HIGHLIGHTS
SUMMARY
In the past two decades, the characteristics of digital natives have aroused broad interest in educational academia, probing either the attributes (Prensky, 2001; Helsper and Eynon, 2010; Teo, 2013) or the influencing mechanisms (Chen et_al, 2016; Çoklar et_al, 2017; Yurdakul, 2018; Wang et_al, 2019; Calvo-Ferrer, 2020; Fiedler et_al, 2022) of this burgeoning term. A growing body of evidence has accumulated showing the importance of digital nativity for college students learning (Lei, 2009; Tapscott, 2009; Bennett and Maton, 2010; Margaryan et_al, 2011). During the past years, foreign language teachers and educators have witnessed the . . .
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