COLLEGE-LEVEL FOREIGN LANGUAGE INSTRUCTOR’S PERCEPTIONS ON THE INCORPORATION OF MOBILE TECHNOLOGY DEVICES AND THEIR LEARNING APPLICATIONS IN CURRICULA: A COLLECTIVE CASE STUDY (Dissertation Sample)

COLLEGE-LEVEL FOREIGN LANGUAGE INSTRUCTOR’S PERCEPTIONS ON THE INCORPORATION OF MOBILE TECHNOLOGY DEVICES AND THEIR LEARNING APPLICATIONS IN CURRICULA: A COLLECTIVE CASE STUDY by BXXXXReXXXt Liberty University A Dissertation Presented in Partial Fulfillment Of the Requirements for the Degree Doctor of Philosophy in Education Liberty University 2023 COLLEGE-LEVEL FOREIGN LANGUAGE INSTRUCTOR’S PERCEPTIONS ON THE INCORPORATION OF MOBILE TECHNOLOGY DEVICES AND THEIR LEARNING APPLICATIONS IN CURRICULA: A COLLECTIVE CASE STUDY by Liberty University A Dissertation Presented in Partial Fulfillment Of the Requirements for the Degree Doctor of Philosophy in Education Liberty University 2023 APPROVED BY: Matthew Oswald Ozolnieks, Ed.D., Committee Chair Anna Cates, Ph.D., Committee Member Abstract The purpose of this case study was to understand the integration of mobile technology devices (MTDs) and their learning apps into foreign-language curricula by foreign-language instructors at two colleges in the Mid-Atlantic region of the U.S. The theory guiding this study was Bandura’s self-efficacy theory, which examined how self-efficacy affects college-level foreign language instructors’ integration of mobile technology devices (MTDs) and their learning applications (apps) into foreign language curricula. In this project qualitative case study design was used to explore and investigate the issue of having limited technology knowledge and skills to integrate MTDs and their learning apps into foreign language classes. A critical question that this study attempted to answer was how mobile educational technology training improved the way college-level foreign-language teachers delivered effective foreign-language curricula in the classroom. The study took place in two colleges in the Mid-Atlantic region of the U.S. A total of 10 college-level foreign-language instructors from these two colleges were the study participants. Additionally, the research instruments used throughout the study include journal prompts, foreign-language class syllabi, structured interviews, and transcripts from the interviews. Lastly, the researcher applied hand coding to complete an inductive and deductive coding process, including transcribing, categorizing, and analyzing the data collected from the participants. Keywords: mobile technology devices, MTDs, learning applications, apps, foreign languages, instructional technology integration, technology training, perceptions of foreign language instructors Copyright Page Copyright 2021, Bellisa Reichelt Dedication I want to dedicate my work to educational institutions, educators, and students who may benefit from this research study and those who may be interested in utilizing it as a reference to enhance their personal, academic, and professional development. Acknowledgments First, giving praise, honor, and gratitude to God. While I may not always understand the events that happen in my life, I know it is by your grace and guidance that you continue to shape me and help me write the chapters of my life. I want to thank my father while he is no longer with us. His love of family, dedication, and self-sacrifice in serving in the military and helping those in need resonates with me today. To my mother, Nina, thank you for being a strict but good teacher in teaching me the Thai language and culture and also for making me a student of life. I want to thank my husband, Robert Reichelt. Without your love and support, I would not have been able to undertake this educational endeavor and would not have had the patience and strength to see it through. You have been extremely supportive as my husband and best friend. Thank you for being patient with me and encouraging me in my adventure to pursue my dream of obtaining a Ph.D. Dr. Park, the dissertation director, Ozolnieks, my dissertation chair, and Dr. Cates, my dissertation committee, thank you for your guidance, insights, inspiration, and patience. May God continue to bless you. Table of Contents TOC \o "1-3" \h \z \u Abstract PAGEREF _Toc139367403 \h iCopyright Page PAGEREF _Toc139367404 \h iiDedication PAGEREF _Toc139367405 \h iiiAcknowledgments PAGEREF _Toc139367406 \h ivTable of Contents PAGEREF _Toc139367407 \h vList of Tables PAGEREF _Toc139367408 \h xiList of Abbreviations PAGEREF _Toc139367409 \h xiiCHAPTER ONE: INTRODUCTION PAGEREF _Toc139367410 \h 1Overview PAGEREF _Toc139367411 \h 1Background PAGEREF _Toc139367412 \h 1Theoretical Context PAGEREF _Toc139367413 \h 7Problem Statement PAGEREF _Toc139367414 \h 10Purpose Statement PAGEREF _Toc139367415 \h 12Significance of the Study PAGEREF _Toc139367416 \h 13Practical Perspective PAGEREF _Toc139367417 \h 13Theoretical Perspective PAGEREF _Toc139367418 \h 14Research Questions PAGEREF _Toc139367419 \h 15Central Research Question PAGEREF _Toc139367420 \h 15Sub-Question One PAGEREF _Toc139367421 \h 16Sub-Question Two PAGEREF _Toc139367422 \h 16Sub-Question Three PAGEREF _Toc139367423 \h 16Definitions PAGEREF _Toc139367424 \h 16Summary PAGEREF _Toc139367425 \h 17CHAPTER TWO: LITERATURE REVIEW PAGEREF _Toc139367426 \h 19Overview PAGEREF _Toc139367427 \h 19Theoretical Framework PAGEREF _Toc139367428 \h 19Related Literature PAGEREF _Toc139367429 \h 24Technology Integration in the Classrooms PAGEREF _Toc139367430 \h 25Teachers’ Perceptions PAGEREF _Toc139367431 \h 31Students’ Perceptions PAGEREF _Toc139367432 \h 35Instructional Technology Integration Training PAGEREF _Toc139367433 \h 41Possible Impacts of Integrating Mobile Technology PAGEREF _Toc139367434 \h 44Positive Aspects Relating to Using Instructional Technology PAGEREF _Toc139367435 \h 44Negative Aspects of Using Instructional Technology PAGEREF _Toc139367436 \h 47Summary PAGEREF _Toc139367437 \h 49CHAPTER THREE: METHODS PAGEREF _Toc139367438 \h 50Overview PAGEREF _Toc139367439 \h 50Research Design PAGEREF _Toc139367440 \h 50Research Questions PAGEREF _Toc139367441 \h 55Central Research Question PAGEREF _Toc139367442 \h 55Sub-Question One PAGEREF _Toc139367443 \h 55Sub-Question Two PAGEREF _Toc139367444 \h 55Sub-Question Three PAGEREF _Toc139367445 \h 55Setting and Participants PAGEREF _Toc139367446 \h 55Site PAGEREF _Toc139367447 \h 56Participants PAGEREF _Toc139367448 \h 57Research and Positionality PAGEREF _Toc139367449 \h 58Interpretive Framework PAGEREF _Toc139367450 \h 60Philosophical Assumptions PAGEREF _Toc139367451 \h 60Researcher’s Role PAGEREF _Toc139367452 \h 63Procedures PAGEREF _Toc139367453 \h 65Data Collection Plan PAGEREF _Toc139367454 \h 67Journal Prompts Data Collection Approach PAGEREF _Toc139367455 \h 68Journal Prompts PAGEREF _Toc139367456 \h 69Document Analysis Data Collection Approach PAGEREF _Toc139367457 \h 71Individual Interviews Data Collection Approach PAGEREF _Toc139367458 \h 73Data Synthesis PAGEREF _Toc139367459 \h 80Trustworthiness PAGEREF _Toc139367460 \h 81Credibility PAGEREF _Toc139367461 \h 82Transferability PAGEREF _Toc139367462 \h 82Dependability PAGEREF _Toc139367463 \h 84Confirmability PAGEREF _Toc139367464 \h 84Ethical Considerations PAGEREF _Toc139367465 \h 85Summary PAGEREF _Toc139367466 \h 86CHAPTER 4: FINDINGS PAGEREF _Toc139367467 \h 87Overview PAGEREF _Toc139367468 \h 87Participants PAGEREF _Toc139367469 \h 87Participant Descriptions PAGEREF _Toc139367470 \h 88Data Analysis Plan PAGEREF _Toc139367471 \h 89Results PAGEREF _Toc139367472 \h 96Theme 1: Lived Experiences of Using MTDs PAGEREF _Toc139367473 \h 98Theme 2: Adapting Teaching Methodology to Use MTDs PAGEREF _Toc139367474 \h 107Theme 3: Challenges Experienced Integrating MTDs PAGEREF _Toc139367475 \h 110Theme 4: Enhancing Skills Integration into Curriculums PAGEREF _Toc139367476 \h 124Theme 5: Benefits Operating and Integrating MTDs PAGEREF _Toc139367477 \h 134Research Question Responses PAGEREF _Toc139367478 \h 142Central Research Question PAGEREF _Toc139367479 \h 142Sub-Question One PAGEREF _Toc139367480 \h 145Sub-Question Two PAGEREF _Toc139367481 \h 147Sub-Question Three PAGEREF _Toc139367482 \h 150Summary PAGEREF _Toc139367483 \h 152CHAPTER 5: CONCLUSION PAGEREF _Toc139367484 \h 153Overview PAGEREF _Toc139367485 \h 153Discussion PAGEREF _Toc139367486 \h 153Interpretation of Findings PAGEREF _Toc139367487 \h 154Implications for Policy and Practice PAGEREF _Toc139367488 \h 161Theoretical and Empirical Implications PAGEREF _Toc139367489 \h 164Limitations and Delimitations PAGEREF _Toc139367490 \h 166Recommendations for Future Research PAGEREF _Toc139367491 \h 167Summary PAGEREF _Toc139367492 \h 167References PAGEREF _Toc139367493 \h 169Appendix A PAGEREF _Toc139367494 \h 1LIBERTY UNNERSITY PAGEREF _Toc139367495 \h 1Appendix B PAGEREF _Toc139367496 \h 3Appendix C PAGEREF _Toc139367497 \h 4Appendix D PAGEREF _Toc139367498 \h 7Appendix E PAGEREF _Toc139367499 \h 13Appendix F PAGEREF _Toc139367500 \h 14Appendix H PAGEREF _Toc139367501 \h 17Appendix I PAGEREF _Toc139367502 \h 20 TOC \o "1-3" \h \z \u List of Tables Table 1. Participants’ Demographic Characteristics………………………………………. 108 Table 2. Themes Identified After Thematic Coding and Analysis of Interviews, Prompts, and Syllabus …………………………………………………………………………110 Table 3. MTDs Requirements as Part of the Foreign Language Syllabus…………………………………………………………………………………………116 List of Abbreviations Abbreviations Meaning App/Apps Application/ Applications FDA Food and Drug Administration GPA Grade Point Average ICT Information and Communication Technology IRB Institutional Review Board MALL Mobile-assisted language learning MTDs Mobile Technology Devices OHRP Office for Human Research Protections HYPERLINK \l "CHAPTERONE" CHAPTER ONE: INTRODUCTION Overview Mobile technology devices (MTDs) and their learning applications (apps) ha...