The Impact of Computer-Based Educational Technology on English as a Second Language (ESL) at University Level: Instructor Perceptions
Date of Award
Master of Arts
Educational Leadership, Research and Technology
Dr. Brian Horvitz
Dr. Sharon Peterson
Dr. Robert J. Leneway
ESL, educational technology, computer, instructor perceptions, the impact
Masters Thesis-Abstract Only
Restricted to Campus until
This study used a quantitative descriptive survey research design to examine university-level English as a second language (ESL) instructors’ perceptions of computer-based educational technology, as well as their personal views on the value this technology adds to their instructions and teaching. The study is designed to reveal both general perceptions on how computer-based educational technology (CBET) can facilitate teaching and learning, and specific perceptions on how the technology can improve instructors’ and learners' performance in terms of meeting 21st century skills and needs. The target population of this survey research was all ESL instructors at the Center for English Language and Culture for International Students (CELCIS) at Western Michigan University (WMU), while the targeted sample of this study was a group of 27 of those instructors in the center. The data of this survey research were collected mainly through a valid and reliable questionnaire consisting of 31 items rated on a Likert-type scale ranging from 4 to 1. Once collected, data was scored and interpreted by the researcher using descriptive statistics. The ESL instructors, in general, had positive perceptions concerning the use of CBET in ESL. They agreed on some advantages as well as some barriers and disadvantages of using CBET in ESL.
Mohammed, Mohammed, "The Impact of Computer-Based Educational Technology on English as a Second Language (ESL) at University Level: Instructor Perceptions" (2012). Masters Theses. 665.