Digital Devices Use and Chinese-Canadian First Graders’ Early English Literacy Development: A Mixed-Methods Study
department or school: Education, Faculty of
department or school: Non UBC
department or school: Language and Literacy Education (LLED), Department of
data provider: DSpace
identifier citation: Education Sciences 15 (1): 48 (2025)
creator: Li, Guofang
creator: Zhen, Fubiao
creator: Mei, Ziwen
issued: 2025-02-04T17:53:37Z
issued: 2025-01-06
description: This mixed-methods study investigates the impact of digital devices use at home on early English literacy development among 121 Chinese-Canadian first graders, as well as their parents’ perspectives on the families’ purposes and practices of digital devices use for English literacy, highlighting bilingual children’s experiences with multiple digital devices. To understand the relationships between the children’s digital practices and early English literacy development, we collected quantitative data on children’s English literacy skills—including reading comprehension, decoding, and receptive vocabulary—alongside frequency data on digital devices use including those on computer use and television viewing. Parents of 66 children participated in interviews, providing context-specific insights into devices use purposes and language learning practices. Data analysis included descriptive statistics and independent samples t-tests to examine group differences. Hierarchical linear regression explored associations between digital devices use and early English literacy outcomes, while thematic analysis identified patterns from parental interviews. Results indicate a positive association between controlled television exposure and receptive vocabulary. However, no significant relationship was observed between television or computer use and decoding or reading comprehension. Findings emphasize the multifaceted but limited role of digital devices, with parents struggling to balance educational benefits and long-term concerns.
aggregated CHO: https://circle.library.ubc.ca/rest/handle/2429/90325
note: Academic Editors: Qing Ma andChun LaiReceived: 29 October 2024Revised: 25 December 2024Accepted: 31 December 2024Published: 6 January 2025Citation: Li, G., Zhen, F., & Mei, Z.(2025). Digital Devices Use andChinese-Canadian First Graders’Early English Literacy Development:A Mixed-Methods Study. EducationSciences, 15(1), 48. https://doi.org/10.3390/educsci15010048Copyright: © 2025 by the authors.Licensee MDPI, Basel, Switzerland.This article is an open access articledistributed under the terms andconditions of the Creative CommonsAttribution (CC BY) license(https://creativecommons.org/licenses/by/4.0/).ArticleDigital Devices Use and Chinese-Canadian First Graders’ EarlyEnglish Literacy Development: A Mixed-Methods StudyGuofang Li 1,* , Fubiao Zhen 2 and Ziwen Mei 11 Department of Language & Literacy Education, The University of British Columbia, 6200 University Blvd,Vancouver, BC V6T 1Z4, Canada; ziwenmei@student.ubc.ca2 Department of Educational Psychology, Texas A&M University, College Station, TX 77840, USA;zhenfubiao@tamu.edu* Correspondence: guofang.li@ubc.caAbstract: This mixed-methods study investigates the impact of digital devices use at homeon early English literacy development among 121 Chinese-Canadian first graders, as wellas their parents’ perspectives on the families’ purposes and practices of digital devicesuse for English literacy, highlighting bilingual children’s experiences with multiple digitaldevices. To understand the relationships between the children’s digital practices and earlyEnglish literacy development, we collected quantitative data on children’s English literacyskills—including reading comprehension, decoding, and receptive vocabulary—alongsidefrequency data on digital devices use including those on computer use and televisionviewing. Parents of 66 children participated in interviews, providing context-specific in-sights into devices use purposes and language learning practices. Data analysis includeddescriptive statistics and independe…
has type: Article
is shown at: 10.14288/1.0447964
language: eng
peer review status: Reviewed
provider: Vancouver : University of British Columbia Library
publisher: Multidisciplinary Digital Publishing Institute
publisher DOI: 10.3390/educsci15010048
rights: CC BY 4.0
rights URI: https://creativecommons.org/licenses/by/4.0/
scholar level: Faculty
scholar level: Researcher
subject: digital devices use
subject: computer devices
subject: television exposure
subject: English language development
subject: bilingual language learners
subject: mixed methods
type: Text
identifier URI: http://hdl.handle.net/2429/90325