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Carter, Joshua James. "Technology Integration and English Language Learners." Thesis, Lindenwood University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10748305.
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<p> The purpose of this study was to examine teachers’ levels of mobile device implementation and any measured differences in English Language Learners’ (ELLs’) performance in each modality of the ACCESS test. Researchers often support the use of mobile devices in the classroom, but this study was unique because of a combination of how it was focused solely on language development in ELLs, how classrooms were placed on the SAMR spectrum, and how student performance was analyzed in each modality measured by the ACCESS test (Budiman, 2014; Donahue, 2014; Marek, 2014; Mulcahy, 2017). Included in this study were 37 classrooms and corresponding teachers of grades kindergarten through four. For the 2016-2017 school year, participants taught in a district with both a one-to-one mobile device ratio and a high ELL population. Based on survey results, teachers’ reported instructional methods led to understanding of what levels of the SAMR spectrum students in each classroom were experiencing. The SAMR instructional levels were then compared to student ACCESS scores in each modality using an ANOVA as well as an additional TUKEY test when needed. The study yielded just one statistically significant ANOVA result. In third grade listening, SAMR level one classrooms were statistically different from SAMR level three classrooms but not level four classrooms (SAMR level zero and level two classrooms were not present in the particular data set). No other data set yielded statistically significant results between a SAMR instructional level and ACCESS scores in reading, speaking, listening, or writing modalities as well as students’ overall performance.</p><p>
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Stevens, Mark. "Technology Enhanced Learning for English Language Learners." Thesis, George Mason University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10981068.
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<p> This study described how 7<sup>th</sup> grade English Language Learners (ELLs) in a public middle school used the multimodal Technology Enhanced Knowledge Support System (TEKS2), to learn social studies content and vocabulary, as well as improve reading comprehension, by examining learner assessment scores, and by addressing their views of the experience. Using literature related to ELLs, social studies learning and reading comprehension, multimodal and technology enhanced learning, collaboration, and engagement the TEKS2 was developed through a Design Based Research approach. </p><p> Reading comprehension assessments were developed using passages and questions from state and national assessments, and administered on a pre and post study basis. Content and vocabulary assessments were constructed using questions from state standardized tests and cooperating teacher input, and given after each of the two units covered during the study. A learner interview protocol was established based on literature consulted, modified based on findings emerging from quantitative data processing, with interviews being conducted after both units were completed. </p><p> Five questions focused this study: 1. Is there a difference in social studies content knowledge achievement between ELLs who use the TEKS2 and those who learn through teacher directed instruction? 2. Is there a difference in social studies vocabulary knowledge achievement between ELLs who use the TEKS2 and those who learn through teacher directed instruction? 3. Is there a difference in the ability to read social studies text between ELLs who use the TEKS2 and those who learn through teacher directed instruction? 4. Is there a relationship between ELLs’ characteristics (primary language, ELL level, gender, age, teacher, school) and scores on social studies related content, reading, and vocabulary tests? 5. What do ELLs report about their experiences using TEKS2? </p><p> Data were analyzed quantitatively and qualitatively. Scores on post unit content/vocabulary tests were analyzed using independent samples t-tests to determine whether there was a statistically significant difference between teacher-directed (control) and TEKS2 learners. Effect sizes were also analyzed to determine the size of difference. Multivariable regression analyses were used to determine which ELL characteristics (primary language, ELL level, gender, age, teacher, school) had the greatest influence on social studies related content, reading, and vocabulary test performance. Learner opinions expressed in interviews were analyzed using deductive and inductive coding. </p><p> Data analyses showed the TEKS2 had a large statistically significant influence on social studies content and vocabulary learning. Analysis of learner reading comprehension post-test scores indicated the TEKS2 had a non-significant outcome with a small effect size. Qualitative analysis of learner interviews showed they saw the TEKS2 as a good way to learn due to its multimodal technology enhanced nature, the chance to collaborate, and teacher support. </p><p> Findings from this study support several recommendations related to supporting ELLs in multimodal technology enhanced learning environments. Designers of such systems should reach out to teachers who will be involved in using it as the design process proceeds. In addition, teachers using this approach should seek support reaching out to undocumented parents. It would also be beneficial for school administration to support professional development related to design and implementation of TEKS2 type learning that continues throughout a school year with both in-person and online sessions. Further research examining the design and implementation of TEKS2 learning in English, Math, or Science would be worthwhile.</p><p>
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Yang, Yu-Feng Diana. "Teaching second language learners with technology a case study of a teacher learning process /." Online access for everyone, 2005. http://www.dissertations.wsu.edu/Dissertations/Fall2005/y%5Fyang%5F100505.pdf.
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Pen, Ibrahem Rotha. "Integrating technology into the English as a second language curriculum: Computer-assisted English language learning." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2136.
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The project integrates computer technology with English as a second language curriculum and instruction. It utilizes the World Wide Web to deliver computer-assisted instruction in English grammar, reading and conversation. Moreover, the project shows the impact of computer technology in helping students develop critical thinking skills, problem-solving skills, and meaningful and applicable skills for employment.
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Enbody, Catherine Levander. "Integrating technology into standards-based instruction for second grade English language learners." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2373.
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Rapid growth in the use of technology and the need for education reform resulted in the need for educators to integrate technology and standards-based instruction into their daily lessons. The growing number of students whose first language is not English requires a diverse set of teaching strategies and assessments to provide these students with optimal opportunities for achieving high standards.
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Sahr, Sarah. "A Quantitative Look at the Perceived Effectiveness of Online Professional Development in English Language Teaching." Thesis, The George Washington University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10076367.
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<p> At the turn of the 21st century, researchers quickly recognized the lack of online professional development (OPD) research in English language teaching (ELT) and started asking for more inquiry into the effectiveness of online professional learning. This study adds quantitative data analysis to the body of research regarding OPD and strengthens the claim that proper use of OPD in the ELT community mirrors traditional face-to-face professional development effectiveness in classroom instruction and teacher confidence. This study examines ELT educators' perceived effectiveness of professional development, identifies their preference between online and face-to-face professional development, and explores the possible differences that exist in perceived effectiveness and preferred professional development modality choice. A variety of statistical tests will be used to answer the research questions including exploratory factor analysis using a polychoric correlation matrix, logistic regression, independent-sample t-test, and two- and four-way analysis of variance. Although this study includes both online and face-to-face professional development data, the main focus was on the effectiveness and use of OPD.</p><p> The results of this study enhance Desimone's (2009) core competence framework and Bandura's (1977) self-efficacy theory by: (a) reaffirming past research that professional development does positively influence classroom instruction and teaching confidence; (b) claiming that geographic location is the best predictor of professional development modality preference while age still has its place as a viable predictor, but is just not as strong; and (c) upholding the findings that there are no statistically significant differences when perceived effectiveness is compared to OPD and face-to-face professional development models.</p><p> With the continuing reach of the World Wide Web and the growing number of people wanting to learn English, OPD has become a necessary training tool for the ELT professional. This study strengthens the literature addressing the similarities between online and face-to-face professional development, reinforces the belief that OPD improves classroom instruction and teacher confidence, and supports national and international policies that call for the use of OPD in English language teacher education.</p>
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Koo, Kyosung Koo Kyosung. "Effects of using corpora and online reference tools on foreign language writing a study of Korean learners of English as a second language /." Thesis supplement (Stimulated recall data, Korean):, 2006. http://ir.uiowa.edu/etd/65.
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Maclean, Heather. "Technology use in California community college ESL classrooms." Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10244713.
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<p>The California community college system is the largest in the country and is a crucial part of the higher education system. The ESL population within that system is a significant one in terms of size and needs. In order to successfully educate this population, the language-learning instruction must be appropriate, current, and effective. In today’s technological world, that means it must incorporate the technologies of the modern world in which these community college ESL students live and work. While technology use in language learning and teaching has been the subject of many studies, the use of technologies by community college ESL faculty in credit courses has been less investigated. </p><p> The purpose of this study was to investigate technology use within community college credit ESL classes in three areas: (a) the best and most frequently used technologies, (b) the way technologies are used, and (c) the barriers to technology use. The methodology for the study was a modified electronic Delphi survey. Two rounds of the survey were conducted with a panel of experts in order to reach consensus on the areas under investigation. </p><p> The study revealed that: (a) the most frequently used technologies in the community college ESL classroom are desktop computers, ESL websites, the Internet, and smartphones; (b) technologies are being used in traditional ways; (c) technologies are being used to teach independent learning and collaboration, and to teach technological skills; (d) technologies are being used to support and enhance the learning environment; (e) the primary barriers to technology use in community college credit ESL courses are training, funding, and time, the State, students’ language abilities, and students’ technology abilities. These findings add to Dobransky’s (2015) recent research on ESL in community colleges and the broader work of Kessler (2013) and Fuchs and Akbar (2013). </p><p> The findings of this study may be utilized as a call to further investigation on the practical applications of technology use that is or is not happening in community college ESL classrooms. It may also be utilized to inform and inspire new leadership at all levels within the community college system to set priorities and policies to eliminate barriers to technology use and to broaden technology use to go beyond on-site traditional uses. </p>
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Esposito, Santore John Mark. "ESL Teachers' Perceptions of Digital Storytelling| Curriculum Implications." Thesis, University of Puerto Rico, Rio Piedras (Puerto Rico), 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13859644.
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<p> The purpose of this study was to reveal the perceptions of ESL teachers regarding the use of digital storytelling in the classroom. The study examined the attitudes, beliefs, and opinions/feelings of teachers and identified their concerns about digital story telling production as part of their curricula. </p><p> Teachers’ perceptions were examined in this qualitative phenomenological study in order to get comprehensive descriptions. Strategies for data collection included questionnaires, interviews, and reflective essays. Interviews had a semi-structured format with participants being interviewed individually. Participation was voluntary, and all participants had completed at least one digital storytelling project with their students. </p><p> Three teachers participated in this study. Once all interviews were transcribed, categories were identified, relationships were established, and interpretations were made. Results indicated that participants held positive views towards the use of digital storytelling because of the creative nature of projects and the motivation that accompanied students’ desire to complete polished products. Finally, results showed that the incorporation of educational technology in general was important for all three teachers because students were able to develop language skills while incorporating much needed 21st century digital literacy skills. </p><p> The implications of these results were that all three teachers felt that educational programs did not do a good job of preparing teachers to help students meet the challenges of a new digital world. Furthermore, all three teachers expressed having similar lack of resources although this seemed to be more of an issue at the public-school level than at the university level. </p><p> Some recommendations would be that this study be extended to include other geographical regions to see if teachers are experiencing the same challenges. Expanding the study to include other areas would present a more complete picture of how digital storytelling is being used in educational settings. It is also recommended to examine students’ perceptions of digital storytelling to see if their perceptions mirror those of their instructors. Finally, these recommendations could affect the kinds of training teachers receive in educational programs and ultimately affect the decision to include a digital storytelling project as part of the curriculum.</p><p>
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Meredith, David C. "Relationships among Utilization of an Online Differentiated Reading Program, ELL Student Literacy Outcomes, and Teacher Attitudes." Thesis, Trevecca Nazarene University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10288260.
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<p> This study investigated whether use of the Achieve 3000 differentiated reading internet program correlated with increased incidence of ELL students achieving proficiency and/or with improvement in reading and literacy scores. It also examined attitudes among district ELL teachers. Results supported DI and CALL methods as instructional approaches. Achieve 3000 was most strongly related to improved literacy among students who completed 80 activities or more. Number of activities scoring at least 75% was the strongest predictor of improvement. Lexile score was related, but Lexile growth was not. When not used according to company recommendations, correlations were much weaker. Only 4.2% of district ELL students followed those recommendations. Relationships did not hold true for the lowest, beginning English proficiency students. </p><p>
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Alduwairej, Monerah Abdulrahman. "ATTITUDES TOWARDS THE USE OF TECHNOLOGY AMONG COLLEGE STUDENTS WHO STUDY ENGLISH AS A SECOND LANGUAGE (ESL)." Cleveland State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=csu1404402008.
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Elizalde, Ricardo Omar Sr. "Connected Learning and Academic Language Scaffolds| A Design Based Research Study with Long Term English Learners." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10748834.
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<p> This qualitative design based research study examined the Connected Learning theoretical framework coupled with academic language scaffolds for Long Term English Learners (LTELs) in a secondary public school setting. The participants of this study were students that have been in the United States for more than six years and have yet to be reclassified as fluent in English, thus they are labeled as LTELs. The setting for this design-based research study was one ninth grade sheltered English class and one 12th grade sheltered English class in an urban high school in Northern California. There were two implementations of this design based curriculum and each cycle lasted four days. The first implementation took place in October of 2016 and the second implementation took place during November of 2016. Students created and shared media across digital platforms using paragraph and sentence frames. As a result of this design based curriculum several students were able to create video letters to the next president of the United States on an iPad and share them on a digital platform. The design and implementation of a connected learning environment included three design principles and three learning principles and can be a successful system in other classrooms structured to serve LTELs if enough time is provided to enact all components of the design.</p><p>
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DuQuette, Jean-Paul Lafayette. "Cypris Village: Language Learning in Virtual Worlds." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/428760.
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Applied Linguistics<br>Ed.D.<br>ABSTRACT Online virtual worlds provide a unique environment for language instruction and learning, yet there are few longitudinal studies that chronicle the workings of existing communities on avatar-based graphical platforms. This study focuses on Cypris Chat, a nonprofit English learning and teaching group within Linden Lab’s Second Life. In this study, I discuss the structure of this community, the factors behind this group’s development from five members in 2008 to 882 in 2016, and the reasons for its appeal as a virtual world language learning group. I also examine the ways in which teaching and learning take place there. Although the study is primarily descriptive and ethnographic, it also makes use of three theoretical frameworks to analyze different aspects of the group. The digital habitats framework of Wenger, White, and Smith (2009) was used to judge Cypris’ efficacy as a working online community. Lim’s (2009) Six Learnings framework was utilized to explore how adequately the group made use of affordances specific to learning opportunities in virtual worlds. Finally, Holzman’s (2010) interpretation of sociocultural learning theory was used to analyze recorded discourse of formal and informal language learning activities. Data were collected through interviews of 21 Cypris staff and members; a majority of participants were adults of Japanese nationality, but members from Europe and the Middle East also participated. Participant observation and my personal experiences with Cypris’ history were also utilized, both to inform the development of interview questions and to determine the long-lasting appeal of the group; observations drew on my eight years experience as resident researcher and volunteer tutor at Cypris. Finally, disparate learning activities, both formal lessons and informal impromptu interactions during extracurricular conversations and games, were recorded, and select incidents were analyzed through discourse analysis. Results suggest that members’ perception of the importance of both formal activities and informal socializing outside of class was crucial to the continued existence of the group. Additionally, they also suggest that the group’s long-lasting appeal is related to the adventurous spirit of key members identified as Internet early adopters. As for teaching and learning within the community, observations indicated that tutors and learners alike took advantage of both traditional instructional methods and the unique affordances of the Second Life environment, both within and outside formal instruction at Cypris. Conclusions suggest that both Wenger et al.’s (2009) digital habitats and Lim’s (2009) Six Learnings frameworks are robust measures of online learning communities, and Holzman’s (2010) interpretation of sociocultural learning theory was shown to be applicable to both exploration of learning through play and informal interactions as well as more structured lessons in online virtual world learning groups like Cypris. This study contributes to the body of research on models of online language education, multimodal learning in virtual worlds, and the potentially revolutionary possibilities and challenges inherent in language learning communities such as Cypris.<br>Temple University--Theses
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Chakir, Mohamed. "The Integration of Mobile Phones in EFL Contexts| Using Messenger Applications to Learn English Vocabulary." Thesis, Southern Illinois University at Edwardsville, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10807796.
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<p> This study was conducted to investigate the effectiveness of mobile phones as learning tools in English as a Foreign Language (EFL) contexts. It also aimed at exploring learners’ and teachers’ attitudes towards the integration of mobile assisted language learning (MALL) tools such as mobile phones in English language teaching and learning. To this end, a mixed method research design was implemented. 60 Moroccan high school students took part in the study. They were divided into two groups, experimental (N = 30) and control (N = 30). The two groups underwent the two treatments that lasted for two weeks. During the first week, the first experimental group was sent two vocabulary items three times a day every day for a period of seven days via WhatsApp messenger while the control group was given a printed list of the 14 items at the start of the week. In the second week, the two groups switched places and the experiment was repeated with another 14 words. </p><p> At the outset of the study, a pretest was used to measure participants’ vocabulary knowledge with regards to target items. Two immediate posttests were used during the period of the experiment which learners took at the end of each week to measure vocabulary learning. A delayed test was administered four weeks following the end of the experiment to see vocabulary retention. The results of both the pre and delayed tests were not significant as they did not show any difference between the groups. However, the immediate posttests’ scores showed a significant difference between the two groups. The experimental groups’ scores in the two weeks were higher than their counterparts in the control groups., The results of the surveys showed that EFL teachers and learners hold positive attitudes toward the use of MALL in an EFL context such as Morocco. </p><p>
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Sharp, Steven Kary. "iPads in the Second Language Classroom| An Examination of iPad Use by Teachers through TPACK and Teacher Perception Lenses." Thesis, University of Maryland, College Park, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10639627.
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<p> Research indicates a need for teacher education programs which include embedded computer assisted language learning (CALL) to support teachers’ technological pedagogical and content knowledge (TPACK) of how to employ technology in classroom settings. Researchers also indicate a need to better understand the knowledge-base of language teacher education (LTE), including a teacher’s possible 40 year career through ever changing technology. </p><p> This mixed-method case study examines the use of iPads by four teachers, who represent maximum variation in their teaching and technology experience, in two mostly homogenous schools. The study looks specifically at how teachers’ perceptions of 1) teaching, 2) technology, 3) using technology and 4) their students shape the way they use iPads with English language learners. It also examines what supports facilitate the use of iPads for instructional purposes in second language classrooms. </p><p> I focus on the use of iPads in a one-to-one implementation in a technologically embedded context because iPads are a relatively new innovation in classrooms, with the potential of changing instruction. Such changes may contribute to the challenges and benefits of being an effective teacher in the English language teaching (ELT) classroom. Research on the use of iPads in classrooms has been previously limited to mostly suggestions for use and has given little guidance in how this disruption will assist and challenge teachers. </p><p> TPACK is used as a powerful construct based in a reconceptualization of the language teacher education (LTE) knowledge-base, indicating influences of context, teachers and their perceptions, identity and agency and activities in the classroom. These factors suggest ways which classroom technology and teacher, student, administrative and contextual influences may mediate the activities of teaching and learning in the classroom. </p><p> The data show a correlation between teachers’ practices with iPads and their previous experiences using technology in the classroom. Teacher groupings demonstrated differences in teaching based on their experience using technology and teaching. Schools showed differences only in terms of some choices made by the administration. Students’ effects on the use of iPads is minimal, except for instances of how student behavior affected the classroom.</p><p>
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Tsai, Pei-Chen. "Online storybook as a facilitator for english as a second language learning." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2398.
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Thomas, Sarah-Jane. "Student-Created Videos as a Language Acquisition Strategy for a Haitian Learner." Thesis, George Mason University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10685210.
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<p> American schools are becoming increasingly diverse, with an estimated 17 million first- and second-generation refugee and immigrant children residing in the United States. English learners navigate the challenges of learning how to read, write, and speak a new language, all while being expected to stay on grade level. Classroom teachers nationwide are looking for engaging ways to meet the needs of their students, despite resource and budget deficits. The purpose of this study was to explore the role that student-created vodcasts, or video podcasts, may play in the English acquisition of a Haitian learner. This research question morphed to focus on the perceptions and practices of this student’s middle school teacher of English for Speakers of Other Languages (ESOL) in using vodcasting and other technologies to facilitate his English acquisition. A second research question explored the role of sociocultural learning regarding the learner’s creation of vodcasts. Guiding bodies of research in this work included second language acquisition research, particularly regarding identity formation involving brain-compatible teaching, sociocultural learning, and culturally relevant pedagogy (CRP). Data collection occurred between January 2015 and May 2015. The student and his teacher shared their perspectives in six interviews each during the data collection process. Other data sources included 2 student-created vodcasts, 1 created in a group and 1 created by the student alone, a writing sample, and results from the previous school year of the state English as a Second Language Achievement Test (ESLAT). The teacher found that the vodcasts, in combination with other factors, helped the student reflect on his writing, particularly regarding punctuation, and that he overcame an error with comma splices immediately after recording a vodcast. The student found that the practice of vodcasting, in combination with other factors, helped him practice academic language, as required by his teacher for the assignment. The teacher allowed the student to work individually for the second vodcast assignment, and stated that the result was of much higher quality overall, particularly noting an increase in the amount of time the student spent speaking. The data indicated that vodcasting, in conjunction with other strategies supporting language acquisition, might have played a positive role in the student’s progress in his ESOL class. Furthermore, according to both the student and the teacher, independent creation of the video was more effective for him than collaborative group work, which the teacher explained may have had causes rooted in the student’s home culture.</p><p>
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Korslund, Stephanie L. "Does Practice Match Perception? An Examination of Instructors’ Espousal and Enactment of CALL in the Second Language Classroom." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1447947739.
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Marlowe, Zoe. "Technology in the EFL Classroom| Effects of a Mobile English Learning Application on Turkish University Student Achievement and Motivation." Thesis, University of Southern California, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10748623.
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<p> In an effort to help alleviate low achievement and motivation in Turkish university preparatory English programs (Education First, 2015), an English teacher at Mihrimah Sultan University (pseudonym) in Istanbul, Turkey, conducted a study in which ten university English preparatory program students used a mobile language learning application, English Quickly (EQ pseudonym). The aim of the study was to ascertain whether or not the eight-week application usage period would help students to improve their English language skills as well as their motivation to practice English. The mobile application EQ was downloaded by the students in February 2017, and was used for eight weeks, terminating in April 2017. Students used the different functions of the application including watching videos, speaking, and learning new vocabulary. The conceptual framework used for the study consisted of an analysis of knowledge, motivation, and organizational influences based on the work by Clark and Estes (2008). Recommendations were generated and an evaluation plan was designed using the New World Kirkpatrick's Four Level Model (Kirkpatrick & Kirkpatrick, 2016).</p><p>
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Hankvist, Annikki. "Technology in the English Language Classroom : Computer-Assisted Grammar Learning." Thesis, Linköpings universitet, Utbildningsvetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-144495.
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As technology advances so does the availability of computer-assisted learning software. Since the Swedish curriculum and syllabus in the subject English do not state how teachers should teach grammar or what grammatical items they should focus on, it is left to the teachers to decide themselves. This thesis aims to investigate how one can make use of CALL, Computer-Assisted Language Learning, when teaching grammar in the English language classroom. The following three research questions are posed: • In what ways is CALL used in teaching grammar? • Are any of the different ways of using CALL more successful than others? • What are the students’ reactions to using CALL as a means of learning grammar? The questions are answered by analyzing the theoretical background of second language acquisition, as well as by analyzing ten articles about learning grammar with the help of modern technology. The findings show that there are more ways of using technology in a teaching environment than there are articles about it, and this thesis only covers a few of the different means of using CALL to teach grammar. The findings also show that the results of computer-assisted teaching and learning are overall positive, but it cannot be concluded whether this is because of the software or the novelty of using CALL. Some software shows better results than other, such as error correction software. The overall perceptions of using CALL in the classroom are overwhelmingly positive from both teachers’ and students’ perspective. Furthermore, the results show that the students believe that using technology to learn helps them more than it actually does, showing how it helps motivate students to acquire new knowledge by making it more interesting for them. All in all, the findings of the research give teachers an overview of the current progress of CALL, as well as giving them suggestions about how to incorporate technology in their own teaching.
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Bado, Niamboue. "Video Games and English as a Foreign Language Education in Burkina Faso." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1395498334.
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Saltourides, Eleni. "The Sociocultural Impact of Technology on Adult Immigrant English as a Second Language Learners." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/194537.
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For immigrant adult learners, learning English is not only for survival and functioning in the target language (TL) culture, but it is also a means of being able to successfully deal with the inequitable power structures in place in the larger society which deny them access to the culture's social, economic, and political resources (Norton, 2000). In the United States, the computer is a culturally valued resource and tool used by TL speakers, yet this valued resource is not easily accessible to immigrant adults due to their limited language ability, lack of experience with computers, and/or financial reasons; thus, putting them at an immediate socioeconomic disadvantage in this country. Nevertheless, researchers have argued that today's language learners must know how to read, write and communicate through electronic mediums due to the computer's prevalence in many aspects of modern life (Warschauer, 2005).The purpose of this study is to explore the impact of technology on adult immigrant learners as they learn how to use computers formally for the first time within an English as a Second Language curriculum. Specifically, the study seeks to discover which factors contribute to successful computer literacy acquisition, the impact of computer literacy acquisition to their identities, and which pedagogical practices are best suited for this population. The research project took place at a local community college and looked at 25 students, focusing in on five case-profile learners. Using Lave & Wenger's (1991) Situated Learning Theory and Norton's (1995) Theory of Investment, Social Identity and Power as a means of examining the above issues, the findings provide evidence that teachers need to consider learners' identities when designing and implementing a computer literacy curriculum. This research also calls attention to the necessity of implementing a computer literacy course within an ESL curriculum so that students can learn language and computer literacy in an ESL supportive environment attentive to their specific needs. Moreover, the study points to the need for instructors to be more aware of their own cultural and learning style biases and how they affect learner participation in this population of students.
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Yoon, Hyunsook. "An investigation of students' experiences with corpus technology in second language academic writing." Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1109806353.
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Thesis (Ph. D.)--Ohio State University, 2005.<br>Document formatted into pages; contains 307 p. Includes bibliographical references. Abstract available online via OhioLINK's ETD Center; full text release delayed at author's request until 2006 March 7.
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Mohammed-Ali, Ahmed Shakir. "Attitudes and motivation of Arabic-speaking students of science and technology in Wales towards English and their relationship to proficiency in English." Thesis, Cardiff University, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.260168.
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Lebron-Lozada, Sandra I. "Learning Conversational English with Student-Generated Podcasts." NSUWorks, 2012. http://nsuworks.nova.edu/gscis_etd/209.
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The international student population in higher education institutions in the United States has been increasing steadily in the last decade. A high percentage of these students enrolled in English as a Second Language (ESL) courses or in the English for Speakers of Other Languages (ESOL) programs in many community colleges. These programs are faced with the need to integrate adequate instructional activities and performance-based assessments that help improve and accelerate language speaking skills to prepare students for the next academic level.
The goal of this exploratory and descriptive developmental case study was to develop a class project with performance-based learning activities for an ESOL advanced level conversational class at Houston Community College Southeast using podcasting technology and a constructivist instructional design approach. These activities were a series of five student-generated podcasts (scripted and unscripted) lab assignments the objective of which is to promote student engagement in real world conversation topics that can potentially affect their English speaking skills and attitudes in a positive manner. The project was named the ESOL PodZone conversational lab.
A mixed method research approach resulted in a triangulation of the results from quantitative and qualitative data analyses that served as corroborative evidence to answer three research questions: How do student-generated podcasts on real world conversation topics improve the learner's speaking skills? What are the students' attitudes toward student-generated podcast activities and the impact on their speaking skills? How should student-generated podcast learning activities be integrated into the ESOL instruction to enhance the students' speaking skills? The sample group had 22 students: 12 Vietnamese, 8 Hispanics, 1 from Kazakhstan, and 1 from Equatorial Guinea.
The findings documented that student-generated podcasts can affect conversational language skills in the pronunciation, fluency, grammar, and vocabulary domains at different levels over longer periods; that students have positive attitudes toward the use of podcasting for language learning; and that using a constructivist instructional design model (CIDM) framework facilitates an effective integration of student-generated podcast authentic activities into the ESOL conversational curriculum. Further research may be considered for similar case studies with different populations, using different podcasting and instructional applications.
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Zhang-Wu, Qianqian. "Exploring the Bilingual Linguistic Functioning of First-Semester Chinese International Students: Myths and Realities." Thesis, Boston College, 2019. http://hdl.handle.net/2345/bc-ir:108381.
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Thesis advisor: María E. Brisk<br>Bilingual international students’ ability to function linguistically has been found to be closely associated with their academic performance (Karuppan & Barari, 2010; Rowntree, Zufferey, & King, 2016) and social adjustment (Andrade, 2006; Yeh & Inose, 2003). While most previous research has focused on the language and education experiences of graduate international students (e.g., Cheng & Erben, 2011; Jiang, 2014; Lin, 2006; Xue, 2013), it remains unclear how undergraduate students, especially newly-arrived college freshmen, function linguistically during their transnational, translingual, and transcultural experiences. Drawing upon Bioecological Model of Human Development (Bronfenbrenner & Morris, 2006) and Systemic Functional Linguistics (Halliday, 1985), this one-semester-long qualitative study explored the linguistic functioning and first-semester college experiences of twelve international freshmen from China. The guiding research questions were: (1) How did the twelve Chinese international students from different disciplines function linguistically in academic and social settings at the beginning of their first semester in college? (2) How did they meet the oral and written linguistic demands in academic and social settings throughout the semester? (3) What has changed regarding their linguistic functioning over the course of one semester? The participants were twelve first-semester Chinese international freshmen majoring in eight disciplines. Multi-modal data were collected through a combination of a 4-month digital ethnography (Pink et al., 2016) using a culturally-relevant social media application software WeChat, along with traditional qualitative data collection methods including semi-structured interviews, bilingual language logs, writing samples across genres, talks around texts, and informal communication. Three themes emerged based on data analyzed following applied thematic analysis (Guest, MacQueen, & Namey, 2012), including linguistic functioning in academic and social settings, the students’ coping strategies initiated, and their perceptions of support received. While the students’ previous language and education backgrounds played an important role in their ability to function linguistically in college, internal factors such as motivation and agency also helped to shape their first-semester college experiences. Although Chinese was frequently adopted as a bridging tool earlier in the semester, its popularity naturally decreased overtime throughout the semester. In questioning eight commonly held misconceptions, this dissertation has unpacked the within-group variability and tensions among Chinese international students and drawn attention to their initial transitional, translingual, and transcultural experiences from a developmental perspective. Based on the findings, I present (1) suggestions on how American higher education could better serve the unique linguistic and academic needs of its growing international student population to facilitate their long-term success, (2) implications on research methodology, and (3) directions for future research<br>Thesis (PhD) — Boston College, 2019<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Dorina, Dibra. "Real-time interactive visualization aiding pronunciation of English as a second language." Thesis, Linnéuniversitetet, Institutionen för medieteknik (ME), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-40264.
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Computer assisted language learning (CALL) comprises a wide range of information technologies that aim to broaden the context of teaching by getting advantages of IT. For example, a few efforts have been put on including a combination of voice and its visual representation for language learning, and some studies are reporting positive outcomes. However, more research is needed in order to assess the impact caused by specific visualization styles such as: highlighting syllables and/or wave of sound. In order to explore this issue, we focused at measuring the potential impact that two distinct visualization styles and its combination can have on teaching children the pronunciation of English as a second language. We built a prototype which was designed to assist students while learning pronunciation of syllables. This system was employing two different real-time interactive visualization styles. One of these visualization styles utilizes audio capturing and processing, using a recent technology development: Web Audio API.We evaluated the effect of our prototype with an experiment with children aged from 9 to 11years old. We followed an experimental approach with a control group and three experimental groups. We tested our hypothesis that states that the use of a combined visualization style can have greater impact at learning pronunciation in comparison with traditional learning approach.Initial descriptive analyses were suggesting promising results for the group that used the combined visualization prototype. However, additional statistical analyses were carried out in order to measure the effect of prototype as accurately as possible within the constraints of our study. Further analyses provided evidence that our combined visualizations prototype has positively affected the learning of pronunciation. Nonetheless, the difference was not big comparing to the system that employed only wave of sound visualization. Ability to perceive visual information differs among individuals. Therefore, further research with different sample division is needed to determine whether is the combination of visualizations that does the effect, or is the wave in itself. Slitting groups based on this characteristic and perform the testing will be considered for the future research.Eventually, we can be confident to continue exploring further the possibility of integrating our proposed combination of two visualization styles in teaching practices of second language learning, due to positive outcomes that our current research outlined. In addition, from a technological perspective, our work is at the forefront of exploring the use of tools such as Web Audio API for CALL.
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Dobransky, Kristine Ann. "Technology Use and Integration by Ohio's Community College ESL Instructors." Ashland University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1436573872.
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Laws, Dannielle Kaye. "Gaming in Conversation: The Impact of Video Games in Second Language Communication." University of Toledo / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1461800075.
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Koo, Kyosung. "Effects of using corpora and online reference tools on foreign language writing: a study of Korean learners of English as a second language." Diss., University of Iowa, 2006. https://ir.uiowa.edu/etd/65.
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The general aim of this study is to better understand aspects of using reference tools for writing and to identify technologies that can assist foreign language writers. The specific purpose of this study is to look closely at how English as a Second Language (ESL) students from Korea use a corpus as a reference tool in conjunction with dictionaries when paraphrasing English newspaper articles. The participants were Korean graduate students with advanced English proficiency (N=10). Their task was to paraphrase an English newspaper article.
The results show that purposes for using a concordancing program include collocations, definitions, context, and parts of speech. The subjects looked for a variety of information in a concordancing program, including prepositions, authentic samples, and the context in which the search terms were used. Reasons for using dictionaries include definitions, parts of speech, and sample sentences. The most common strategy was to combine reference tools, while the second most common was to use a specific search word. Subjects who used more than one tool for a search or performed multiple searches were more successful in finding what they were looking for.
A concordancing program enabled users to see multiple examples of everyday language use. By using the concordancing program, learners were able to see words that were used most frequently, their patterns, and collocations. Learners took more responsibility for their language learning, as they became researchers in their own right. They gained confidence as L2 writers as they had inside access to linguistic resources. The subjects became more independent and were able to solve their own writing and linguistic problems as they became more aware through the use of authentic texts. In this study, the subjects found the corpora to be useful for sentence-level composition and revision. Overall, the use of reference tools led to an improvement in the accuracy of writing. A concordancing program played an important role in defining the structure and context of English phrases and sentences.
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Yakimchuk, Daniel Thomas. "A Study of the Efficacy of Literacy-based Assistive Technology for Undergraduate Second Language Learners." NSUWorks, 2010. http://nsuworks.nova.edu/gscis_etd/342.
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The goal of this study was to improve English language proficiency of undergraduate second-language learners (SLLs) through the use of literacy-based assistive technology (AT). Both current literature and the Universal Design for Learning (UDL) model suggest that literacy-based AT, while traditionally designed to assist students with learning disabilities, can benefit learners studying in a second language. This study adapted the Times Series Concurrent Differential (TSCD) research methodology to test the efficacy of AT for second language learners. TSCD involves the collection of a series of participant performance measurements both with and without the aid of AT. The difference between the two sets of measurements represents the impact of the AT.
Fifty-four participants (32 SLL, 22 non-SLL) enrolled in a cross-section of Cape Breton University's Shannon School of Business courses participated. The adapted TSCD model was applied through a series of structured reading exercises that alternated use of AT with traditional reading over a full academic term. The reading assignments were drawn from course material and accounted for a small percentage of the class mark. In non-intervention exercises, participants read and reviewed assignments directly from printed course material. In intervention exercises, participants read and reviewed digital copies of the required material with the aid of PDF Equalizer. A secure Moodle site facilitated digital material access, performance measurement, and data management.
A multivariate analysis of covariance (MANCOVA) determined a significant effect (9%) of the use of screen-reading software on academic performance of SLLs and a positive but insignificant effect (3%) of the use of screen-reading assistive technology on academic performance of non-SLLs. In addition, more SLL participants reported that the use of screen-reading software improved their reading (84%), listening (75%), and writing (56%) skills as compared to their non-SLL counterparts (36%, 41%, and 27% respectively). The majority of SLLs also reported that the use of the screen-reader had a positive effect on their academic performance (84%), improved their study skills (84%), and increased their confidence (78%) in their English language skills.
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Moore, Jeffrey Salem. "Digital Literacy and Composing Practices of Second Language Students: A Student Perspective on Writing, Technology, and Privilege." Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu148715983643726.
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Sprague, Adam. "Analyzing the Feedback Preferences and Learning Styles of Second-Language Students in ESOL Writing Courses at Bowling Green State University." Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1489519863691965.
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Parrilla, Larissa Karina. "Multimedia Technologies' Influence on Language Acquisition in English Language Learners." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2682.
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English as a Second Language (ESL) learners at the upper elementary level have struggled to demonstrate the vocabulary required to read in English at grade-level. Although multimedia technologies have demonstrated positive effects as language acquisition educational tools at the university level, it remains unclear how useful they are for language acquisition at the elementary level. This quasi-experimental study used dual coding theory as a framework to examine the relationship between the level of reading comprehension upper elementary students developed and their construction of word meanings through use of multimedia technologies. The study utilized convenience sampling of 85 students divided into treatment and control groups in a Puerto Rican Montessori school. The treatment consisted of use of multimedia technologies that included video, audio, images, and words in a digital environment for vocabulary acquisition instruction. Data sources included pretest and posttest results for the Maze Close test that measures reading comprehension. These results were analyzed using a paired t test. Results indicated that students in treatment groups developed greater reading comprehension than did those in control groups. However, the difference in scores between the groups was not significant, so the null hypothesis was not rejected. Further research is required in order to determine whether a positive relationship can exist between multimedia technology usage and development of upper elementary student vocabulary and reading comprehension. This study indicates the importance of examining whether multimedia technology use in elementary student English reading comprehension can create reading gains for upper elementary ESL students.
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Fujino, Koichi. "Social Combination| Teaching Two Fa(u)lkners and Digital Literacy." Thesis, Indiana University of Pennsylvania, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3736801.
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<p> This dissertation explores the ways to teach the literary works of William Clark Falkner and William Faulkner to ESL (English as a Second Language) students in today’s digital environment. William Faulkner’s great-grandfather, William Clark Falkner, wrote romantic literary works, and William Faulkner critically uses the motifs of his great-grandfather’s works to establish his literary world. Applying Bakhtin’s dialogical theory, this study explores how these two authors imagine the social formations of the American South differently in their literary works. The coined term, social combination—which is defined as the individuals’ mutual effort to have equal relationships for a certain time—is used as a key term to examine how these two authors depict the characters’ personal relationships. William Faulkner employs his characters’ social combination as a resistance against the American South’s romantic illusions that are represented by William Clark Falkner’s literary works. William Faulkner’s historical perspective is beneficial for today’s ESL students, who explore their new egalitarian formations in their digitally expanded world. The last part of this study outlines how an American literary teacher can connect the works of William Clark Falkner and William Faulkner when teaching ESL students by using today’s digital environment. Using three digital platforms—Moodle, WordPress, and Google Drive—a teacher composes egalitarian relationships among class members and inspires students’ autonomous discussion on these two authors’ works. Through these activities, ESL students are expected to comprehend that the literature of the American South is not only the historical development of the foreign region, but the phenomenon that is connected to their own social formations.</p>
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Vosloo, Dorothea Susanna. "Understanding the role of culture during teaching and learning through English second language at a university of technology / Dorothea Susanna Vosloo." Thesis, North-West University, 2011. http://hdl.handle.net/10394/10386.
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This study focuses on understanding the role of culture during teaching and learning through English L2 at the University of Technology; determine the fundamental nature of culture; gain a better understanding of the role of cultural factors that influence L2 teaching and learning of the 1st year students; and propose possible solutions to deal with problems caused by the influence of culture on teaching and learning through English L2. South Africa is a multicultural and multilingual country, a situation which has led to multiracial and multicultural learning institutions. There is, therefore, a need for students in South Africa to develop the skills, knowledge, competence and attitudes to function effectively in a diverse society. The lecturers’ attitudes, knowledge base and cultural competence are also crucial when setting educational goals of acceptance and appreciation of diversity. In this study, a phenomenological design was followed. Interviews were conducted with a carefully recruited sample of participants (i.e. first year students that were all L2 speakers and lecturers who teach in a L2) at a university of technology. The researcher recruited participants by means of purposeful sampling. Twenty students and five lecturers participated in this study. The literature and empirical research indicated that culture and language are inseparable and that culture is important to both students and lecturers. Knowledge of other cultures by both students and lecturers would promote understanding of one another’s cultures and would benefit teaching and learning. Despite the opinion that students would perform better if they were to receive instruction in their mother tongue, they noted the advantages of being taught in English L2, that is, better chances of finding work, becoming communicatively competent in a world where English is spoken by so many people.<br>MEd, Learning and Teaching, North-West University, Vaal Triangle Campus, 2011
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Amaro-Jimenez, Carla. "Latino Children’s English as a Second Language and Subject-Matter Appropriation through Technology-Mediated Activities: A Cultural Historical Activity Theory Perspective." University of Cincinnati / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1211938498.
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Zhao, Yuan. "The impact of computer technology on teaching and learning English listening and speaking as a second language in the UK higher education." Thesis, University of York, 2006. http://etheses.whiterose.ac.uk/9908/.
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van, der Merwe Margaretha Maria. "English language proficiency of non-English speaking learners in the foundation phase of an English medium school : challenges and strategies." Thesis, Welkom: Central University of Technology, Free State, 2014. http://hdl.handle.net/11462/677.
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Thesis (M. Ed. ) - Central University of Technology, Free State, 2014<br>The aim of this study was to investigate the English Language Proficiency of non-English speaking learners in the Foundation Phases. An in-depth literature study was conducted to investigate this phenomenon. The historical background of language provision in South-African schools, the issue of language and cognition and different aspects of mother tongue education was touched on. The implicaitons of the current situation of the Language of Teaching and Learning (LoLT) for teaching and learning in South Africa was also covered. A qualitative research design and methodology were deemed appropriate to explore the challenges and strategies used by Foundation Phase teachers to enhance the English language proficiency of their learners. The research findings of the empirical investigation were presented in accordance with themes and categories that emerged from the data during the thematic analysis of the eight semi-structured individual interviews. The main concerns of the participants regarding the way to address challenges were presented. The complexity of this phenomenon pictured in my mind. The research findings lived up to my expectations and confirmed what was found in my literature study. Hence I came to realise that the experiences of the participating teachers were extremely important in reaching the conclusions of this research. The major research findings and meaningful issues came to light from the literature review and the empirical evidence. Finally recommendations are put forward for the consideration of Foundation Phase teachers, schools and the Department of Education (DoE) when dealing with the proficiency of their learners.
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Kessler, Greg. "Computer Assisted Language Learning Within Masters Programs for Teachers of English to Speakers of other Languages." Ohio University / OhioLINK, 2005. http://www.ohiolink.edu/etd/view.cgi?ohiou1125514948.
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Chmura, Anna, and Zabina Borrud. "Digital tools through a K-3 teacher’s perspective." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32523.
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Technology is advancing at a rapid pace and more digital tools find their way into theclassrooms as a means for educational purposes. The English language has also taken morespace in our everyday life and is almost a necessity in today's global society. However, canthe teachers in the Swedish educational society keep up with the rapid growth of both thesesubjects? The aim with this study is to get a better understanding about teachers’ perspectiveand knowledge about digital tools as an aid for English language development for younglearners, as well as what challenges and benefits they find with using digital tools as a meansfor English language development.This study will present a summary of theoretical and literature background regarding the topicat hand. The data for this study was collected through interviews with five K-3 teachers infour different schools located in south of Sweden. The result showed that a majority of thefive interviewed teachers, saw digital tools to be beneficial in the English classroomenvironment, and they had a positive view on English as a subject and its importance foryoung learners. However, the data collected exposed that the absence of guidelines,inadequate knowledge about how to use the tools within an educational approach,malfunctioning equipment and the lack of time to teach and plan the lessons was a substantialdilemma
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Mehring, Jeffrey Gerald. "An exploratory study of the lived experiences of Japanese undergraduate EFL students in the flipped classroom." Thesis, Pepperdine University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3680237.
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<p> Recently, Japanese higher education has decided to transition from a traditional teacher-centered to a more student-centered, communicative classroom. One promising possibility that could help in the transition is the flipped classroom technique. Examining the lived experiences of Japanese university English as a foreign language (EFL) students who have taken part in a course taught using the flipped classroom technique will help in determining possible benefits of the flipped classroom in EFL higher education in Japan. This study will use a qualitative approach with a case study design to focus on the lived experiences of Japanese EFL university students at Iwate University enrolled in a course taught using the flipped classroom model. This study will focus on the students' impressions, possible changes in study habits, perceived benefits and challenges, and if students experienced higher levels of authentic communication opportunities due to the flipped classroom. By examining the lived experiences of students who have taken part in a course taught using the flipped classroom technique, this study will contribute to the understanding of learning technologies used to support the implementation of a communicative, student-centered learning environment in the undergraduate EFL classroom. </p>
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Wylie, Ruth. "Examining the Generality of Self-Explanation." Research Showcase @ CMU, 2011. http://repository.cmu.edu/dissertations/99.
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Prompting students to self-explain during problem solving has proven to be an effective instructional strategy across many domains. However, despite being called “domain general”, very little work has been done in areas outside of math and science. In this dissertation, I investigate whether the self-explanation effect holds when applied in an inherently different type of domain, second language grammar learning.
Through a series of in vivo experiments, I tested the effects of using prompted self-explanation to help adult English language learners acquire the English article system (e.g., teaching students the difference between “I saw a dog” versus “I was the dog”). In the pilot study, I explored different modalities of self-explanation (free-form versus menu-based), and in Study 1, I looked at transfer effects between practice and self-explanation. In the studies that followed, I added an additional deep processing manipulation (Study 2: analogical comparisons) and a strategy designed to increase the rate of practice and information processing (Study 3: worked example study). Finally, in Study 4, I built and evaluated an adaptive self-explanation tutor that prompted students to self-explain only when estimates of prior knowledge were low. Across all studies, results show that self-explanation is an effective instructional strategy in that it leads to significant pre- to post-test learning gains, but it is inefficient compared to tutored practice. In addition to learning gains, I compared learning process data and found that both self-explanation and practice lead to similar patterns of learning and there was no evidence in support of individual differences. This work makes contributions to learning sciences, second language acquisition (SLA), and tutoring system communities. It contributes to learning sciences by demonstrating boundary conditions of the self-explanation effect and cautioning against broad generalizations for instructional strategies, suggesting instead that strategies should be aligned to target knowledge.
This work contributes to second language acquisition theory by demonstrating the effectiveness of computer-based tutoring systems for second language grammar learning and providing data that supports the benefits of explicit instruction. Furthermore, this work demonstrates the relative effectiveness of a broad spectrum of explicit learning conditions. Finally, this work makes contributions to tutoring systems research by demonstrating a process for data-driven and experiment-driven tutor design that has lead to significant learning gains and consistent adoption in real classrooms.
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Mohd, Ariff Albakri Intan Safinas. "Teacher cognition in the context of content-based instruction in English as a second language : a case study of science and English for Science and Technology (EST) teachers in Malaysia." Thesis, University of Cambridge, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.609552.
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Swiger, Sha Li. "Technology Use and Integration by Six Sheltered-Instruction Trained Teachers." University of Akron / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=akron158928744067648.
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Jones, Warwick Alfred. "A corpus-linguistic approach to foreign/second language learning: an experimental study of a new pedagogicmodel for integrating linguistic knowledge with corpus technology." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B46053372.
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Puakpong, Nattaya, and n/a. "An individualized CELL Listening Comprehension Program: making listening more meaningful for Thai learners of English." University of Canberra. Languages, International Studies & Tourism, 2005. http://erl.canberra.edu.au./public/adt-AUC20060724.135729.
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The purpose of this research project was to examine theories of learning, theories of teaching, and theories of listening comprehension with a view to developing and testing a computer-enhanced listening comprehension system for English as a Foreign Language within the Thai university system. In addition to carrying out an in-depth literature review, factors contributing to difficulties in the listening process were also carefully examined in order to build a sound foundation for dealing with listening comprehension. A brief history and analysis of Computer Assisted Language Learning were presented together with a review of some computer programs with the aim of determining their characteristics. An Individualized CELL Listening Comprehension Program was then developed on the basis of four theoretical frameworks: the Constructivist approach, the need to use authentic spoken passages, reduction of cognitive load and response to learner differences.
The system was then used by twenty students of Suranaree University of Technology (SUT), Thailand for a period of fifteen weeks. Students were volunteers from different proficiency levels. SUT midterm and final examinations were employed, in part, to observe the effect of the program on proficiency levels. The SUT examinations, which were usually in a multiple-choice format, tested students on minor details through short, simple conversations. These tests might not fit entirely within best practice for listening but they seem to be a common way of measuring listening development in several educational contexts. Pretests and posttests examining global ideas and specific details in written and multiple-choice formats were then developed so as to provide a more accurate gauge of improvement in listening skills. Log files were kept in order to scrutinize in detail students� interactions with the system. Questionnaire and interview techniques were applied to seek out students� attitudes towards the program.
The results revealed that the participants performed better than their peers in the same proficiency levels in SUT midterm and final examinations although the difference was not at a statistically significant level. However, posttest scores were better than those of pretest at a statistically significant level in most aspects except in case of the global ideas. The log files revealed that all students tended to focus on the word level by attempting to understand and decode every word in the transcriptions. This fixation is likely to explain the low global ideas scores. Analysis was complicated by the fact that some students were not able to use the
program frequently enough, usually because of unexpectedly heavy schedules. However, the data extracted through questionnaires and interviews showed that most students demonstrated a positive attitude towards the various features of the program and felt that use of the program had improved their listening skills. In addition to findings relating to the development of listening comprehension, the study revealed that the majority of students felt that they did not think listening comprehension and, more generally the study of English, was sufficiently important to spend time on. This interesting but shocking discovery needs to be attended to immediately as it may have a strong effect on how Thai students prioritize their learning of English, and how this may impact on the levels of proficiency which they might subsequently attain.
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Stefano, Ivan. "Instructor Views about the Use of Technology in Teaching ESL Writing at the University Level." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1357251066.
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Björk, Ludvig. "Is it Smart to Use Smartphones in School? : A Quantitative study on Using Smartphones as English-Teaching & Learning Tools in Lower & Upper Secondary School." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, Ämnesforskning, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-44029.
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Is it Smart to Use Smartphones in School? A Quantitative Research on Using Smartphones as English-Teaching & Learning Tools in Lower & Upper Secondary School. By: Ludvig Björk This study aims to examine how the smartphone, when used as a tool in the Swedish EFL classroom, is viewed and used by educators in both upper and lower secondary schools. Through a survey, 23 teachers were asked questions regarding how they view the smartphone as a teaching & learning (T&L) tool. This survey was sent to four different schools. The survey consists of ten questions. The results show that most teachers are positive towards the use of smartphones as teaching & learning tools, with some reservations. They find it hazardous to use the device too often. Through this, the smartphone is not used as much as some teachers would like. The device is also used twice as much in lower secondary school compared to upper secondary school. The results of the present study corroborate with previous findings that indicate that the smartphone is used as a supplement rather than an active tool in the classroom. Even though teachers may find the tool risky to use, they also consider it an effective tool since it can be used in several ways.
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Brinckwirth, Anton. "Implementation and Outcomes of an Online English-Portuguese Tandem Language Exchange Program Delivered Jointly Across a U.S.-Brazilian University Partnership: A Case Study." VCU Scholars Compass, 2012. http://scholarscompass.vcu.edu/etd/2752.
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The purpose of this study was to investigate a class-to-class online English-Portuguese "Teletandem” program that was conceived, negotiated, and implemented cross-collaboratively between the foreign language instructors and language resource center (LRC) staff at two large state universities—one in the United States and the other in Brazil. Ten English language students in Brazil were paired with 10 Portuguese language students in the U.S. for a 10-week Skype®-based tandem language exchange (TLE) project that was jointly delivered online across an international university partnership. A qualitative case study design was used to examine the attitudes, perceptions, views, and behaviors of the teachers, students, and LRC staff who participated in the project. The objective of the study was to shed light on the factors that facilitated and hindered teletandem design, implementation and sustainability. Participant feedback was interpreted and contextualized by the researcher to provide rich descriptions of how Teletandem was optimized and how it impacted student learning. The findings suggest that Teletandem is an innovative, low-cost, high-impact language learning activity with vast pedagogical implications. As a lab supplement to traditional instruction, it enabled students at both sites to accelerate L2 development through authentic immersion and practice while making social connections with native speakers abroad. In addition, the results showed that—for many students—Teletandem heightened intercultural awareness, boosted confidence in the L2, and strengthened fluency skills while rendering a transformational learning experience.