High School World Language Teacher Perspectives on Computer-Mediated Communication Applications

High School World Language Teacher Perspectives on Computer-Mediated Communication Applications by Regina Veal Wright Ed.S, Walden University, 2011 M.Ed, Ashland University, 2005 BS, University of Cincinnati, 1993 BA, University of Cincinnati, 1993 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Educational Technology Walden University November 2018 Abstract Computer-mediated communication (CMC) offers opportunities to assist world language students to become global communicators in a digital society. However, perceptions of high school world language (HSWL) teachers on the suitability of these applications are not known. The purpose of this qualitative case study was to explore and document the professional perspectives of HSWL teachers who have taught over 10 years, to learn the benefits and obstacles that they must consider in teaching communicative language skills with CMC. The research questions explored possible reasons that would motivate or dissuade from teaching with these applications. The technology acceptance model extension (TAM2) provided the conceptual framework for this study because it elucidates the cognitive and social processes that affect teacher decisions when reviewing a technology to support their instruction. The collected data included 6 in-depth interviews, field observations, and document reviews. The data analysis began with a precoding based on TAM2, and coding to identify emergent themes such as student immaturity and content-specific professional development. In the findings, the teachers perceived CMC as unsuitable due to the digital divide and the focus on grammatical competence. However, the teachers noted the possible benefits of content-specific professional development. This study contributes to positive social change by providing insight into the current role of computer technology in HSWL instruction and suggestions for how to encourage teachers to adopt innovative uses of digital technology in their CLT practices.Computer-mediated communication (CMC) offers opportunities to assist world language students to become global communicators in a digital society. However, perceptions of high school world language (HSWL) teachers on the suitability of these applications are not known. The purpose of this qualitative case study was to explore and document the professional perspectives of HSWL teachers who have taught over 10 years, to learn the benefits and obstacles that they must consider in teaching communicative language skills with CMC. The research questions explored possible reasons that would motivate or dissuade from teaching with these applications. The technology acceptance model extension (TAM2) provided the conceptual framework for this study because it elucidates the cognitive and social processes that affect teacher decisions when reviewing a technology to support their instruction. The collected data included 6 in-depth interviews, field observations, and document reviews. The data analysis began with a precoding based on TAM2, and coding to identify emergent themes such as student immaturity and content-specific professional development. In the findings, the teachers perceived CMC as unsuitable due to the digital divide and the focus on grammatical competence. However, the teachers noted the possible benefits of content-specific professional development. This study contributes to positive social change by providing insight into the current role of computer technology in HSWL instruction and suggestions for how to encourage teachers to adopt innovative uses of digital technology in their CLT practices. High School World Language Teacher Perspectives on Computer-Mediated Communication Applications by Regina Veal Wright Ed.S, Walden University, 2011 M. Ed, Ashland University, 2005 BS, University of Cincinnati, 1993 BA, University of Cincinnati, 1993 Dissertation in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Educational Technology Walden University November 2018 Dedication I would like to dedicate this work to my wonderful husband Booker, because he never stops believing in me; my two daughters Chantal and Nia, because they need to know that there are no limitations to what they can achieve in their lives; my cousin Kevin who has been an important presence and comic relief; my cousin Sherrye and best friend Terri who have given me so much support; and my grandfather Al and my aunt Marcia who supported me through most of this journey and now support me from up above. Acknowledgments I would like to thank my husband, Booker Wright, and daughters Chantal and Nia for all their love and support. We have experienced many major life circumstances, which most families would have asked me to quit, but they always encouraged me to continue. I also would like to thank Dr. Toledo, Dr. Jayasena, and Dr. White for allowing me to take on a study that very much interests me. It has been a very long process, and I appreciate your direction and patience.