Date

Spring 2015

Document Type

Master's Thesis

Degree Name

Master of Arts (M.A.)

Department

Teacher Education

Abstract

Technological advancement is rapidly changing our daily lives. Many teachers seek ways to implement technology to improve students’ learning experiences. How do we determine what types of technological tools to use to maximize learning? This research investigated the effectiveness of the integration of the Substitution Augmentation Substitution and Redefinition (SAMR) model and other web applications in learning Japanese at the high school level. Fifty-one students in first-year Japanese language classes participated in a technology-integrated lesson. Technology-enhanced activities were selected with the SAMR model and were developed for students to learn and demonstrate Japanese language skills and cultural knowledge in a learning sequence based on second language theories. A pre-survey, formative assessments, summative assessments, homework logs, a post survey, and a teacher journal were analyzed to determine the effectiveness of such integration and its influences on learners’ language performance and motivation. Results indicated that students’ language performance increased in both interpretive and presentational modes of communication, however, there was no significant improvement in the interpersonal mode of communication. In addition, students also developed learning strategies with technology as they shared them with their peers.

Comments

Thesis (M.A.) Teacher Education Department

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