Date
9-17-2026
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Brandi Robinson
Keywords
educational technology, reading comprehension, critical thinking, personalized e-learning tools
Disciplines
Education
Recommended Citation
Berry, LaNishia R., "Exploring the Influence of Personalized E-Learning Tools on Critical Thinking and Literacy in Secondary English Classrooms Through Instructor Perspectives: A Holistic Case Study" (2026). Doctoral Dissertations and Projects. 8948.
https://digitalcommons.liberty.edu/doctoral/8948
Abstract
The purpose of this holistic case study was to explore how secondary English Language Arts teachers integrated personalized e-learning tools to support reading comprehension and critical thinking in secondary English Language Arts classrooms. The theory guiding this study was Vygotsky's sociocultural development theory because it supports the idea that learning and cognitive development occur through interaction and collaboration, aligning with how personalized e-learning tools are used to engage students in meaningful literacy experiences. The central research question guiding this study is: How do secondary English teachers perceive the use of personalized e-learning tools in their instruction to support reading comprehension and critical thinking? This study employed a qualitative, holistic case study design. The final sample consisted of 10 secondary English Language Arts teachers selected from public school settings in South Carolina using purposeful sampling. The setting included public school classrooms where personalized e-learning tools were integrated into English Language Arts instruction. Data were collected through semi-structured interviews, classroom observations, and document analysis of instructional materials. The analysis involved coding and thematic analysis, using pattern matching to identify patterns across data sources and themes relevant to the research questions. Findings indicated that teachers viewed personalized e-learning tools as valuable instructional support for foundational literacy skill development; however, participants emphasized that these tools were most effective when paired with teacher support. Overall, the study suggests that personalized e-learning tools are most effective as instructional support that strengthens reading comprehension and critical thinking within balanced English Language Arts instruction.
