Date

8-20-2026

Department

School of Education

Degree

Doctor of Philosophy in Advanced Educational Studies (PhD)

Chair

Christine Saba

Keywords

Translation applications, English language learners, higher education, Developmental English, responsible decision-making, academic integrity, hybrid courses

Disciplines

Education | Higher Education

Abstract

The purpose of this qualitative instrumental single case study was to explore how instructors in Developmental English (DE) hybrid courses reinforce the understanding of ethical implications and responsible decision-making when using translation applications for first-year college students who are English language learners (ELL) at a community college. Guided by Ajzen's theory of planned behavior, this study explored how instructors can shape ELLs' attitudes, social influences, and perceived ability regarding responsible decision-making in hybrid learning environments. The central research question guiding this case study was: How do instructors in Developmental English hybrid courses at a community college reinforce first-year college ELLs' understanding of ethical implications and responsible decision-making when using translation applications? Hence, following Robert Yin’s instrumental single case study research methodology, the research examined the instructional practices in hybrid courses of 10 DE professors, their interaction with students online, and students' online submissions. Data collection included observations, individual interviews, and a letter-writing activity. The analysis included Yin's pattern-matching approach to identify recurring themes or patterns. The themes demonstrated that supporting ELLs' responsible decision-making in DE hybrid courses requires more than a one-size-fits-all approach, and how professors' practices and interaction with their ELLs may help discourage the use of translation applications or similar digital tools.

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