The impact of two language learning methodologies: technology enhanced language learning and paper-based learning: an individual differences approach to effective learning and teaching

Moulara, Paraskevi (2025). The impact of two language learning methodologies: technology enhanced language learning and paper-based learning: an individual differences approach to effective learning and teaching. University of Birmingham. Ph.D.

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Abstract

The present study has two areas of interest: Technology Enhanced Language Learning (TELL) and Individual Differences (IDs). Research on TELL has reported the positive impact of technology on L2 learning (e.g., Bester & Brand, 2013; Qiao & Zhao, 2023). Most studies targeted adult L2 learners, leaving the effects of TELL at younger ages understudied (e.g., only a fifth of studies has been conducted at secondary educational levels, cf., Chang & Hung, 2019). The present study aimed to examine this under-researched population and determine whether technology is conducive to young teenagers’ L2 learning. A variety of language structures (e.g., vocabulary, tenses, and word order in English), language skills (e.g., listening and speaking skills), and factors integral to learning (e.g., in-class attention and motivation in the lesson) were considered. Research on IDs has made contradictory claims about the impact of IDs on language learning. While many studies corroborated their relationship (e.g., Chrysochoou et
al., 2013; Schmidt, 2012), many others disputed the importance of such an effect (e.g., Felser & Roberts, 2007). To address this longstanding controversy, the relationship between IDs and language learning was explored, specifically with respect to the teaching methodology. Due to
the intricate relationship of IDs with various SLA factors, such attempts are scarce in the literature (Chen et al., 2021; Dewaele, 2012).

A 6-month classroom intervention study was conducted at a Lower Secondary School in Greece with L1 speakers of Greek aged 11-13 who were learning English as a Foreign Language (EFL). A control group (30 students) was taught in the traditional way using textbooks and paper-based materials, and an intervention group (35 students) was taught with digital resources (e.g., online games and videos, websites, Virtual and Augmented Reality, mobile phones) and paper-based teaching materials. Tests assessing the participants’ L2 knowledge were conducted before and after the intervention to assess any difference in linguistic improvement between the two groups. Tests measuring their individual differences
were also administered. Questionnaires on their motivation and attention in class were completed at the end of the intervention and in each lesson, respectively.

The results showed that technology improves learners’ vocabulary and speaking skills and contributes to their in-class attention and motivation. The other language learning dimensions – tenses, word order, and listening – equally improve in both teaching methodologies. Furthermore, the teaching methodology was found to modulate the relationship of IDs with language learning. The findings revealed that attentional capacities hinder word order acquisition in traditional paper-based classes and impede vocabulary acquisition in TELL classes. Conscientiousness contributed to L2 learners' in-class attention regardless of the teaching methodology. However, the results showed that L2 learners need to be academically
motivated to stay attentive in a traditional lesson. Additionally, they need to show conscientiousness traits to stay motivated in a traditionally taught class.

These findings suggest that a) although recent research highlights the effectiveness of TELL, an engaging technology-free L2 environment is still effective, and b) the teaching methodology, language learning, and learners’ IDs are intertwined and influence each other. This study contributes to the limited number of TELL studies on younger ages and establishes a framework for exploring the modulating role of the teaching methodology on the IDs-language relationship. Teaching recommendations based on the findings are provided to highlight the research impact of the study.

Type of Work:

Thesis (Doctorates > Ph.D.)

Award Type:

Doctorates > Ph.D.

Supervisor(s):