Technology Integration in ESL Learning and Instruction : Adult International ESL Learners¿ Voices and Perceptions

Doaa Rashed

ISBN 10: 3838339304 / ISBN 13: 9783838339306

Published by LAP LAMBERT Academic Publishing, 2010

About this Item

nach der Bestellung gedruckt Neuware - Printed after ordering - Research in ESLs perceptions of technology in language learning is still relatively new. In this book, the author examines the perceptions of beginning level ESL international students in a mid-size, pubic university in the Mid-Atlantic region about their experience in computer-assisted language learning. Individual case studies and cross-case study techniques were employed. Data collection involved a survey, interviews, observation, and researcher s reflective journal. The study raises a number of questions of interest to ESL educators and curriculum developers. What are the Learners perceptions of their learning experiences in a technology-assisted language learning curriculum What do they perceive to be the limitations of technology use How do they interact with various technologies in the classroom How do they actually make use of these technology applications To answer these questions, the findings were organized in four major categories: learners statements about their perceptions, a detailed description of the learners behaviors interacting with technology, their concerns about the limitations, and researcher s perceptions of these limitations.

Seller Inventory # 9783838339306

Bibliographic Details

• Title: Technology Integration in ESL Learning and Instruction : Adult International ESL Learners¿ Voices and Perceptions
• Publisher: LAP LAMBERT Academic Publishing
• Publication Date: 2010
• Language: English
• ISBN 10: 3838339304
• ISBN 13: 9783838339306
• Binding: Taschenbuch
• Condition: Neu
• Dimensions: 220W x 150H x 7D millimeters 220 millimeters width by 150 millimeters height by 7 millimeters depth
• Weight: 185 grams

About this title

Synopsis

Research in ESLs? perceptions of technology in language learning is still relatively new. In this book, the author examines the perceptions of beginning level ESL international students in a mid-size, pubic university in the Mid-Atlantic region about their experience in computer-assisted language learning. Individual case studies and cross-case study techniques were employed. Data collection involved a survey, interviews, observation, and researcher?s reflective journal. The study raises a number of questions of interest to ESL educators and curriculum developers. What are the Learners? perceptions of their learning experiences in a technology-assisted language learning curriculum? What do they perceive to be the limitations of technology use? How do they interact with various technologies in the classroom? How do they actually make use of these technology applications? To answer these questions, the findings were organized in four major categories: learners? statements about their perceptions, a detailed description of the learners? behaviors interacting with technology, their concerns about the limitations, and researcher?s perceptions of these limitations.