegler & M. González-Lloret (Eds.), The Routledge handbook of second language acquisition and technology (pp. 382–394). Routledge. Google Scholar logo with link to Google Scholar
Haidt, J. (2024). The Anxious Generation: How the Great Rewiring of Childhood is Causing an Epidemic of Mental Illness. Penguin Publishing Group.Google Scholar logo with link to Google Scholar
Harris, A., & Goodall, J. (2008). Do parents know they matter? Engaging all parents in learning. Educational Research, 50(3), 277–289. Google Scholar logo with link to Google Scholar
Holden, C., & Sykes, J. (2011). Leveraging mobile games for place-based language learning. International Journal of Game-Based Learning, 1(2), 1–18. Google Scholar logo with link to Google Scholar
Jensen, S. H. (2017). Gaming as an English language learning resource among young children in Denmark. CALICO Journal, 34(1), 1–19. Google Scholar logo with link to Google Scholar
Jiang, Y., Shang, J., & Jiao, L. (2023). Review of China’s Online Education Policy, 1999–2022. ECNU Review of Education, 6(1), 155–182. Google Scholar logo with link to Google Scholar
Jin, L., & Cortazzi, M. (2018). Early English language learning in East Asia. In S. Garton & F. Copland (Eds.), The Routledge handbook of teaching English to young learners (pp. 477–492). Routledge. Google Scholar logo with link to Google Scholar
Lee, S. M. (2019). Her story or their own stories? Digital game-based learning, student creativity, and creative writing. ReCALL, 31(3), 238–254. Google Scholar logo with link to Google Scholar
Lee, K. M., Jeong, E. J., Park, N., & Ryu, S. (2011). Effects of interactivity in educational games: A mediating role of social presence on learning outcomes. International Journal of Human – Computer Interaction, 71, 620–633. Google Scholar logo with link to Google Scholar
Li, S., Hiver, P., & Papi, M. (2022). The Routledge handbook of second language acquisition and individual differences. Routledge. Google Scholar logo with link to Google Scholar
Liu, X. (2020). Chinese parents’ perceptions and practices of EFL technology usage with young children. In K. Borthwick & A. Plutino (Eds.), Education 4.0 revolution: Transformative approaches to language teaching and learning, assessment and campus design (pp. 61–67). Research-publishing.net. Google Scholar logo with link to Google Scholar
Liu, T-Y., & Chu, Y-L. (2010). Using ubiquitous games in an English listening and speaking course: Impact on learning outcomes and motivation. Computers & Education, 551, 630–643. Google Scholar logo with link to Google Scholar
Mackey, A. & Bryfonski, L. (2023). The art and science of language teaching. Cambridge University Press.Google Scholar logo with link to Google Scholar
Mawer, K., & Stanley, G. (2011). Digital play: Computer games and language aims. Delta Publishing.Google Scholar logo with link to Google Scholar
Newton, J. (2013). Incidental vocabulary learning in classroom communication tasks. Language Teaching Research, 17(2), 164–187. Google Scholar logo with link to Google Scholar
Phillips, M. K. (1987). Potential paradigms and possible problems for CALL. System, 15(3), 275–287. Google Scholar logo with link to Google Scholar
Reinhardt, J. (2016). Co-presence, situatedness, and mobile game-enhanced learning. Retrieved from [URL]
Reinders, S., & Wattana, S. (2014). Can I say something? The effects of digital play on willingness to communicate. Language Learning & Technology, 18(2), 101–123.Google Scholar logo with link to Google Scholar
Salen, K., & Zimmerman, E. (2004). Rules of play: Game design fundamentals. MIT Press.Google Scholar logo with link to Google Scholar
Save the Children. (2016). Lessons in literacy. Save the Children International. Retrieved from [URL]
Scholz, K. (2017). Encouraging free play: Extramural digital game-based language learning as a complex adaptive system. CALICO Journal, 34(1), 39–57. Google Scholar logo with link to Google Scholar
Segers, E., & Verhoeven, L. (2003). Effects of vocabulary training by computer in kindergarten. Journal of Computer Assisted Learning, 191, 557–566. Google Scholar logo with link to Google Scholar
Soo, Z. (2021, September 20). Parents in China laud rule limiting video game time for kids. Associated Press. Retrieved from [URL]
Stansfield, C. W. (1991). Idea Oral Language Proficiency Test. In K. Keyser and R. C. Sweetlands (Eds.), Test Critiques: Volume VIII. Pro-Ed.Google Scholar logo with link to Google Scholar
Stevenson, M., & Liu, M. (2010). Learning a language with Web 2.0: Exploring the use of social networking features of foreign language learning websites. CALICO Journal, 27(2), 233–259. Google Scholar logo with link to Google Scholar
Stockwell, G. (2022). Historical foundations of technology in SLA. In N. Ziegler & M. González-Lloret (Eds.), The Routledge handbook of second language acquisition and technology (pp. 9–20). Routledge. Google Scholar logo with link to Google Scholar
Suh, S., Kim, S. W., & Kim, N. J. (2010). Effectiveness of MMORPG-based instruction in elementary English education in Korea. Journal of Computer Assisted Learning, 261, 370–378. Google Scholar logo with link to Google Scholar
Sykes, J. (2022). Digital place-based learning. In N. Ziegler & M. González-Lloret (Eds.), The Routledge handbook of second language acquisition and technology (pp. 297–310). Routledge. Google Scholar logo with link to Google Scholar
Sykes, J., & Reinhardts, J. (2012). Language at play: Digital games in second and foreign Language teaching and learning. Pearson.Google Scholar logo with link to Google Scholar
Sylvén, L. K., & Sundqvist, P. (2017). Computer-assisted language learning (CALL) in extracurricular/extramural contexts. CALICO Journal, 34(1), i–iv. Google Scholar logo with link to Google Scholar
Talmy, S. (2010). Qualitative interviews in applied linguistics: From research instrument to social practice. Annual Review of Applied Linguistics, 301, 128–148. Google Scholar logo with link to Google Scholar
Taguchi, N., Li, Q., & Tang, X. (2017). Learning Chinese formulaic expression in a scenario-based interactive environment. Foreign Language Annals, 50(4), 641–660. Google Scholar logo with link to Google Scholar
Tang, X., & Taguchi, N. (2021). Digital game-based learning of formulaic expressions in second language Chinese. Modern Language Journal, 105(3), 740–759. Google Scholar logo with link to Google Scholar
Wu, P., Robinson, C. C., Yang, C., Hart, C. H., Olsen, S. F., Porter, C. L., Jin, S., Wo, J., & Wu, X. (2002). Similarities and differences in mothers’ parenting of preschoolers in China and the United States. International Journal of Behavioral Development, 26(6), 481–491. Google Scholar logo with link to Google Scholar
Xie, J., Wang, M., & Hooshyar, D. (2021). Student, parent, and teacher perceptions towards digital educational games: How they differ and influence each other. Knowledge Management & E-Learning: An International Journal, 13(2), 142–160.Google Scholar logo with link to Google Scholar
Yang, Y. F., Goh, A. P., Hong, Y. C., & Chen, N. S. (2021). Primary school students’ foreign language anxiety in collaborative and individual digital game-based learning. Computer Assisted Language Learning, 1–21.Google Scholar logo with link to Google Scholar
Yip, F. W. M., & Kwan, A. C. M. (2006). Online vocabulary games as a tool for teaching and learning English vocabulary. Educational Media International, 43(3), 233–249. Google Scholar logo with link to Google Scholar
Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue