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Laptops and language learning: A mix...

Starks-Yoble, Ginger.

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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.
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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.
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710 2 $a The University of Nebraska - Lincoln. $b Teaching, Curriculum, & Learning. $3 1026488
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3630037