1

Republic of the Philippines

BULACAN AGRICULTURAL STATE
COLLEGE
Institute of Education
San Ildefonso, Bulacan

“The Role of Gadgets’ Exposure to Children in Acquiring L2”

In Fulfilment of the Requirement of the course

ENG 109
Advance Language Research

Submitted to:
Mrs. Arjie Domingo

(05/13/2021)
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Proponents:
Name: Acosta, Aliah Nicole M.
Course and Section: Bachelor of Secondary Education Major in English
Institute: Institute of Education
Address: Salangan, San Miguel, Bulacan.
Telephone number: 09169062342
Email Address: aliahacosta91@gmail.com

Name: David, Abegail V.

Course and Section: Bachelor of Secondary Education Major in English
Institute: Institute of Education
Address: Biclat, San Miguel, Bulacan.
Telephone number: 09675831996
Email Address: abegaildavid03@gmail.com

Name: Magat, Lyca Joy R.

Course and Section: Bachelor of Secondary Education Major in English
Institute: Institute of Education
Address: Sibul, San Miguel, Bulacan.
Telephone number: 09164980645
Email Address: lycajoy523@gmail.com

Name: Maneclang, Shiela Mae P.

Course and Section: Bachelor of Secondary Education Major in English
Institute: Institute of Education
Address: Tigpalas, San Miguel, Bulacan.
Telephone number: 09613034896
Email Address: maneclangshiela@gmail.com

Name:Mercado, Rica Michaela M.

Course and Section: Bachelor of Secondary Education Major in English
Institute: Institute of Education
Address: Salangan, San Miguel, Bulacan.
Telephone number: 09214824688
Email Address:mercadorica10@gmail.com
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The Role of Gadgets’ Exposure to Children in Acquiring L2

Abstract
A number of studies conducted to measure child’s language, literacy, and cognitive
development due to exposure in technology and previous research conducted in adult and
college students. To address those deficiencies, the role of gadgets in child’s second language
acquisition as prerequisite of such developments was investigated since L2 learners being tech
savvy at the same time becomes salient, second language acquisition of children exposed in
gadgets is the target sample size in this study. S.D. Krashen theory on second language
acquisition proposed to study the process of acquisition. This process taken into account the
learner’s mastery in mother tongue. This study used mixed method research design to
investigate the role of gadgets in children ages 5-7 years old as a means of acquisition of
second language. In addition, this study highlights the significant role of screen time as a major
determinant of child’s acquisition of L2 as 84% from 50 sample size agree to this claim. Results
found that male are predominant in exposure in gadgets as it garnered 62% of sample size.
This concludes that gender factors contributes to child’s engagement using gadgets. Media
platforms such as Facebook, YouTube, Video calling is proven to be effective in acquisition of
L2. Moreover, results found that mobile games are one of the contributor in acquisition of L2
which 4% of the participants specified.

Key words: Second language acquisition, screen time, L2 learners, gadgets

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ACKNOWLEDGEMENT
Before this study was finished the researchers has come into many errors, stress and
problems. One of those is the lack of resources of the information. The researchers find many
ways to be able to make this study successful, they borrowed gadgets, books and articles in able
to have information sources. In expressing their simple appreciation, Researchers want to thank
the following:
Teacher. Researchers want to thank their teacher for the exemption and sympathizing in building
and creating this research. They also want to thank her simple help for the grammar, analyzing
and defining other word that is not familiar in their vocabulary. Otherwise, they want to thank the
guide that is a big help the teacher give to the researchers usually for the subject teacher.
Student. For cooperating in the systematic survey the researchers conducted, they want to show
the simple appreciation by saying thank you. If it is not because of them the research would never
be finish.
Parents. The researchers want to thank their parents for the moral, emotional and financial
supports they give to them. For the guidance and care they give during the investigation of the
study. They also want to thank the simple effort they give by means of cooking their meals for
the researchers to be able to think clearly and have strength to do the research study. Also they
want to thank the simple advice their parents give and mostly for the love.
Researchers mostly want to thank our mighty God, for his guidance and blessings, for his
help and love. They want to thank Him because he answers all their prayers and it is to finish this
study successfully.

i
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The Role of Gadgets’ Exposure to Children in Acquiring L2

INTRODUCTION
Technology has become an indispensable tool for students. In this age, technology can be seen
as encouraging apparatus to promote the second language acquisition of children. Digital
technology plays as supplementary tool to support child’s interest, enrich their language and
communication while extending child’s play (Chang and Schuler, 2010). Research point out the
content that children consumed in educational television can be used as a tool to raise language
awareness most especially by preschool children (Australian Council for Educational Research,
2010).
L2 learners being tech savvy at the same time becomes salient. L2 learners who are able to read,
interactive technology can support their exposure to language through reading (Chang &
Breazeal, 2011). Technology operated apps such as story telling e-books, video calls, and games
can contribute to early communication and language development (Formby 2010).
Graphics is one of the most admirable features of multimedia. Study concludes that features of
multimedia such as image associated with verbal word, an animated action, sound, combination
of images, sound and text increases child’s word acquisition capacity (Farley et al., 2012). Other
research that supports this claim concludes that multimedia considered as a facilitating tool of
language learning because it allows presentation of information in multiple forms (Chai & Erlam,
2008; Cohen & Johnson, 2010; Farley et al., 2012; Mayer & Moreno, 2003; Rosen et al., 2012;
Schwartz, 2005; Silverman & Hines, 2009).
Aside from features, graphics, multimedia, and digital technology, studies found out strong
implication of games in acquiring second language for it motivates children to actively participate.
Active types of activities such as the use of internet and playing video games contributes positively
in the second language acquisition of children (Sundqvist 2009, 2011). Studies shown that a good
features of technology incorporates language learning principles to develop language learning
(Gee, 2003). Studies proven the gaming elements greatly benefits L2 learners in form of social
interaction, competition, and cooperation and becoming motivated.
Early studies in the area of language acquisition have demonstrated positive effects of game play
on motivation, willingness to communicate, language socialization, and a range of other factors
involved in the language learning process. Later, media is considered as facilitating tool in
language acquisition however, majority of these studies have been conducted in college students
which is inadequate since language acquisition varies depending on the children's linguistic
repertoire, particularly the language feedback given through social communication and interaction
(Tomasello, 2003).
Few research has been focused to the effects of gadgets in child’s second language acquisition.
Most research has been restricted in literacy cognitive and vocabulary development and fails to
emphasize acquisition of language as the implication of those research findings. Audio lingual
method and behaviorism is a method of acquiring foreign language without the use of mother
tongue. It suggests that students learned language through series of drills involving imitation,
repetition and practice (Richards and Rodgers, 2001).
This mixed method research aims to demonstrate the deficiency of previous research findings
that failed to recognize the implication of language acquisition prior to literacy and cognitive
development. Since technology has seen as supplementary tool to engage children, this research
utilizes technology effectiveness as a basis to produce communicative ability, interactive way
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therefore acquisitions of second language. The evidence collected from this study will be used to
inform parents to supervise children about healthy screen time, for community to make use of
technology upon learning second language at the same time, and for the future researchers.
Moreover, it presented factors which have the greatest influence on the exposure of children to
screen time. This study addressed the following questions:
1. How many times the children ages 5-7 years old spend with gadgets?
2. How many the communicative ability and second language proficiency of children exposed
in gadgets be described in terms of?
a. Child ‘s experience using technology
b. Social media platforms
c. Other factors in acquiring SLA.
3. Is there a significant relationship between screen time and second language acquisition?

Conceptual Framework

Second language Acquisition Children exposed in Gadgets

Screen Time

Stephen Krashen’s Theory of Second Language Acquisition is used in this study. Acquisition is
the product of subconscious experience of children being exposed in language. It requires natural
interaction to target language and does not concerned in utterances but in communicative act.
Second Language Acquisition of children exposed in gadgets follows inductive approach which
children is actively engaged in the process by the use of gadgets that enables active and
interactive engagement of L2 learner.
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METHODOLOGY
Research Design
This study aims to show common themes that using gadgets contribute in child’s Second
Language Acquisition, factors affecting child’s engagement in technology, to provide views about
stage where language acquisition best occur. To address these aims, this study follows Mixed
method research design aims to offer a complete description of main body of issues, development
and implication of gadgets in child’s Second Language acquisition by providing statistical data to
further analyze findings. It addresses common themes as a major determinant used to gather in-
depth insights in this study.
Participants
Population were taken in San Miguel, Bulacan with the sample size of 50 using quota sampling
technique, a non-probability sampling where researchers select sampling size that represent the
population with non-random criteria. Sample size was selected on the basis of age (5-7 years
old), technology engaged, English as second language, Filipino citizen, currently resided and
enrolled in any schools located at San Miguel, Bulacan.
Data Collection Technique and Sampling Procedure
This study investigates the communicative development by children exposed in gadgets and the
relationship between second language acquisition and child’s screen time at San Miguel, Bulacan.
To determine the relationship between screen time and child’s SLA, semi-structure survey
questionnaire is made through Google forms and divided into three parts; demographic profile,
child’s SLA being engage in gadgets and communicative skills developed. Demographic includes
name, age, gender, school name, and address. Second part of questionnaire includes sample
size device type, screen time, experience, media or website used, and other factors that
contributes in acquisition of language. The third part of is 1 set of likert scale type of questions
which respondents choose from verbal descriptors; strongly agree, agree, neutral, disagree, and
strongly disagree. This part contained 15 items that focus on communicative skills developed by
the use of gadgets. After qualified respondents agree to researcher’s invitation, survey
questionnaire link is administered in Messenger app. Responses were collected in Google forms.
To investigate the communicative skills of children, respondent is encouraged to send a video of
their child speaking in English language. Data output is presented in the form of text, graphs,
statistics and videos.
Data Analysis
This study uses variety of data analysis method; Thematic generation, Citation analysis, Content
analysis, and parametric test, mean. This is to analyze the data gathered from interview and
survey to provide a descriptive, clear and complete information. Mean is used to get the average
mean response from the sample size. Researchers uses Thematic generator analysis to get the
domain summary and draw the common theme. Other analysis method researchers used is
Content analysis to examine meanings, relationship between screen time and child’s SLA,
common themes formulated, and other concepts. For better evaluation of data, researcher also
used Citation analysis to cite relative importance and meaningful insights related to this study.
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RESULTS AND DISCUSSION

This chapter includes the results of the study. First, a detailed description of the data collection
parameters is provided. Then, the process of data screening and preparation is described,
followed by a presentation of the demographic characteristics of the final samples and a summary
of the data analysis.
To investigate the correlation between screen time and Second Language Acquisition and
communicative ability of children in San Miguel, Bulacan, survey questionnaire was divided into
3parts; demographic profile of respondents includes child’s name, name of school, age, gender
and device type. The second part focused on child’s engagement in gadgets which include child’s
experience using gadgets, media platform used, and other external factors that contribute to
child’s Second Language Acquisition. For the last part includes how many screen time and 1 set
of Likert Scale type of questionnaire contained 15 items that focuses on skills develop and
performance of child being exposed in gadgets. Questionnaires include verbal descriptors;
strongly agree, agree, neutral, disagree and strongly agree which respondents select. As for
measuring the child’s communicative ability, the respondents are encouraged to send a video of
their child speaking in English language. After the respondents submitted their response and
videos, the researchers collected the data to be analyzed.
The results of the survey conducted in this study are presented under 3 themes, relating to the
research question of this study.
I. How many times the children ages 5-7 years old spend with gadgets?

Age

24%
50%
26%

7 6 5

Figure 1: Age
Researchers sample size target are children age ranged 5-7 years old to address the assumption
that young learners have high potential in acquiring languages rapidly, efficiently and proficiently
that age factor is determinant that influence Second Language Acquisition thus, early age is
superior in L2 acquisition than adults. According to this assumption, adults said to be fail to
achieve fluency in second language while children seem to be like native speakers when exposed
at second language at early age (Lenneberg, 1967). This research aims to draw the gap of
previous research where technology is considered as facilitating tool in language learning
unfortunately, college students are involved in the process (Chai et al., 2008). This study found
lack of validity since adult age is inferior language acquisition. This claim is supported by
observation made by Ellis (1986, p. 107) states that there is a period when language acquisition
happened naturally because brain is no longer able to process language after a certain age. In
particular, Krashen et al., (1979) draw from the research literature and indicate that the older is
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faster, but the young is better.

As for device type, 100% of the sampling size claim that their child uses mobile phone as it is
present in every household. Financial and budgetary seen as enables the technology purchase
(Swinburne University of Technology, 2017)

Gender

38%
62%

Male Female

Figure 2: Gender
This study found that among 50 sample size, 62% are males and 38% are females. Therefore,
this claim that male children are more engaged in using gadgets than females. This finding is
similar to longitudinal study of Sylvén and Sundqvist (2012) found that male is more engaged in
the former, and females are in the latter.

Screen Time

20%
40% 8%
32%

Below 1 hour a day 2 hours a day

3 hours a day 4 hours and above

Figure 3: Child’s screen time a day

These study findings showed an unhealthy screen time of 50 sample size as 40% of these spend
more than 4 hours a day. This study has similar findings in a Cross-Sectional and Longitudinal
study of Dutch et al., (2013) showed that, children in the sample spent 3.29 hours (SD = 2.63),
2.09 of which revolved around child-directed media and 1.29 hours around adult-directed media.
The median total exposure was 2.5 hours per day. These results are not acceptable in (American
Academy Paediatrics, 2015) that advised parents to limit screen time and they are now reviewing
their advice due to advances in devices. According to Mayo Clinic, poor quality screen time is
linked to health afflictions.
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II. How may the communicative ability and second language proficiency of children
exposed in gadgets be described in terms of?
a. Child’s experience using technology
b. Social media platforms
c. Other factors in acquiring SLA

Experience

18%
42%

40%

Interactive Active Passive

Figure 4: Child’s experience using technology

This research found out that 42% of children finds using gadgets interactive hence, acquisition of
second language. Children’s experience using gadgets is interactive as it allows them to actively
play and participate. This finding is borne out by previous study of Scholz (2016) who used
Massively Multiplayer Online Role-Playing Games MMORPGs that in general, encouraged
Second language interaction while players are active and engage with other within the virtual
environment. It is clear that technology provides interactive environment that requires social
engagement through interaction.
Moreover, this study also claim that children actively participate in gadgets as it garnered 40 %
from 50 sample size. It was similar to (Sundqvist 2009, 2011) longitudinal study points out that of
activities such as use of internet and playing games contributes to active participation than those
passive activities such as watching television.

Factors

26%
44%

30%

Tutoring Peer Play Daily Conversations

Figure 5: Other factors affecting SLA

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This study aims to identify other factors than using of gadgets that contribute to Second Language
Acquisition of children. Findings showed that 44% of the sample size claims that daily
conversation is one of determinant of child’s Second Language Acquisition since English
language is Filipino’s second language. According to Muntean (2011) social interaction, and
cooperation the second language learner becomes motivated. This study is emphasis that social
interaction is one of major factors that contribute to acquisition of language. In addition, Swinburne
University of Technology (2017) state that social interaction could involve collaborative use with
peers and/or involvement with the student’s teachers or caregivers. In addition, Cross-Sectional
study conducted by Honig (2007), purported that caregivers and teachers plays vital role in social
context where language acquisition occurs. Such that, parents, teachers and caregivers need
awareness and understanding of how language is organized.

Social Media/ Website

13%2%
15%
53%
17%

Youtube Television Facebook Apps (Lingokids) Others

Figure 6
This study aims to specify media platform which children are more engaged in such as YouTube,
apps e.g. Lingo kids, Fun English and particular games. According to Alexia (2011), YouTube is
one of the most popular websites. Duffy (2008) states that instructors use this website to teach
English language as stated by Duffy (2008). This study found the role of YouTube in acquisition
of second language. The results gathered shows that most of children relies on YouTube as it
garnered 53% from 50 sample size. This results are similar to Cross-Sectional and Longitudinal
study of Dutch et al., (2013) found that one-third from 119 sample size watched shows through
YouTube on their parent’s cell phone making increased exposure a detriment to their language
acquisition. In addition, Alexa (2011) states that YouTube is one of the most popular websites.
YouTube is being increasingly used by instructors to teach the English language (Duffy 2008).
Based on the results of this study (see figure 6), there is 2% of sampling specify that mobile
games specifically Mobile Legends contributes to language acquisition. Therefore, this study also
sees the potential and benefits of games in child’s Second language acquisition to provide a
meaning language practice. This finding supported by early studies of Reinders (2017) which
findings showed positive effects of games in child’s willingness to communicate, motivation and
allows language socialization. Study of Swain (1985) and long (1981) in second language
incorporate the use of massively multiplayer online role-playing games (MMORPGs) which people
play against others while players are cooperating, competitive communicating with much
exposure in second language and L2 output by interaction which are the factors that involved in
Second Language Acquisition process. In which people play with and against others online, and
simulation games, in which players create and communicate in virtual worlds, create many
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opportunities for collaboration and competition and rich opportunities for exposure to L2 input as
well as opportunities for L2 output and interaction, all of which have rich theoretical bases in
second language acquisition research.

III. Is there a significant relationship between screen time and second language
acquisition?
Data gathered from survey questionnaire purports that 72% of the participants child spend more
than 2 hours’ day in using gadgets, 40% of this spend more than 4 hours per day (see figure 3).
However, study conducted by Funk et al., (2010) suggest to limit the screen time of children older
than 2 years old to not more than 2 hours per day. Furthermore, to measure child’s L2 acquisition,
participants response was analyzed and found that 84% of sample size acquire L2 (see figure 8).
This claim is similar to findings of study conducted by Anderson et al., (2001) claims that
educational programs in media support pre-school age children because of comprehension
occurs while being engaged in using media. In conclusion, this study claims that hours spend in
using gadgets positively correlates in child’s second language acquisition.

Item 5 4 3 2 1 MEAN
VD
1 65 124 15 2 0 4.12 A
2 45 120 33 0 0 3.96 A
3 55 156 0 0 0 4.22 A
4 70 104 30 0 0 4.08 A
5 80 108 21 0 0 4.18 A
6 40 108 45 4 0 3.94 A
7 95 88 21 4 0 4.16 A
8 45 104 36 6 0 3.82 A
9 95 84 24 4 0 4.14 A
10 55 120 21 4 0 4.00 A
11 65 128 6 6 0 4.10 A
12 45 112 27 2 3 3.78 A
13 60 116 21 4 0 4.02 A
14 60 72 45 10 0 3.74 A
15 16 104 27 6 0 3.94 A

Figure 7: Results from 15 item questions in likert scale

Scale Verbal Interpretation
4.50-5.00 Strongly Agree (SA)
3.50-4.49 Agree (A)
2.50-3.49 Neutral (N)
1.50-2.49 Disagree (D)
1.00-1.49 Strongly Disagree (SD)
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Respondents How long is your child's VERBAL

MEAN INTERPRETATION
screen time?
1 4.93333 D. 4 hours and above a day. SA
2 4.46667 C. 3 hours a day A
3 4.26667 D. 4 hours and above a day. A
4 4.2 D. 4 hours and above a day. A
5 3.8 A. Below 1 hour a day N
6 4.26667 D. 4 hours and above a day. A
7 3.33333 A. Below 1 hour a day N
8 3.4 A. Below 1 hour a day N
9 4.2 D. 4 hours and above a day. A
10 3.46667 A. Below 1 hour a day N
11 3.66667 D. 4 hours and above a day. A
12 4.26667 D. 4 hours and above a day. A
13 4.2 D. 4 hours and above a day. A
14 3.66667 C. 3 hours a day A
15 4.33333 C. 3 hours a day A
16 4.33333 D. 4 hours and above a day. A
17 4 B. 2 hours a day A
18 4.26667 D. 4 hours and above a day. A
19 4 C. 3 hours a day A
20 3.93333 D. 4 hours and above a day. A
21 3.93333 D. 4 hours and above a day. A
22 4 D. 4 hours and above a day. A
23 5 B. 2 hours a day SA
24 4.73333 C. 3 hours a day SA
25 4.66667 C. 3 hours a day SA
26 4.73333 D. 4 hours and above a day. SA
27 3.6 D. 4 hours and above a day. A
28 4.66667 D. 4 hours and above a day. SA
29 4 D. 4 hours and above a day. A
30 2.66667 C. 3 hours a day N
31 4 C. 3 hours a day A
32 3.13333 C. 3 hours a day N
33 3.46667 A. Below 1 hour a day N
34 3.6 D. 4 hours and above a day. A
35 4.46667 C. 3 hours a day A
36 4.4 C. 3 hours a day A
37 4.46667 C. 3 hours a day A
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38 4.33333 C. 3 hours a day A

39 4.2 D. 4 hours and above a day. A
40 4.26667 C. 3 hours a day A
41 3.66667 A. Below 1 hour a day A
42 4.6 C. 3 hours a day SA
43 3.66667 A. Below 1 hour a day A
44 3.93333 C. 3 hours a day A
45 2.86667 D. 4 hours and above a day. N
46 3.73333 A. Below 1 hour a day A
47 3.46667 A. Below 1 hour a day A
48 3.53333 A. Below 1 hour a day A
49 3.8 B. 2 hours a day A
50 3.93333 B. 2 hours a day A
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Figure 8: Relationship between child’s screen time and acquisition of L2

Conclusion
This paper has means to show the inadequacy of the past researcher discoveries that neglected
to perceive the ramifications of language acquisition before literacy, cognitive and psychological
development. Since technology has seen as supplementary tool to engage children, this research
uses technology viability as a premise to create communicative ability, interactive way
subsequently acquisitions of second language.
Technology assumes an essential part in children’s all part of improvement particularly since we
are in digital era. It very well may be useful in the event that they use it adequately. Children alone
can't decide their constraints in utilizing those technology apparatuses. Thus, the specialists
recommend that a parent should know the age-suitable electronic gadget for their child and they
ought to have an information on how these gadgets can be utilize viably to accomplish a decent
environment for those kids to become familiar with the language more agreeable.
It is not surprising that tech savvy children are more exposed in second language as gadgets
opened opportunities for them to acquire English language at early age. Generally, this study
supports Krashen et al., (1979) indicate that young are better exposed in second language. This
claim is supported by observation made by Ellis (1986, p. 107) states that there is a period when
language acquisition happened naturally because brain is no longer able to process language
after a certain age. Furthermore, this study suggest more research is necessary to maximize the
potential of games in young learners’ acquisition of second language since age factor is one of
major considerations in validity of this study. Finally, researchers point out benefits and social
interaction websites and media offer that greatly contributes in acquisition second language.
 16

REFERENCES:
• Anderson, D. R., & Evans, M. K. (2001). Peril and potential of media for infants and
toddlers. Zero to three: National Center for Infants, Toddlers, and Families, 22, 10- 16.
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Rosen et al., 2012; Schwartz, 2005; Silverman & Hines, 2009).
• Bonk, J 2009, The world is open: How web technology is revolutionizing education. San
Francisco: Jossey-Bass. ISBN\# 9780470461303. Elsevier.
• Chai & Erlam, (2008)., Multimedia Technologies' Influence on Language Acquisition in
English Language Learners (pp. 4)
• Chai, J., & Erlam, R. (2008). The effect and the influence of the use of video and captions
on second language learning. New Zealand Studies in Applied Linguistics, 14(2), 25-44.
• Chang, A., and Breazeal, C. (2011). “TinkRBook: shared reading interfaces for
storytelling,” in Proceedings of the 10th International Conference on Interaction Design
and Children (Ann Arbor), 145–148.
• Choing, C & Schuler, C (2010) Learning, is there an app for that? Investigations on young
children’s usage and learning with mobile devices and apps. The Joan Ganz Cooney
Centre at Sesame Workshop.
• Duffy, P 2008, Engaging the YouTube Google-Eyed Generation: Strategies for Using Web
2.0 in Teaching and Learning. pp.173--182.
• Ellis, R. (1986). Understanding of Second Language Acquisition. Oxford: Oxford
University Press.
• Formby, S (2014) Children’s early literacy practices at home and in early years settings:
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• Gee, J. P. (2012) Foreword. In H. Reinders (Ed.), Digital games in language learning and
teaching. Basingstoke: Palgrave Macmillan.
• Honig AS. (2007). Oral language development. Early Child Development and Care. 2007;
177(6, 7):581-613.
• Krashen, S, M. Long, and R. Scarcella. (1979). Age, rate and eventual attainment in
second language acquisition. TESOL Quarterly, 13, 573–82
• Lenneberg, E. H. (1967). Biological Foundations of Language. New York: Wiley.
• Muntean, C. I. (2011). Raising engagement in e-learning through gamification.
Proceedings 6th International Conference on Virtual Learning ICVL (pp. 323–329), Cluj-
Napoca, Romania, Europe
• Peterson, M. (2012b). Learner interaction in a massively multiplayer online role playing
game (MMORPG): A sociocultural discourse analysis. ReCALL, 24(3), 361–380.
• Reinders, H., (2017). Digital Games and Second Language Learning (pp. 330),
Basingstoke: Palgrave Macmillan.
• Scholz, K. (2016). Online digital game-based language learning environments:
Opportunities for second language development. Unpublished doctoral thesis,
University of Waterloo.
• Sundqvist, P., & Sylvén, L. K. (2014). Language-related computer use: Focus on young
L2 English learners in Sweden. ReCALL, 26(1), 3–20.
• Sundqvist, P., & Sylvén, L. K. (2014). Language-related computer use: Focus on young
L2 English learners in Sweden. ReCALL, 26(1), 3–20.
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APPENDIX
Survey Questionnaire
18
19
20
21