Keywords

learning approaches, second language acquisition, technology-enhanced language learning, instructional design

Abstract

This quantitative research, carried out at the military environment at the Defense Language Institute investigated whether learning approaches could predict learners' language proficiency and learners' attitude towards technology-enhanced language learning (TELL). In addition, it also examined whether learners' demographic factors, such as age, educational backgrounds, prior experience in foreign language learning and in TELL as well as their ability to use PC and the World Wide Web could predict the above mentioned language proficiency and attitude. A cluster sampling method was adopted and data was collected in four Chinese departments at the institute. Both the learning approaches inventory ASSIST and the attitudes towards TELL survey were administered to 158 Chinese language learners. 137 valid responses were obtained. All data were input into SPSS for regression and correlation analyses. Conclusions of the study are as follows: 1. The surface and apathetic approach (p<.01) was a significant predictor for both learners' measured language proficiency and their self-perception of academic performance. 2. The strategic approach was a positive predictor for learners' attitudes towards TELL; whereas, surface and apathetic approach was a negative predictor for learners' attitudes towards TELL. 3. None of the learners' demographic variables could not predict either learners' language proficiency or their attitudes towards TELL. Implications for instructional design, curriculum development, teacher education, as well as relevant research issues were discussed.

Notes

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Graduation Date

2005

Semester

Fall

Advisor

Orwig, Gary

Degree

Doctor of Philosophy (Ph.D.)

College

College of Education

Department

Educational Research, Technology and Leadership

Degree Program

Instructional Technology/Media

Format

application/pdf

Identifier

CFE0000829

URL

http://purl.fcla.edu/fcla/etd/CFE0000829

Language

English

Release Date

January 2010

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

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