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Type :thesis
Subject :PL Languages and literatures of Eastern Asia, Africa, Oceania
Main Author :Nur Fathiah Syahirah Ismail
Title :Gender differences in Web 2.0 technology adoption among undergraduates in out-of-class context for autonomous ESL learning
Place of Production :Tanjong Malim
Publisher :Fakulti Bahasa dan Komunikasi
Year of Publication :2021
Corporate Name :Universiti Pendidikan Sultan Idris
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Abstract : Universiti Pendidikan Sultan Idris
This study aimed to investigate the use of Web 2.0 technology for autonomous language learning among undergraduates in regard to gender differences within the context of higher education level in one of the public universities in Perak, Malaysia. The first objective was to identify the differences between the male and female learners‟ preferences of Web 2.0 tools for autonomous language learning. The second objective was to investigate male and female learners‟ reasons for their preferences of Web 2.0 tools for autonomous language learning. The third objective was to investigate how male and female learners used Web 2.0 technologies for autonomous language learning. An explanatory sequential design was employed in the study by using questionnaires and semi-structured interview as the instruments. The questionnaires were analysed through inferential analysis by employing Chi-Square Test while the interview was analysed through thematic analysis. Using random sampling, 92 undergraduates from a public university took part in the survey. Using purposeful sampling, 12 participants were selected for the interview; six of them were males and six were females. The results suggested that there were no statistically significant differences between gender differences and preferences towards Internet platform for language learning. The results indicated that female learners were more versatile, engaged in more purposeful-type of engagement with technologies, and more motivated to learn language via technology as compared to male learners. Based on the findings, pedagogically it is suggested that ESL teachers need to acknowledge the different styles of technology adoption for autonomous language learning between male and female learners. In addition, there is also a need to guide learners with skills for autonomous language learning in order to make their out-of-class engagement with English resources via the use of technology more meaningful

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