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Article published In: Language Teaching for Young Learners
Vol. 4:1 (2022) ► pp.30–65

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Survey article

Learning through digital technologies among pre-primary school children

Implications for their additional language learning

 | University of Pennsylvania
Published online: 17 January 2022
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https://doi.org/10.1075/ltyl.21009.but
Abstract
In response to the growing global demand for teaching additional language(s) to very young children (ages 2–6), an increasing supply of digital technologies purports to assist pre-primary school children with their language learning. Focusing on TV/videos, digital picture books, and social robots, this paper examined the small body of empirical research on the effect of these digital technologies on very young second or foreign language learners and bolstered this research with similar studies conducted among very young children learning a first language. The paper identifies possibilities and limitations of using such technologies and documents how they can be used effectively with young language learners. Two key elements for effective use of digital technologies emerged from the examination of the relevant studies: (a) digital devices and applications must have developmentally appropriate content and functions; and (b) children need to have meaningful interaction with adults or digital agents while using digital technology. The paper concludes with two implications for future research: (a) the need to have critical discussions when designing digital technologies for and using digital technologies with young children; and (b) the need to pay greater attention to individual differences in children’s attitudes and preferences concerning different digital technologies.
Article outline
  • 1.Introduction
    • 1.1Screen media: TV, videos, and apps
      • 1.1.1Assumptions for multimedia learning
      • 1.1.2Video deficit among children younger than 2–3 years old
      • 1.1.3Potential benefits for preschool children in L1 contexts
    • 1.2Caveats reported in research in L1 contexts
    • 1.3Learning additional languages (L2 or FL) through TV, videos, and apps
  • 2.Children’s digital books
    • 2.1Defining digital books
    • 2.2The effects of digital books in L1-reading contexts
    • 2.3Conditions for effective use found in studies conducted in L1 contexts
    • 2.4Promising results among L2-learning children
  • 3.Social robots
    • 3.1Defining social robots
    • 3.2Social robots and children’s language development conducted in L1 contexts
    • 3.3Use of social robots for L2/FL learning
  • 4.Discussion
    • 4.1Developmentally appropriate content and functions
    • 4.2Meaningful interaction with adults and/or digital agents
  • 5.Conclusion
  • Notes
  • References
References (122)
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Cited by (7)

Cited by seven other publications

Säljö, Roger
2025. Learning as Enculturation: Universalism, Particularism, and Ecologies of Knowing. In The Palgrave Handbook of Decolonising the Educational and Language Sciences, ► pp. 79 ff. DOI logo
Tan, Rongle, Emilia Djonov & Alice Chik
2025. Evaluating English Learning Apps for Chinese Preschoolers: A Multimodal Case Study. TESOL Quarterly DOI logo
Tan, Rongle, Emilia Djonov & Alice Chik
2025. Balancing professionalism and accessibility: Comparing preschool English teaching by teachers and by apps. Education and Information Technologies 30:14 ► pp. 20317 ff. DOI logo
Bang, Hee Jin, Eric Setoguchi, Alison Mackey & Akiko Fujii
2024. L2 learning outcomes of a research-based digital app for Japanese children. Studies in Second Language Acquisition 46:2 ► pp. 504 ff. DOI logo
Butler, Yuko G.
2024. Young Learners and Language Teaching. In The Encyclopedia of Applied Linguistics, ► pp. 1 ff. DOI logo
Zhang, Lawrence Jun & Yunhua Shen
2023. What two decades of research into L2 listening in System tells us: Looking back for looking forward. System 112 ► pp. 102970 ff. DOI logo
Xia, JianXue & Zhao Kaifa
2022. [Retracted] Discussion on Basic Japanese Teaching Mode in Multimedia Network Environment. Journal of Environmental and Public Health 2022:1 DOI logo

This list is based on CrossRef data as of 27 november 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

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