Department of Teaching, Learning and Teacher Education


Date of this Version

Summer 8-2014


A DISSERTATION Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Doctor of Philosophy, Major: Educational Studies, Under the Supervision of Professor Aleidine J. Moeller. Lincoln, Nebraska: August, 2014

Copyright (c) 2014 Ginger Starks-Yoble


Student engagement and motivation have been a common focus among educational researchers over the last forty years. Self-determination theory and the inclusive definition of self-regulated learning have identified that both cognitive and motivational engagement are paramount for successful language learning. Within this canon of research, few have looked at student engagement as a result of effective technology integration during the language learning process. This mixed methods study explored students’ perceptions of engagement while learning with technology integration in a first-year language class. Qualitative data was collected from a sub-sample of ten students, in the form of semi-structured interviews, journal reflections, student work samples and stimulated recall sessions. Quantitative data was generated from a sample of forty students (including the sub-sample) who completed a pre- and post-motivated strategies questionnaire. The results of this study further developed a comprehensive understanding of how technology integration impacted student engagement at the beginning level of language learning.

Adviser: Aleidine Moeller