Examining the impact of digital media technology in teaching Igbo to heritage learners

Abstract

Little research attention has been given to the role of digital media technologies such as Zoom, WhatsApp and PowerPoint in teaching Igbo as a heritage language. To address this research gap, this study examined the impact of digital media technology on Igbo heritage language learners’ Igbo skills. A questionnaire was administered to 67 Igbo learners in the diaspora with little or no proficiency in Igbo who enrolled in a ten-week Igbo class. Thematic analysis of the open-ended data with respect to the role of digital media technology in teaching Igbo revealed four themes: engagement, effectiveness, pronunciation feedback and suggestions for improvement. Two themes emerged from further thematic analysis of responses on the impact of digital media technology on participants’ Igbo language learning: improved confidence/motivation and enhanced proficiency. The findings demonstrate that participants’ perceptions that technology-based language pedagogy was effective in improving their engagement and enabling them to obtain feedback on their pronunciation reflect the high technology knowledge of the teachers who were able to integrate technology into language teaching. The implications of these findings for teaching, policymaking and theory were provided.

Link to publication in Taylor & Francis