Date Approved

7-23-2019

Embargo Period

8-12-2019

Document Type

Dissertation

Degree Name

EdD Doctor of Education

Department

Educational Services and Leadership

College

College of Education

First Advisor

Thompson, Carol C.

Second Advisor

Manley, Marilyn A.

Third Advisor

Manning, JoAnn

Subject(s)

Second language acquisition; Language and languages--Study and teaching

Disciplines

Bilingual, Multilingual, and Multicultural Education | Language and Literacy Education | Secondary Education

Abstract

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.

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