Exploring Technology-enhanced Optimal Language Learning Environments for English Language Learners in Elementary Grades
出版項
2019
說明
1 online resource (323 pages)
文字
text
無媒介
computer
成冊
online resource
附註
Source: Dissertations Abstracts International, Volume: 81-03, Section: A
Advisor: Damico, James S.;Bonk, Curtis J
Thesis (Ph.D.)--Indiana University, 2019
Includes bibliographical references
With over 50 years of development, the field of computer-assisted language learning (CALL) has accumulated ample knowledge concerning the potentials of technology use to impact English language learning (ELL). A large body of research in this field has devoted to exploring applications of specific technologies to develop discrete language skills. However, minimal research has been conducted to examine an integrative approach to using technologies of different kinds with an intention to enhance ELL in a comprehensive and holistic way. Furthermore, although young learners are recognized as members of the digital generation, few studies have addressed the integration of technology use into the instruction of the elementary English language learners (ELLs). Young second language (L2) learners present learning needs and characteristics that differ from adult L2 learners (for additional discussion of misunderstandings about teaching young learners, see Cameron, 2001). Their readiness for and competence in using technologies should also be considered differently from those of adult learners when technology is integrated into the L2 curriculum (Parker, 2008). Although instructional designers and language education teachers are in need of pedagogical guidance for teaching young L2 learners with the support of technology use, such guidance is currently lacking in the field. In an endeavor to close the gaps mentioned above, the purpose of this design-based study was to develop a technology-enhanced language instructional model that ELL teachers could adopt to integrate various technologies to construct "optimal language learning environments" for young learners. With roots in multiple theoretical perspectives on learning, including behaviorism, cognitivism, and constructivism, the underlying assumptions of the proposed model were drawn mainly from socio-constructivist viewpoints (Ertmer & Newby, 2013; Perkins, 1991; Vygotsky, 1978) in the interdisciplinary field of CALL and instructional design. The operative concept of "optimal language learning environment," comprising (1) authentic and high-quality input; (2) ample opportunities for practice and output; (3) timely and high-quality feedback and scaffolding; and (4) individualization of learning, is drawn from the work of Egbert, Chao, and Hanson-Smith (1999) and Zhao and Lai (2008).Guided by information research methodology, the proposed instructional model was tested and improved through three iterative research cycles. In each iteration, the researcher invited one primary school ELL teacher to design and implement a 45-minute lesson in her language classes. Various sources of data were collected, including class observations, videotaped recordings, interviews, reflection notes, and student's project products and artifacts. Data analysis was conducted along with the data collection process to identify the needs and challenges in the actual application of the instructional model. Based on the results of the three iterations, a revised model was proposed to validate its generalizability. The study showed that the instructional model guided ELL teachers to develop technology-enhanced lessons with the integration of various technologies and that such lessons supported ELL students' language development. The study also shed lights on the challenges that teachers and students need to deal with when the instructional model is applied in regular language classes. Finally, it highlights the need to replicate the study to further improve the instructional model and expand its range of applicability
Electronic reproduction. Ann Arbor, Mich. : ProQuest, 2021
