Thesis (D. Min.)--Trinity Evangelical Divinity School, 2002. / Abstract. Includes bibliographical references (leaves 202-207).

Thesis (D. Min.)--Trinity Evangelical Divinity School, 2002. / Abstract. Includes bibliographical references (leaves 202-207).

Thesis (D. Min.)--Trinity Evangelical Divinity School, 2002. / Abstract. Includes bibliographical references (leaves 202-207).

The current study examines the implementation of one computer-assisted language learning program (CALL) called Technology Assisted Language Learning (TALL) in a pilot language curriculum at the LDS Missionary Training Center. Because CALL implementation is determined in large part by how successfully users are able to use the computer program to learn language, a primary purpose of this study was to investigate which implementation issues affected the language learning success of the missionaries that used TALL in the pilot curriculum. A survey was, therefore, designed and administered to 86 missionaries from French, Spanish, German, and Mandarin language areas in order to determine which CALL user characteristics were predictive of TALL user success. Through a regression analysis , this study found that the most highly predictive factors on TALL user success were (a) a high indication of pro-activity on the part of the learners in figuring out how to use TALL to their advantage, (b) a high indication of goal-orientation in approaching TALL use with a specific purpose in mind, and (c) a high indication of interaction with the TALL program through frequent use of the electronic glossary feature, the "listen to your voice" feature, and the strategy of repeating out loud the words and phrases encountered while working on TALL. The missionary survey was also analyzed descriptively, and results from this analysis revealed that missionaries in the pilot curriculum felt that more training on how to use TALL effectively would have helped them to be more successful. Focus groups with the missionaries were also conducted in order to better understand their experiences with the TALL program. The analysis of these focus groups revealed that although many missionaries reported liking TALL, there were many who did not sufficiently understand how to successfully use it within the pilot curriculum; a lack of training seemed to be a big contributor to this lack of user success. Additionally, focus groups found that missionaries believed the TALL listening activities to be the most helpful TALL activities. A teacher survey was also designed and administered to the 19 teachers who taught missionaries in the pilot curriculum. Results of the teacher survey revealed a desire for more formal training on how to train missionaries to use the TALL program effectively. In conclusion and based on evidence in the literature and from this study, suggestions are provided for more effective teacher and learner training on TALL.

This thesis is a textbook designed to assist LDS missionaries studying the Samoan language both in a two-month intensive language-learning school (the Missionary Training Center) and in individual study in the Samoan Islands. The thesis is prefaced with a rationale for and explanation of the Missionary Training Center language program and the design and purposes of the text itself.The textbook contains fifty Samoan language lessons, divided into ten units of five lessons each. At the end of each unit is a review module, or test. Except for two overview lessons (designed to introduce grammatical terms and pronunciation), each of the fifty lessons is either a grammar lesson (consisting of presentation and practice of grammar rules sequenced from simple to complex) or a Speak Your Language lesson (consisting of presentation and practice of phrases, patterns, and vocabulary required for competence in particular notions and situations, sequenced according to the communicative needs of the missionaries). Supplementary material included at the end of the book includes Extra Mile Lessons (additional information on grammar, phrases, patterns, and vocabulary) and two appendices (Samoan songs and a bibliography).

Language anxiety is a form of anxiety that can negatively affect language learners by disrupting their cognitive processing, by rendering their learning experience unpleasant, and by reducing the quantity and quality of their language production. The language anxiety research contains many suggestions for anxiety reduction, one of these being the use of metacognitive language learning strategies. The purpose of this study was to examine the effects of a self-monitoring, metacognitive strategy called ASWE on the language anxiety levels of young male and female missionaries in the intensive language learning program at the Missionary Training Center in Provo, Utah. The ASWE strategy includes four questions that the missionaries ask themselves during language learning activities: What am I trying to accomplish? What strategy am I using? How well is it working? What else could I do? The results of this study showed that ASWE use did reduce language anxiety, though the missionaries were resistant to using the strategy. This resistance stemmed from the missionaries' perception of ASWE as irrelevant since its effects are indirect. Despite this resistance, ASWE use gradually increased over the course of the study as the missionaries became more comfortable using it. The results of the study also showed that language anxiety was not affected by the amount of time spent in the MTC, which indicates that language anxiety does not decrease simply because of increased exposure to the language learning process.

Language learning strategies (LLS) are specific actions, behaviors, steps, or techniques that learners use to improve their rate and level of L2 development. This thesis details the development and validation of a LLS training program designed to measure if training in LLS increases LDS missionaries' awareness of LLS as potential language learning tools. Specifically, it explores the question as to whether missionaries trained in LLS use and intend to use LLS more frequently, more appropriately, and with a greater range than those not trained in LLS. The development of the LLS training program involved selecting a set of 48 specific strategies in 10 categories, developing 17 strategy training lessons, and designing a nine-week training schedule. Five different instruments were used to investigate strategy of use with German and Portuguese learning missionaries: (a) a Missionary Background Questionnaire, (b) a Situational Strategy Evaluation Worksheet, (c) a Learning the Language in the Mission Field Worksheet, (d) a Missionary Language Learning Questionnaire, and (e) a Missionary Task Performance and Retrospective Interview. The effects of training on the variables of training, language, and gender were analyzed. Results showed that for intended strategy use, those missionaries having received the LLS training showed significantly higher scores for frequency, appropriate usage, and range over those with no training. Results also showed evidence that different languages may react to training differently for intended strategy use. Although in both German and Portuguese those trained scored higher, the difference between trained and untrained Portuguese-learning missionaries was greater than for German-learning missionaries in measures of frequency and appropriate usage. Influence of gender indicated that German-learning males intended to use more strategies than German-learning females while the opposite was found for Portuguese learners.Results for actual strategy use for missionaries in the Missionary Training Center showed that LLS training had no significant impact on frequency, appropriate usage, or range. Results also showed that Portuguese learners reported using more total strategies and in particular more speaking strategies. For grammar strategies, untrained learners reported using more strategies than those trained. Gender showed no effect on the actual use of strategies

Chapelle (1997) states the following as a vital question to be asked with respect to computer assisted language learning, “How good is the language experience in CALL for L2 learning?” (n.p.) In order to truly answer this question, investigators need to look to the learner and his concerns. In planning curriculum or designing a program, teachers and administrators normally look toward learner needs. However, these educators are also known to fully implement a new program, at times, without consideration of learner concerns. This appears to be especially true with the use of technology in the second language classroom. Research is needed to look at how the learner feels about technology. Former studies (Fuller, 1969; Hansen, 1996) have focused on the concerns of teachers or preservice teachers, but little research has been done focusing on the actual concerns of the learner.The current study focused on the concerns of over two hundred young adult missionaries from the Church of Jesus Christ of Latter-Day Saints who studied foreign languages at the LDS Missionary Training Center (MTC) for two months, with the aid of a Technology Assisted Language Learning (TALL) program. The subjects answered a background questionnaire upon beginning their study of a foreign language. At the end of their study program, the missionaries responded to a questionnaire where they could express their concerns about learning through technology. In addition, interviews with selected participants were conducted at the end of the missionaries' program.The data were analyzed and categorized and focus was given to the types of concerns expressed and how the concerns differed for language group, learner rate, gender, and other background factors. Four major categories of concerns were identified: instructional, language, software, and none. Most of the concerns expressed by the learners dealt with instructional issues such as the amount of variety and learner control as well as how learners review material and receive feedback from the computer. Chi-square post hoc analyses showed the greatest differences in the number of concerns within the Portuguese learners. Concerns of fast versus slow learners appeared different as well. Tests showed that slower learners were significantly more concerned about the computer going at a pace that worked well for them, becoming bored easily, and not having enough time on certain computer activities. Profiles describing those and other differences were created based on the interviews conducted with several learners.