| LDR | | 00000nam u2200205 4500 |
| 001 | | 000000433778 |
| 005 | | 20200226103020 |
| 008 | | 200131s2019 ||||||||||||||||| ||eng d |
| 020 | |
▼a 9781085736480 |
| 035 | |
▼a (MiAaPQ)AAI22584260 |
| 040 | |
▼a MiAaPQ
▼c MiAaPQ
▼d 247004 |
| 082 | 0 |
▼a 420 |
| 100 | 1 |
▼a Li, Qi. |
| 245 | 10 |
▼a Exploring Technology-enhanced Optimal Language Learning Environments for English Language Learners in Elementary Grades. |
| 260 | |
▼a [S.l.]:
▼b Indiana University.,
▼c 2019. |
| 260 | 1 |
▼a Ann Arbor:
▼b ProQuest Dissertations & Theses,
▼c 2019. |
| 300 | |
▼a 323 p. |
| 500 | |
▼a Source: Dissertations Abstracts International, Volume: 81-03, Section: A. |
| 500 | |
▼a Advisor: Damico, James S. |
| 502 | 1 |
▼a Thesis (Ph.D.)--Indiana University, 2019. |
| 506 | |
▼a This item must not be sold to any third party vendors. |
| 506 | |
▼a This item must not be added to any third party search indexes. |
| 520 | |
▼a With over 50 years of development, the field of computer-assisted language learning (CALL) has accumulated ample knowledge concerning the potentials of technology use to impact English language learning (ELL). A large body of research in this field has devoted to exploring applications of specific technologies to develop discrete language skills. However, minimal research has been conducted to examine an integrative approach to using technologies of different kinds with an intention to enhance ELL in a comprehensive and holistic way. Furthermore, although young learners are recognized as members of the digital generation, few studies have addressed the integration of technology use into the instruction of the elementary English language learners (ELLs). Young second language (L2) learners present learning needs and characteristics that differ from adult L2 learners (for additional discussion of misunderstandings about teaching young learners, see Cameron, 2001). Their readiness for and competence in using technologies should also be considered differently from those of adult learners when technology is integrated into the L2 curriculum (Parker, 2008). Although instructional designers and language education teachers are in need of pedagogical guidance for teaching young L2 learners with the support of technology use, such guidance is currently lacking in the field. In an endeavor to close the gaps mentioned above, the purpose of this design-based study was to develop a technology-enhanced language instructional model that ELL teachers could adopt to integrate various technologies to construct "optimal language learning environments" for young learners. With roots in multiple theoretical perspectives on learning, including behaviorism, cognitivism, and constructivism, the underlying assumptions of the proposed model were drawn mainly from socio-constructivist viewpoints (Ertmer & Newby, 2013 |
| 590 | |
▼a School code: 0093. |
| 650 | 4 |
▼a Educational technology. |
| 650 | 4 |
▼a Foreign language learning. |
| 650 | 4 |
▼a English as a second language--ESL. |
| 690 | |
▼a 0444 |
| 690 | |
▼a 0710 |
| 690 | |
▼a 0441 |
| 710 | 20 |
▼a Indiana University.
▼b School of Education. |
| 773 | 0 |
▼t Dissertations Abstracts International
▼g 81-03A. |
| 773 | |
▼t Dissertation Abstract International |
| 790 | |
▼a 0093 |
| 791 | |
▼a Ph.D. |
| 792 | |
▼a 2019 |
| 793 | |
▼a English |
| 856 | 40 |
▼u http://www.riss.kr/pdu/ddodLink.do?id=T15492830
▼n KERIS
▼z 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
| 980 | |
▼a 202002
▼f 2020 |
| 990 | |
▼a ***1008102 |
| 991 | |
▼a E-BOOK |