Family Lingo: A Tri-Generational Participant Analysis of a Mobile-Mediated English Language Acquisition Intervention for Generation Z Learners in Tamil Nadu, India
Keywords:
English language acquisition; family language policy; gamification; Generation Z; India; longitudinal study; mixed-methods research; mobile-assisted language learning; peer mentoring; Tri-Generational Participant AnalysisAbstract
This three-year mixed-methods study made use of Tri-Generational Participant Analysis (TGPA) to investigate the four-pillared English language intervention program named Family Lingo, which consists of gamified mobile learning, structured online courses, peer mentoring, and literary competitions among 383 Generation Z students aged between 13 and 18 years from 18 districts of Tamil Nadu, India. In TGPA, family members from at least two generations are recruited for joint observation and participation in research on language acquisition. The convergent parallel approach used the Common European Framework of Reference for Languages-based proficiency tests, Family Attitude toward English Scale, and app analytics along with reflexive thematic analysis of family linguistic interaction diaries, mentor logs, and family participatory debrief sessions. Repeated-measures analysis indicated medium, significant gains in English proficiency across all four skill domains from baseline to month 36 (Cohen’s d = 0.55–0.65, p < .001), evenly distributed among government–rural, government–semi-urban, and private–urban learners (p > .09). The family-level identity threat was reduced by 69.5% and 81.4% of the coded qualitative data units were positive toward the intervention. Baseline family attitudes were not related to the size of individual gains, indicating that the intervention itself, rather than pre-existing family attitude, was the primary contributor to improvement. The results support the family-embedded intervention design as a viable, equitable model for English language development in multilingual, resource-heterogeneous contexts.
https://doi.org/10.26803/ijlter.25.9.17
References
Alruthaya, A., Nguyen, T.-T., & Lokuge, S. (2021). The application of digital technology and the learning characteristics of Generation Z in higher education. In Proceedings of the 32nd Australasian Conference on Information Systems. https://doi.org/10.48550/arXiv.2111.05991
Barnes, N., Fischer, S., & Kilpatrick, S. (2024). Going above and beyond: Realigning university student support services to students. International Journal of Educational Research, 124, Article 102270. https://doi.org/10.1016/j.ijer.2023.102270
Bhabha, H. K. (1994). The location of culture. Routledge.
Bourdieu, P. (1986). The forms of capital. In J. G. Richardson (Ed.), Handbook of theory and research for the sociology of education (pp. 241–258). Greenwood.
Braun, V., & Clarke, V. (2023). Toward good practice in thematic analysis: Avoiding common problems and be(com)ing a knowing researcher. International Journal of Transgender Health, 24(1), 1–6. https://doi.org/10.1080/26895269.2022.2129597
Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press. https://doi.org/10.2307/j.ctv26071r6
Cilliers, E. J. (2017). The challenge of teaching Generation Z. PEOPLE: International Journal of Social Sciences, 3(1), 188–198. https://doi.org/10.20319/pijss.2017.31.188198
Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). SAGE Publications.
Curdt-Christiansen, X. L., Li, W., & Hua, Z. (2023). Pride, prejudice and pragmatism: Family language policies in the UK. Language Policy, 22, 391–411. https://doi.org/10.1007/s10993-023-09669-0
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Plenum Press. https://doi.org/10.1007/978-1-4899-2271-7
Dehghanzadeh, H., Fardanesh, H., Hatami, J., Talaee, E., & Noroozi, O. (2021). Using gamification to support learning English as a second language: A systematic review. Computer Assisted Language Learning, 34(7), 934–957. https://doi.org/10.1080/09588221.2019.1648298
Digital Personal Data Protection Act, 2023, No. 22 of 2023 (India). https://www.meity.gov.in/static/uploads/2024/06/2bf1f0e9f04e6fb4f8fef35e82c42aa5.pdf
Duman, G., Orhon, G., & Gedik, N. (2015). Research trends in mobile assisted language learning from 2000 to 2012. ReCALL, 27(2), 197–216. https://doi.org/10.1017/S0958344014000287
El Nokali, N. E., Bachman, H. J., & Votruba-Drzal, E. (2010). Parent involvement and children’s academic and social development in elementary school. Child Development, 81(3), 988–1005. https://doi.org/10.1111/j.1467-8624.2010.01447.x
Fogg, B. J. (2009). A behavior model for persuasive design. In Proceedings of the 4th International Conference on Persuasive Technology (Article 40). Association for Computing Machinery. https://doi.org/10.1145/1541948.1541999
Hiver, P., Al-Hoorie, A. H., Vitta, J. P., & Wu, J. (2024). Engagement in language learning: A systematic review of 20 years of research methods and definitions. Language Teaching Research, 28(1), 201–230. https://doi.org/10.1177/13621688211001289
Ishaq, K., Mat Zin, N. A., Rosdi, F., Jehanghir, M., Ishaq, S., & Abid, A. (2021). Mobile-assisted and gamification-based language learning: A systematic literature review. PeerJ Computer Science, 7, Article e496. https://doi.org/10.7717/peerj-cs.496
Kantova, K. (2024). Parental involvement and education outcomes of their children. Applied Economics, 56(48), 5683–5698. https://doi.org/10.1080/00036846.2024.2314569
Kemmis, S., McTaggart, R., & Nixon, R. (2014). The action research planner: Doing critical participatory action research. Springer. https://doi.org/10.1007/978-981-4560-67-2
Kukulska-Hulme, A. (2021). Reflections on research questions in mobile assisted language learning. Journal of China Computer-Assisted Language Learning, 1(1), 28–46. https://doi.org/10.1515/jccall-2021-2002
Lambert, W. E. (1974). Culture and language as factors in learning and education. In F. E. Aboud and R. D. Meade (Eds.), Cultural factors in learning and education (pp. 91–122). Western Washington State College.
Li, R., Zou, D., Reynolds, B. L., & Vázquez-Calvo, B. (2023). Editorial: Mobile assisted language learning: Developments, affordances, and solutions. Frontiers in Psychology, 14, Article 1293483. https://doi.org/10.3389/fpsyg.2023.1293483
Ling, L., & Huang, C.-Q. (2024). The incorporation of peer learning into Mosoteach-supported flipped language class: Effects on student motivation, participation, feedback and test performance. Journal of Computer Assisted Learning, 40(2), 557–572. https://doi.org/10.1111/jcal.12898
Luo, Z. (2023). The effectiveness of gamified tools for foreign language learning: A systematic review. Behavioral Sciences, 13(4), Article 331. https://doi.org/10.3390/bs13040331
Ma, X., Shen, J., Krenn, H. Y., Hu, S., & Yuan, J. (2016). A meta-analysis of the relationship between learning outcomes and parental involvement during early childhood education and early elementary education. Educational Psychology Review, 28(4), 771–801. https://doi.org/10.1007/s10648-015-9351-1
Otero-Mayer, A., González-Benito, A., Gutiérrez-de-Rozas, B., & Expósito-Casas, E. (2025). Family involvement in early childhood education: A systematic review of its measurement. Early Childhood Education Journal, 54, 2495–2516. https://doi.org/10.1007/s10643-025-02024-4
Pichler, S., Kohli, C., & Granitz, N. (2021). DITTO for Gen Z: A framework for leveraging the uniqueness of the new generation. Business Horizons, 64(5), 599–610. https://doi.org/10.1016/j.bushor.2021.02.021
Rampton, B., Tusting, K., Maybin, J., Barwell, R., Creese, A., & Lytra, V. (2004). UK linguistic ethnography: A discussion paper. Linguistic Ethnography Forum.
Rose, H., McKinley, J., & Galloway, N. (2021). Global Englishes and language teaching: A review of pedagogical research. Language Teaching, 54(2), 157–189. https://doi.org/10.1017/S0261444820000518
Sevinç, Y., & Mirvahedi, S. H. (2023). Emotions and multilingualism in family language policy: Introduction to the special issue. International Journal of Bilingualism, 27(2), 145–158. https://doi.org/10.1177/13670069221131762
Singh, A. K. (2025). From policy to practice: Challenges and pathway for advancing multilingual education through India’s National Education Policy 2020. Policy Futures in Education, 23(4), 746–765. https://doi.org/10.1177/14782103251320532
Taguchi, N. (2005). Comprehending implied meaning in English as a foreign language. The Modern Language Journal, 89(4), 543–562. https://doi.org/10.1111/j.1540-4781.2005.00329.x
van Dijk, J. A. G. M. (2020). The digital divide. Polity Press.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. https://doi.org/10.2307/j.ctvjf9vz4
Wei, L. (1994). Three generations, two languages, one family: Language choice and language shift in a Chinese community in Britain. Multilingual Matters.
Yashima, T., MacIntyre, P. D., & Ikeda, M. (2018). Situated with a willingness to communicate in an L2: Interplay of individual characteristics and context. Language Teaching Research, 22(1), 115–137. https://doi.org/10.1177/1362168816657851
Zabrodskaja, A., Karpava, S., & Ringblom, N. (2024). Editorial: Social and affective domain in home language development and maintenance research. Frontiers in Psychology, 15, Article 1530140. https://doi.org/10.3389/fpsyg.2024.1530140
Zeng, J., Sun, D., Looi, C.-K., & Fan, A. (2024). Exploring the impact of gamification on students’ academic performance: A comprehensive meta-analysis of studies from 2008 to 2023. British Journal of Educational Technology, 55, 2478–2502. https://doi.org/10.1111/bjet.13471
Zhang, S., & Hasim, Z. (2023). Gamification in EFL/ESL instruction: A systematic review of empirical research. Frontiers in Psychology, 13, Article 1030790. https://doi.org/10.3389/fpsyg.2022.1030790
Zhou, Y., Zhou, Y., Machtmes, K., & Machtmes, L. (2024). Mixed methods integration strategies used in education: A systematic review. Methodological Innovations, 17(1), 13–32. https://doi.org/10.1177/20597991231217937
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Mohammed Shamsul Hoque, Nahida Akter Poly, Muhammad Fazle Ramzan Khan, CT Dhanyamol, M Ramesh, K Illakiya
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
All articles published by IJLTER are licensed under a Creative Commons Attribution Non-Commercial No-Derivatives 4.0 International License (CCBY-NC-ND4.0).
