東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back to Search results for [ null ]

Switch To: Labeled | MARC Mode | ISBD

Laptops and language learning: A mix...

Starks-Yoble, Ginger.

Linked to FindBook

Google Book

Amazon

博客來

Laptops and language learning: A mixed methods study of technology integration and student engagement.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Laptops and language learning: A mixed methods study of technology integration and student engagement./
Author:	Starks-Yoble, Ginger.
Description:	146 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-11(E), Section: A.
Contained By:	Dissertation Abstracts International75-11A(E).
Subject:	Education, Foreign Language. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3630037
ISBN:	9781321076592

Laptops and language learning: A mixed methods study of technology integration and student engagement.
Starks-Yoble, Ginger.

Laptops and language learning: A mixed methods study of technology integration and student engagement. - 146 p.

Source: Dissertation Abstracts International, Volume: 75-11(E), Section: A.

Thesis (Ph.D.)--The University of Nebraska - Lincoln, 2014.

This item must not be sold to any third party vendors.

Student engagement and motivation have been a common focus among educational researchers over the last forty years. Self-determination theory and the inclusive definition of self-regulated learning have identified that both cognitive and motivational engagement are paramount for successful language learning. Within this canon of research, few have looked at student engagement as a result of effective technology integration during the language learning process. This mixed methods study explored students' perceptions of engagement while learning with technology integration in a first-year language class. Qualitative data was collected from a sub-sample of ten students, in the form of semi-structured interviews, journal reflections, student work samples and stimulated recall sessions. Quantitative data was generated from a sample of forty students (including the sub-sample) who completed a pre- and post-motivated strategies questionnaire. The results of this study further developed a comprehensive understanding of how technology integration impacted student engagement at the beginning level of language learning.

ISBN: 9781321076592Subjects--Topical Terms:

1064562
Education, Foreign Language.

Laptops and language learning: A mixed methods study of technology integration and student engagement.
LDR:02138nmm a2200301 4500 001 2056135
005 20150429102534.5
008 170521s2014 ||||||||||||||||| ||eng d
020 $a 9781321076592
035 $a (MiAaPQ)AAI3630037
035 $a AAI3630037
040 $a MiAaPQ $c MiAaPQ
100 1 $a Starks-Yoble, Ginger. $3 3169869
245 1 0 $a Laptops and language learning: A mixed methods study of technology integration and student engagement.
300 $a 146 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-11(E), Section: A.
500 $a Adviser: Aleidine J. Moeller.
502 $a Thesis (Ph.D.)--The University of Nebraska - Lincoln, 2014.
506 $a This item must not be sold to any third party vendors.
520 $a Student engagement and motivation have been a common focus among educational researchers over the last forty years. Self-determination theory and the inclusive definition of self-regulated learning have identified that both cognitive and motivational engagement are paramount for successful language learning. Within this canon of research, few have looked at student engagement as a result of effective technology integration during the language learning process. This mixed methods study explored students' perceptions of engagement while learning with technology integration in a first-year language class. Qualitative data was collected from a sub-sample of ten students, in the form of semi-structured interviews, journal reflections, student work samples and stimulated recall sessions. Quantitative data was generated from a sample of forty students (including the sub-sample) who completed a pre- and post-motivated strategies questionnaire. The results of this study further developed a comprehensive understanding of how technology integration impacted student engagement at the beginning level of language learning.
590 $a School code: 0138.
650 4 $a Education, Foreign Language. $3 1064562
650 4 $a Education, Middle School. $3 1030813
650 4 $a Education, Technology of. $3 1018012
690 $a 0444
690 $a 0450
690 $a 0710
710 2 $a The University of Nebraska - Lincoln. $b Teaching, Curriculum, & Learning. $3 1026488
773 0 $t Dissertation Abstracts International $g 75-11A(E).
790 $a 0138
791 $a Ph.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3630037