Abstract The use of digital technology has become common practice in tertiary-level language classes. While both positive and negative impacts have been reported in relation to the implementation of technology in teaching and learning, it has already become an inescapable part of tertiary education in many countries. Although online activities for university courses can be designed with respect to specific learning objectives in mind, it is difficult to monitor students’ practice outside the classroom. Additionally, the online platforms used by universities are typically optimised for larger screens, and certain functions may be incompatible with smaller devices such as mobile phones. This study, therefore, investigates students’ preferences for using digital technology for their university studies, and their use of it for studying Japanese in relation to the types of activities and devices they engage with outside the classroom. This study used data collected via a questionnaire completed by 66 Japanese language students at an Australian university. The results indicated that student attitudes towards online learning depended on the classroom activity. While most students accepted or preferred online lectures and assessments, around half preferred in-person tutorials rather than online ones. The study also revealed that although students used numerous apps for self-study, these were limited to two main purposes: learning vocabulary and characters. Additionally, some relationships were observed between the types of activities and devices used in their own time. The students also displayed a number of tendencies in their use of different types of devices for specific purposes. Specifically, larger devices were used for more serious activities, such as studying. These findings provide insight into the types of online activities and assessments that can be developed based on students’ preferences and the devices they use for different purposes.
Hiromi Muranaka-Vuletich (Sun,) studied this question.