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High School World Language Teacher P...

Wright, Regina Veal.

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High School World Language Teacher Perspectives on Computer-Mediated Communication Applications.

Record Type:	Electronic resources : Monograph/item
Title/Author:	High School World Language Teacher Perspectives on Computer-Mediated Communication Applications./
Author:	Wright, Regina Veal.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	191 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-05, Section: A.
Contained By:	Dissertations Abstracts International80-05A.
Subject:	Foreign language education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10977248
ISBN:	9780438666801

High School World Language Teacher Perspectives on Computer-Mediated Communication Applications.
Wright, Regina Veal.

High School World Language Teacher Perspectives on Computer-Mediated Communication Applications. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 191 p.

Source: Dissertations Abstracts International, Volume: 80-05, Section: A.

Thesis (Ph.D.)--Walden University, 2018.

This item must not be sold to any third party vendors.

Computer-mediated communication (CMC) offers opportunities to assist world language students to become global communicators in a digital society. However, perceptions of high school world language (HSWL) teachers on the suitability of these applications are not known. The purpose of this qualitative case study was to explore and document the professional perspectives of HSWL teachers who have taught over 10 years, to learn the benefits and obstacles that they must consider in teaching communicative language skills with CMC. The research questions explored possible reasons that would motivate or dissuade from teaching with these applications. The technology acceptance model extension (TAM2) provided the conceptual framework for this study because it elucidates the cognitive and social processes that affect teacher decisions when reviewing a technology to support their instruction. The collected data included 6 in-depth interviews, field observations, and document reviews. The data analysis began with a precoding based on TAM2, and coding to identify emergent themes such as student immaturity and content-specific professional development. In the findings, the teachers perceived CMC as unsuitable due to the digital divide and the focus on grammatical competence. However, the teachers noted the possible benefits of content-specific professional development. This study contributes to positive social change by providing insight into the current role of computer technology in HSWL instruction and suggestions for how to encourage teachers to adopt innovative uses of digital technology in their CLT practices.

ISBN: 9780438666801Subjects--Topical Terms:

3172512
Foreign language education.

High School World Language Teacher Perspectives on Computer-Mediated Communication Applications.
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