EdD Doctor of Education
Educational Services and Leadership
College of Education
Thompson, Carol C.
Manley, Marilyn A.
blended learning, secondary, second language acquisition, self-efficacy, students, teachers
Second language acquisition; Language and languages--Study and teaching
Bilingual, Multilingual, and Multicultural Education | Language and Literacy Education | Secondary Education
Students are often faced with barriers acquiring a second language due to various factors such as language anxiety, learning differences, and a lack of speaking time with the language. The purposes of this qualitative study were to: a) determine students' perceptions of the effectiveness of a digital language lab on their self-efficacy in second language acquisition at the secondary level, and b) discern teachers' perceptions of the effectiveness of the lab as well as recommendations for best practices in teacher training and implementation. Twenty-seven Italian and Spanish students and 12 world language teachers from two fairly rural high schools in Northeastern United States comprised the participants in this qualitative study. Data sources included: student interviews, a student survey, a teacher questionnaire, class observations, and material culture. Using grounded theory, it became evident students' self-efficacy in language acquisition could be positively influenced for various leveled learners via practice opportunities available with the lab. Furthermore, educators shared lessons, created user guides, and taught others how to use the program. Thus, the study revealed not only the manner a blended resource provided students an anxiety-free tool to explore the target language, but also it showed how teachers embraced an opportunity to train other teachers as a preferred model of professional development when challenged with implementing a new technology throughout world language classrooms.
Fairess, Lorna A., "An analysis of high school students' self-efficacy in second language acquisition through digital language lab learning: Exploring new pathways to proficiency" (2019). Theses and Dissertations. 2720.