Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Psychology

Program Name/Specialization

Developmental Psychology

Faculty/School

Faculty of Science

First Advisor

Dr. Alexandra Gottardo

Advisor Role

Primary Supervisor

Abstract

Abstract

This research explored English language learning among Chinese-speaking children, synthesizing first language (L1) transfer theory of second language (L2) acquisition within the context of technology application. The primary objectives were to investigate the relationship between reading and phonics and their impacts on English literacy skills in learning applications designed for teaching English as L2. Additionally, the research sought to identify the types of applications most suitable for enhancing early English literacy skills among Chinese preschoolers and kindergarteners.

Three studies were conducted. Study 1 involved a professional evaluation of 23 popular English learning apps designed for Chinese children, assessing content and quality of instruction according to the taxonomy developed by Grant et al. (2012). The findings showed that although most apps incorporated foundational literacy components such as phonics and alphabetic knowledge, only a few offered systematic and well-scaffolded instruction, indicating a clear gap between content inclusion and pedagogical quality.

Study 2 investigated the relationships between parents’ expectations and their selection of educational apps, including considerations such as frequency of use and satisfaction with a particular app. Additionally, parents completed an online questionnaire gathering comprehensive data on demographics, language environment, media and technology use, concerns, children’s English app usage, and parental attitudes towards these technologies. Results indicated that parents valued engaging and interactive apps; however, their selections were often influenced more by social recommendations than by pedagogical evidence. Regression analyses further indicated that children’s English proficiency, diversity of educational app use, and extracurricular participation were significant predictors of the level of parental support for English learning.

Study 3 compared phonics-only and combined phonics–oral-language apps in a 10-week intervention with Chinese children aged four to seven. Pre- and post-tests assessed changes in Pinyin and English literacy skills, including print knowledge, alphabetic knowledge, phonological awareness, decoding, vocabulary, and listening comprehension. Children were randomly assigned to one of two groups: one using only a phonics app, and the other using both a phonics and oral language apps. The study hypothesized 1) a correlation between L1 knowledge and L2 acquisition, indicating a transfer phenomenon. 2) a statistically significant improvement in early literacy skills scores for young learners, after ten weeks of using the English learning apps; 3) potential differences between the two groups in L2 literacy skills. The intervention led to significant within-group improvements across literacy domains, with partial L1–L2 transfer. Between-group comparisons revealed domain-specific gains—phonics-focused children improved more in Pinyin letter naming, English sound matching, and expressive vocabulary, while combined phonics–oral-language children improved more in listening comprehension—although these differences did not reach statistical significance.

Together, these studies provide an integrated understanding of how app design, parental engagement, and instructional focus interact to shape Chinese children’s digital English learning experiences.

Convocation Year

2026

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