This study examined the influence of instructional technology on Spanish as a Foreign Language (SFL) vocabulary acquisition and the intrinsic motivation language learners present while learning vocabulary in a second language. A quasi-experimental design helped determine the impact of the instructional technology intervention using Quia and Quizlet to learn vocabulary over direct instruction. A nonrandom convenience sample of (N = 47) participants was divided into the experimental group (n = 25) and control group (n = 22). Data was collected from face-to-face interactions. Participants were secondary Spanish two students, ages 14–17, and from a north Texas public school. I taught 10 lessons over 10 days during a 30–45-minute instructional technology or direct instruction activity independently. The findings revealed whether the strategies, (a) instructional technology or (b) direct instruction, have a significant impact on Spanish vocabulary acquisition and student intrinsic motivation. The study's findings were derived from independent t-tests, which indicated that using instructional technology did not impact vocabulary acquisition over participants learning through a direct instruction method. Student intrinsic motivation was also not impacted. The analysis determined no significant impact between instructional strategies or the student's intrinsic motivation while learning vocabulary in a second language. While this study provides practical methods to implement in a classroom for language learners, the recommendations are intended for all educators to guide and teach language development and implement instructional lessons that influence students' vocabulary acquisition using motivating strategies.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc1833512 |
| Date | 08 1900 |
| Creators | Perez, Araceli |
| Contributors | Eutsler, Lauren, González-Carriedo, Ricardo, Long, Christopher, Hancock, Leslie |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | viii, 174 pages, Text |
| Coverage | United States - Texas |
| Rights | Public, Perez, Araceli, Copyright, Copyright is held by the author, unless otherwise noted. All rights Reserved. |
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