Date
11-17-2023
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Matthew Oswald Ozolnieks
Keywords
mobile technology devices, foreign language learning applications, self-efficacy, perceptions of foreign language instructors, instructional technology integration
Disciplines
Curriculum and Instruction | Education
Recommended Citation
Reichelt, Bellisa, "College-Level Foreign Language Instructor's Perceptions on the Incorporation of Mobile Technology Devices and Their Learning Applications in Curricula: A Collective Case Study" (2023). Doctoral Dissertations and Projects. 4927.
https://digitalcommons.liberty.edu/doctoral/4927
Abstract
The purpose of this case study was to understand the integration of mobile technology devices (MTDs) and their learning applications (apps) into foreign-language curricula by foreign-language instructors at two colleges in the Mid-Atlantic region of the U.S. The theory guiding this study was Bandura’s self-efficacy theory, which examined how self-efficacy affects college-level foreign language instructors’ integration of MTDs and their learning apps into foreign language curricula. In this project qualitative case study design was used to explore and investigate the issue of having limited technology knowledge and skills to integrate MTDs and their learning apps into foreign language classes. A critical question that this study attempted to answer was how mobile educational technology training improved the way college-level foreign-language teachers delivered effective foreign-language curricula in the classroom. The study took place in two colleges in the Mid-Atlantic region of the U.S. A total of 10 college-level foreign-language instructors from these two colleges were the study participants. Additionally, the research instruments used throughout the study include journal prompts, foreign-language class syllabi, structured interviews, and transcripts from the interviews. Lastly, the researcher applied hand coding to complete an inductive and deductive coding process, including transcribing, categorizing, and analyzing the data collected from the participants. Five themes and fifteen sub-themes emerged from the study, underscoring the positive views of foreign language instructors on integrating MTDs and their learning apps. Yet, obstacles such as lack of training and connectivity issues challenge their full potential to enhance students' self-efficacy in reading, speaking, and listening.
