School of Education
Doctor of Education in Curriculum & Instruction (EdD)
Jose Arturo Puga
foreign language education, knowledge, skill, competence, practice, feedback, technology
Johnson, Xiang Y., "Language-as-skill Approach in Foreign Language Education: A Phenomenological Study" (2023). Doctoral Dissertations and Projects. 4285.
The purpose of this qualitative phenomenological study was to understand foreign language educators' lived experience of language-as-skill that focuses on language use. The central research question explored the foreign language educators' experiences and perspectives on the concept of language acquisition as a type of skill acquisition. In addition, the researcher investigated foreign language educators' language-as-knowledge and language-as-skill methodologies. This study also aimed to discover how the language-as-skill with advanced technology could be a way to address the contemporary challenges in foreign language education for learners and improve learners' communicative competence to thrive in a globalized world with diversity. A transcendental phenomenological study design was selected to explicate the essence of human understanding. At this stage in the research, skill acquisition views Language learning as other cognitive skills development, such as how people learn to play the piano or drive a car. The theory guiding this study was DeKeyser's skill acquisition theory, which explained the relationship between skill development and Language acquisition. In this study, 10 foreign language teachers from a local language training school became participants in semi-structured interviews, classroom observations, and document analysis. Data that were collected from the interviews, documentation, and observations were reviewed, grouped, coded, and reported as faithfully as possible to the participants' experiences and perceptions of this phenomenological study.