The study was conducted in a Mexican private school, where learners have access to many kinds of technologies: computers, projectors and tablets. The school has an English lab with computers, software, multimedia applications, digital books, speakers, and projection screens. This school has been incorporated into Cambridge schools and works with printed materials, which provide complementary technological resources for children to follow up on the lessons.

All the children had studied in this school since Grade 1. They held an international language proficiency certificate for young learners from the University of Cambridge. In their classrooms, they had a computer with projector, iPads, and Internet access. Attendance in the English lab was compulsory twice a week under the supervision of their English teacher. For the study, the participants were organized into two groups.

One group with 80 children (36 boys and 44 girls) from 4th and 5th grades participated in the piloting of the quantitative and qualitative instruments. They all answered the questionnaire, and three children, between nine and eleven years old in 5th grade, completed the interview. The second group completed the final version of the instruments. The final questionnaire version was administered to 78 grade five children (42 boys and 36 girls). In order to deepen our understanding of the children's perceptions towards ICT, a subsample of 5th grade learners was interviewed. These interviewees were selected on the bases of clear divergent answer patterns in the questionnaire (Dörney, 2010; Creswell, 2018).

To this end, children's questionnaire answers were examined and a group of learners, whose answer tendencies suggested very positive (n=6) or negative (n=6) attitudes were selected. The first author, who had been the children's former English teacher and was known by their parents, administered all instruments. Prior to the study, the school authorities granted permission for the realization of the study.

The questionnaire (available at www.jesusizqui-erdo.net/cuestionarioTIC.pdf) elicited information about the ICT children used, what they used them for and what they liked about them. The questionnaire items were based on a literature review, as suggested by Dörnyei (2010) and Fabila, Minami & Izquierdo (2012). It included items with rating scales where children expressed their opinions through degrees of agreement or frequency and items with multiple-choice answers.

The questionnaire was in Spanish and included four sections. Section 1 explored learners' ICT access. Five questions with multiple-choice answers solicited information about the devices the learners had at home and school, Internet availability and what they used technology for. Section 2 explored the technologies children use. It included ten items with a frequency scale, where they indicated how often they used ICT and the purpose for using them. Section 3 examined children's attitudes about ICT for L2 learning. It included ten items with an agreement scale, where learners expressed what they liked about using the devices for in terms of L2 learning and the L2 area they felt technologies were helpful for. Section 4 focused on the ICT features they liked the resources to have for practicing the L2. It included ten questions with multiple-choice answers. After the piloting of the questionnaire five items were modified, as they were unclear to the children.

In the second phase of the study, a semi-structured interview was administered in order to complement the results of the questionnaire. The items of the questionnaire from sections 2, 3 and 4 that elicited the most frequent negative and positive answers; thus, they were used as the initial interview questions. Through these questions, the participants expanded their answers to questionnaire items 8 and 9 in section 2; 18 and 23 in section 3; and 33, 34 and 35 in section 4.

The data in the first questionnaire section were checked to identify the number of learners, who responded to one of the possible answers to the questions. Tables 1 and 2 present the percentage distribution of learners across the answers. Table 1 shows 86% of the participants had access to ICT not only at school, but also at home and other places. Most learners (97%) had access to Internet connectivity; and many (59%) of them used ICT for more than four hours daily. Table 2 shows students were immersed in technological access and had sustained Internet connectivity.

Table 1

Item and answer choices	Distribution (%)
1. Places of access
a) Home	1
b) Home and school	13
c) Home, school and other places	86
2. Internet
a) Yes	97
b) No	3
3.Time
a. 0-2 hours	10
b. 2-4 hours	31
c. More than 4 hours	59

Source: own elaboration.

Table 2

a) Computer/laptop	b) iPod	c) iPad or ta blet	d) Videogames	e) Smartphones	%
25	25	25	25	25	32.1
9	9	9	9		11.5
3	3	3		3	3.8
1	1		1	1	1.3
3	3	3			3.8
11		11	11		14.1
23		23	23	23	29.5
2		2		2	2.6
1			1	1	1.3
78	41	76	70	55

Source: own elaboration.

Section 2 of the questionnaire examined the frequency of children's use of technologies for English Language learning at home or at school, but outside of the class. Table 3 presents the percentage distribution of learners across the scale and the choices for each questionnaire item. Cronbach analyses of the frequency-scale section answers revealed a reliability alpha of .665, with corrected correlation coefficients between .3 and .2 for items 7, 9, 11 and 12, and between .2 and .1 for item 13. Other items obtained a coefficient above .3. For a better description, Table 3 in the following paragraph includes commented results, merging the percentage of students who indicated never and rarely or usually and always. This procedure facilitated reporting the use of technology as frequent (i.e. usually + always) or infrequent (i.e. never + rarely).

Table 3

ICT Use	Never	Rarely	Usually	Always
6. To read stories	24.4%	62.8%	12.8%	0%
7. To write their work in English	5.1%	29.5%	55.1%	10.3%
8. To practice listening with songs	9%	23.1%	33.3%	34.6%
9. To chat using Facebook or WhatsApp	67.9%	24.4%	5.1%	2.6%
10. To practice what I learn in my class	10.3%	32.1%	41.0%	16.7%
11. To learn new words	5.1%	24.4%	50.0%	20.5%
12. To look up unknown words	20.5%	60.3%	16.7%	2.6%
13. To complete homework using Word	78.2%	15.4%	5.1%	1.3%
14. To present with PowerPoint	80.8%	17.9%	1.3%	0%
15. To practice English using E-books with audio and video	14.1%	71.8%	11.5%	2.6%

Source: own elaboration.

In Table 3, most students frequently used technologies to write in English (65.4%), to practice listening through songs and videos (67.9%), and to learn and practice vocabulary (70.5%). It also reveals that approximately a half of the children frequently use technology to practice what they learn in class (57.7%), a large percentage of students infrequently use technology to chat with friends (92.3%), for looking up new words (80.8%) or to complete schoolwork (93.6%) and presentations (98.7%).

Section 3 examined the attitudes of the learners towards the use of ICT for L2 learning. The distribution of children across the answer choices is presented in percentages in Table 4. In this section, Cronbach analyses revealed a reliability alpha of .558, with corrected correlation coefficients between .3 and .2 for item 21, between .2 and .1 for items 19 and 22, and below .1 for item 24 (-.048). Other items obtained a coefficient above .3. In light of these coefficients, the results from item 24 are not discussed. The results are commented, merging the percentage of students who indicated very certain and certain, or partly true and false in order to identify learners with positive or negative attitudes towards L2 learning with ICT.

Table 4

Items	Very certain	True	Partly True	False
16. I like using ICTs to learn English	15.4%	60.3%	19.2%	5.1%
17. It's easy to learn with computer	9.0%	24.4%	44.9%	21.8%
18. I learn fast with computers	34.6%	16.7%	24.4%	24.4%
19. I use ICTs to do my work	26.9%	32.1%	20.5%	20.5%
20. I feel calm while I work	14.1%	29.5%	32.1%	24.4%
21. I can learn without help	14.1%	32.1%	29.5%	24.4%
22. I read instructions if it's necessary	25.6%	24.4%	28.2%	21.8%
23. I am not afraid of ICTs	73.1%	15.4%	6.4%	5.1%
24. I ask for help if the app fails	14.1%	32.1%	29.5%	24.4%
25. I check language if I am not sure	21.8%	39.7%	26.9%	11.5%

Source: own elaboration.

In regard to item 23 , the majority of the participants (88.5%) were not afraid of the ICT. The results for item 16 indicated 75.7% of the children liked using ICT to learn English. One third of the participants (33.4%, item 17) felt that it was easy to learn using computers and around half of the children considered they learn English faster using computers than books (54.3%; item 18). More than a half (59%) liked to use a computer to do their English work (item 19), and almost half of the group (43.6%) indicated they felt calm while using computers.

In regards to using help sections, half of the children reported they read instructions (item 22) only when necessary (50%). Furthermore, most children (61.5%) checked the apps' language section (item 25) only if they were not sure of their answers. In contrast, the answers for item 21 showed that approximately half of the children thought they could not learn English using ICT without adult support (53.9%).

Section 4 explored the ICT features of L2 educational resources that appeal to children. Table 5 presents the percentage distribution of the learners across the possible answers for each question. This table reveals that, for vocabulary learning (item 26), half learners (52.6%) preferred tasks that included the written form of the word with images. In reference to the kinds of ICT environments they liked for L2 practice (item 27), many learners (73.1%) preferred games, but showed little interest in structured tasks, for instance, with word lists (10.3%).

Table 5

	Distribution (%)
26. To learn new words, I like apps or software include
a) The written words only	14.1
b) Images with words	52.6
c) Videos with sounds	33.3
27. To practice new words, I like apps or software include
a) Word lists	10.3
b) Exercises using the words	16.7
c) Games	73.1
28. When there is information or instructions, I like:
a) Reading them	14.1
b) Listening to them	51.3
c) Ignoring them	34.6
29. To read a story in English, I like apps include
a) Text only	14.1
b) Audio and images	51.3
c) Text and audio	34.6
30. I prefer the electronic books to have:
a) Text only	7.7
b) Text and images	51.3
c) More images than text	41
31. To practice English, I like applications include
a) Music	84.6
b) Clapping and laughs	5.1
c) Other sounds	10.3
32. To practice English, I like applications include
a) Bright colors	74.4
b) Light colors	23.1
c) Black and white pages	2.6
33. When I use apps to practice English, I like:
a) Having the chance to correct the answers	3.8
b) Having a time limit	10.4
c) Having levels of challenge	85.9
34. To practice English, I prefer
a) Using simple apps without challenges	0
b) Moving up through all the levels of the application	17.9
c) Choosing the section or practice level I want	82.1
35. To start using an app, I
a) Check instructions	14.1
b) Just start	56.4
c) Start playing and if I can't, I ask or check instructions	29.5

Source: own elaboration.

The answers to item 29 indicate children liked resources that included ICT, where they could be exposed to particular media combinations. For instance, only a very small number of children reported liking the reading tasks included written language only (14.1%). Instead, they preferred reading tasks where they could listen to the story and see images (51.3%); resources where children had written story in paragraphs with audio files were less appealing (34.6%). As for E-Books, item 30 revealed that most children (51.3%) liked them with written language and images. Fewer children (41%) liked e-books with more images than text.

A very small number of children (7.7%) liked E-Books which include text only. Answers to items 29 and 30 show children liked resources where L2 comprehension is supported with audio and images. Questions 31 through 35 examined the features and properties of applications children liked to practice the L2. The answers to items 31 and 32 indicated children liked apps that include images with bright colors (item 32; 74.4%) and music (item 31; 84.6%).

The answers to item 33 further revealed that children liked apps with varying challenge levels (85.9%), but only a few liked time limits (10.4%). Moreover, the answers to item 33 indicated that having the opportunity to correct an answer is important to a few children (3.8%). Regarding item 34, most children (82.1%) liked selecting the app section they want to start at rather than following a predetermined sequence, or starting off from the first level (17.9%). Finally, item 35 revealed that instructions were not appealing to the majority of children (56.4%), or read instructions only when they were unable to accomplish the task (29.5%).

The audio-recorded interviews were transcribed verbatim. Then, following Cre-swell's (2018) suggestions for interview data analysis, the transcripts were first read in detail to identify relevant answers for each interview questions. The identified answers were compiled in a table to examine the answers of the two groups of participants, considering the study dimensions. Then, all the answers from both groups were contrasted. On the basis of this procedure, conclusions were made about the study dimensions (Creswell, 2018).

The first block of questions elicited children's opinions about the use of technology for L2 learning. Table 6 presents some excerpts that illustrate children's thoughts in regard to two questions. The first one related to L2 learning and the second one about the use of social media. In their answers, young learners indicated they used some ICT for deliberate language learning purposes, but were not able to see the L2 benefit of using other ICT types. For instance, they related the use of ICT to vocabulary and pronunciation learning through auditory media. Nonetheless, they did not see the opportunity to practice English through the use of social networks, which they accessed despite age requirements and security concerns. Instagram, WhatsApp and others social communication resources were used to communicate in Spanish with friends through messages or private chat rooms, because using the L2 did not seem natural.

Table 6

Question	Positive Attitudes Group	Negative Attitudes Group
8. Do you think you learn something listening to music in English?	S4. Yes, some words. The pronunciation	S9. New words and if I do not understand I search in the net. It appears where to click to know how to pronounce them
9. Do you use social media to communicate in English?	S6. In Instagram, there is a section where you chat with your friends but I don't think it is safe, you can contact people you don't know	S3. Yes, we have a group in WhatsApp, but they don't use it and maybe they are not interested in practicing English

Source: own elaboration.

Table 7 presents children's opinions towards learning English using technology. For the interviewers, English Language learning is associated to the use of printed books rather than to ICT. While one could expect their preference for the use of printed materials is related to the possibility of damaging the computer equipment, their reasons tightly connect with the guidance they receive from teachers as they use their textbooks, and to their preoccupation of becoming distracted during task completion by the features of the applications.

Table 7

Question	Positive Attitudes Group	Non-Positive Attitudes Group
When you have an exam do you use the books or the computer to study?	S4. There is so much information, it gives you more and sometimes it gives you things that are wrong	S12. If you use Internet.... I feel that I study another thing so it is better with the book
Do you like to use the computer to practice?	S11. I like more the books, because if I use the computer, I can get distracted with thousands of things I have there	S5. With the computer would be better, because I wouldn't have to write, only answer the exercises and it would be easier
Are you worried about breaking it down?	S6. I am not worried about that, because I know how computers work	S9. No because if something happens, I ask my father

Source: own elaboration.

In their answers to questions in dimension 4, in Table 8, learners clearly identified challenge as the feature that most appeals to them in L2 learning resources. Without distinction of their initial attitudes, children enjoyed the challenge that apps and ICT raise through difficulty levels rather than time limit. When the difficulty level increases and they are able to succeed, they feel that are learning as their app record goes up. Moreover, difficulty levels allow them to notice their strengths and capabilities to succeed. The excitement, that challenge brings, makes instructions irrelevant since the use of the apps can be worked out through the actual task completion.

Table 8

Questions	Positive Attitudes Group	Non-Positive Attitudes Group
How do you prefer the ap plications to practice English with levels or time limits?	S6. I don't like the ones with time limit, because they stress me out. I like them with levels, because it gets harder each time and you use them more and more	S8. I like them with time and levels, because I think fast. S12. I like them with levels, be cause the difficulty increases and I learn more
Do you read instructions?	S4. I don't read the instructions. I am excited. I start playing and if I don't understand, then I read them	S7. If I see that it's easy I don't read them, but if after that I don't understand, I go back and read them to be able to play

Source: own elaboration.