You are here:

An assessment of the international students' attitudes toward technology-based learning: English as asecond language (ESL) implication
DISSERTATION

, Mississippi State University, United States

Mississippi State University . Awarded

Abstract

The purpose of this study was to assess international students' attitudes toward technology-based learning and the impact of English as a second language (ESL) has on such learning. This study was to investigate whether using ESL was related to international students' attitudes toward the use of technology for learning; to determine whether using ESL determine was related to international students' perceived levels of improvement toward technology integration; and to examine whether using ESL was related to international students' preferred strategies for technology training. In addition, this study was to assess whether age, gender, race, nationality, year of computer use, frequency of the computer use, program level, or academic major were related to international students' attitudes toward using technology for learning.

The population of the study was 560 international students enrolled for courses at Mississippi State University in fall 2003. Proportionate random sampling was used to select 126 international students who participated in the study. The researcher developed the questionnaire used in collecting the data for the study. Data were analyzed using percentage, mean scores, standard deviation, Pearson' correlation coefficient, Spearman's correlation coefficient, Analysis of Variance (ANOVA), Multivariate Analysis of Variance (MANOVA), and discriminant analyses. These statistical analyses were used to determine if relationship and differences existed among the variables that were investigated.

The results of the study showed that international students' attitudes toward ESL were positively related to their attitudes toward computers. Students' prior experience in ESL was not related to their attitudes toward computers. Students' attitudes toward ESL were positively related to students' perceived computer competency improvement. Students' experience in ESL was positively related to students' perceived computer competency improvement. Students' attitudes toward ESL did not have impacts on their preferred learning strategies for computer training. Students' prior experiences in ESL were not related to their preferred strategy for computer training.

Citation

Lin, Y.C.A. An assessment of the international students' attitudes toward technology-based learning: English as asecond language (ESL) implication. Ph.D. thesis, Mississippi State University. Retrieved July 23, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

Citation reproduced with permission of ProQuest LLC.

For copies of dissertations and theses: (800) 521-0600/(734) 761-4700 or https://dissexpress.umi.com

Keywords