The role of technology in education has expanded to a near universal reality. In foreign languages the field of Technology-enhanced Language Learning, has long sought to effectively implement instruction with these tools, and often to great success, often through the guise of Computer-assisted Language Learning. However, most studies investigating the student perception of class structures incorporating technology are based on what instructors have implemented.
Students, the counterparts of instructors, often own more than one technological tool and will often employ these tools in their studies. For learners of foreign languages, certain aspects of technology are selected for various tasks based on personal beliefs on how effective these modes of technology may be.
This study seeks to discover which technologies students of Japanese select, how they employ those tools and if it makes them feel more confident in their studies. This study also seeks to answer how much technology students wish their instructors would use and hopefully inspire foreign language instructors to adopt technology in a way that aligns with student preference.
| Identifer | oai:union.ndltd.org:UMASS/oai:scholarworks.umass.edu:masters_theses_2-1714 |
| Date | 25 October 2018 |
| Creators | Rubino, David |
| Publisher | ScholarWorks@UMass Amherst |
| Source Sets | University of Massachusetts, Amherst |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Masters Theses |
Page generated in 0.0021 seconds