Abstract
The employment of PCs and handheld devices for the access of information has become a standard social expectation. This behaviour is now a common norm, especially within student culture. However, this shift towards digitalization in formal educational settings has neither been rapid nor prolific. While reasons can vary, they may include the fact that peoples’ perceptions of a particular technology alter within the context in which it is experienced. This study brings forth 37 teachers' contextual attitudinal differences toward an online lexicon reported by adult students while learning Maltese as a foreign language. A comparison of interview comments about the use of an online lexicon rather than a traditional dictionary highlighted how experience triggered insights and perceptual misalignments between expectations and actual use of the platform in question.
Author Information
Jacqueline Zammit, University of Malta, Malta
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