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Uncovering Language Learning Strategies of Digital Native EFL Students in a Turkish EFL Context

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Title: Uncovering Language Learning Strategies of Digital Native EFL Students in a Turkish EFL Context
Language: English
Authors: Zeynep Yücedag (ORCID 0000-0002-1720-3731), Recep Sahin Arslan (ORCID 0000-0002-2475-5884)
Source: Journal of Educational Technology and Online Learning. 2025 8(1):64-79.
Availability: Journal of Educational Technology and Online Learning. Necatibey Faculty of Education, Balikesir University, Balikesir, 10100, Turkey. Web site: https://dergipark.org.tr/en/pub/jetol
Peer Reviewed: Y
Page Count: 16
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Foreign Countries, Second Language Learning, English (Second Language), Educational Technology, Technology Uses in Education, Gender Differences, Metacognition, Language Proficiency, Digital Literacy, Late Adolescents, Memory
Geographic Terms: Turkey
ISSN: 2618-6586
Abstract: The pervasive influence of technology crosses borders, reshaping personal, professional, and social realms globally, with education notably transformed in schools and communities. This study aims to uncover language learning strategies among digital natives in the Turkish EFL context through a quantitative research design. The study revealed that gender differences arose in the utilisation of affective strategies, with females exhibiting significantly higher scores. Conversely, the use of metacognitive strategies was observed to be a consistently preferred approach among both genders. Proficiency levels affected compensatory strategy use, highlighting the impact of educational context. Digital strategies reflected a strong tendency towards gratification and rewards, with gender differences evident in multitasking. Using technology correlated positively with memory, cognitive, metacognitive, and social strategies. Multitasking correlated significantly with cognitive strategies, while graphic communication and gratification and rewards showed various relationships with memory, compensatory, affective, and social strategies. The findings suggest implications for English teachers, policymakers, and authorities. The policymakers should take students' needs and characteristics into consideration in forming technology-related educational policies. Besides, teachers should provide their students with new experiences utilizing digital tools to learn English. Accordingly, activities should be arranged appropriately based on such student characteristics rather than sticking to the conventional teaching methodologies. It is therefore recommended that EFL teachers receive professional training in order to enable them to cater effectively to digital native learners.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1462333
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Zeynep+Yücedag%22">Zeynep Yücedag</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1720-3731">0000-0002-1720-3731</externalLink>)<br /><searchLink fieldCode="AR" term="%22Recep+Sahin+Arslan%22">Recep Sahin Arslan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2475-5884">0000-0002-2475-5884</externalLink>)
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  Data: Journal of Educational Technology and Online Learning. Necatibey Faculty of Education, Balikesir University, Balikesir, 10100, Turkey. Web site: https://dergipark.org.tr/en/pub/jetol
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  Data: The pervasive influence of technology crosses borders, reshaping personal, professional, and social realms globally, with education notably transformed in schools and communities. This study aims to uncover language learning strategies among digital natives in the Turkish EFL context through a quantitative research design. The study revealed that gender differences arose in the utilisation of affective strategies, with females exhibiting significantly higher scores. Conversely, the use of metacognitive strategies was observed to be a consistently preferred approach among both genders. Proficiency levels affected compensatory strategy use, highlighting the impact of educational context. Digital strategies reflected a strong tendency towards gratification and rewards, with gender differences evident in multitasking. Using technology correlated positively with memory, cognitive, metacognitive, and social strategies. Multitasking correlated significantly with cognitive strategies, while graphic communication and gratification and rewards showed various relationships with memory, compensatory, affective, and social strategies. The findings suggest implications for English teachers, policymakers, and authorities. The policymakers should take students' needs and characteristics into consideration in forming technology-related educational policies. Besides, teachers should provide their students with new experiences utilizing digital tools to learn English. Accordingly, activities should be arranged appropriately based on such student characteristics rather than sticking to the conventional teaching methodologies. It is therefore recommended that EFL teachers receive professional training in order to enable them to cater effectively to digital native learners.
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      – SubjectFull: Digital Literacy
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      – SubjectFull: Late Adolescents
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