Date of Graduation

5-2021

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D.)

College/School

School of Education

Department

Learning and Instruction

Program

Learning & Instruction EdD

First Advisor

Mathew Mitchell

Second Advisor

Sedique Popal

Third Advisor

Kevin Oh

Abstract

Nowadays, the use of technology has become a significant part of the language learning process inside and outside of the classroom. Many previous studies and surveys, most language educators hold a relatively positive attitude to the usage of technology in language teaching and learning. But many other studies also found that language teachers were not really using technology in their classrooms, or only for very low-level learning and teaching. The integration of technology in second language learning and teaching is still a problem that has not been fully researched.This descriptive study was designed to explore the obstacles that prevent ESL instructors from integrating technology into their teaching practice and gain a deep understanding of ESL instructors’ needs and expectations for technology use in the language classrooms in the community colleges. Findings suggest that most ESL instructors hold a relatively positive attitude toward integrating technology into language teaching, but at the same time they did encounter many obstacles and difficulties in the technology integration process. Lack of time, tools/technology not working as expected, and inadequate equipment were three main obstacles identified by the survey data. The qualitative interview data further confirms and explains the results of the survey, and at the same time brings new findings and a deeper understanding of the reasons behind the surface problems. Lack of necessary technology skills, generation gap, and neglect of ESL students’ perspectives were brought up in the interviews. At the same time, ESL instructors’ needs and expectations for technology in their classrooms were well addressed as well.

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