Date of this Version
Technology-enhanced multimedia instruction in grades 6 through 12 foreign language classrooms was the focus of this study. The study’s findings fill a gap in the literature through the report of how technology-enhanced multimedia instruction was successfully implemented in foreign language classrooms.
Convergent parallel mixed methods study was used to produce well-substantiated conclusions about the topic. Quantitative and qualitative data were collected concurrently but separately and were equally weighted.
Foreign language teachers identified as those who extensively used technology-enhanced multimedia instruction participated in the study. Participation in the study involved completion of an online survey and a qualitative interview. Both the survey and the interview protocol were piloted to assure accurate results and conclusions. The survey, designed and distributed using Qualtrics software, measured foreign language teacher practices and beliefs on the role of technology-enhanced multimedia instruction in foreign language classrooms as well as teacher demographic variables. One-on-one audiotaped interviews included nine semi-structured questions with probes, and explored teacher beliefs and practices with technology in the classroom.
Statistical analysis using SPSS and Mplus was performed to answer the quantitative research questions. Descriptive statistics were calculated to describe trends in the data and linear multiple regression analysis and path analysis were performed to analyze quantitative data. Qualitative data was analyzed using MAXQDA software and produced three themes and thirteen sub-themes.
Quantitative and qualitative results were mixed in the interpretation stage of the study. The findings indicated that the use of technology-enhanced multimedia helped teachers meet the goals for effective foreign language instruction in the digital society of 21st century. Foreign language teachers had strong positive beliefs about the role of technology-enhanced multimedia instruction for student learning and extensively used it in their classrooms for different language learning purposes. The study findings indicate a significant positive correlation between variables that contribute to the use of technology-enhanced multimedia instruction in foreign language classrooms. The findings of the study have implications for foreign language educators, faculty of teacher preparation programs, administrators and policy makers.
Advisor: Marilyn L. Grady