Defense Date

3-24-2025

Graduation Date

Spring 5-9-2025

Availability

One-year Embargo

Submission Type

dissertation

Degree Name

EdD

Department

Instructional Technology (EdDIT)

School

School of Education

Committee Chair

Franny Serenka

Committee Member

Carla Meyer

Committee Member

Jaleah Robinson

Keywords

Student-Centered Learning, Personalized Learning, Transformational Learning, Active Learning, educational Technology, Mobile Language Learning, Technology Integration, SAMR, Teaching English with Technology, EFL Teaching

Abstract

With the increasing dominance of technology in almost every aspect of our life and the evidence-based potential of technology to support learning, it becomes important to integrate technology in language instruction. Although there is a huge body of research on the effectiveness of technology in transforming learning in the field of language learning, there is little research reflecting on current teachers’ practices of instructional technology in language learning environments. Guided by the student-centered learning theory and the SAMR framework, this qualitative study explored the current practices of English as a Foreign language (EFL) teachers as related to technology integration in university classrooms in Libya. A case study design was adopted to evaluate the use of technology for EFL teaching by 3 university instructors in one university in the west of Libya and to gain deeper insights into the way technology was used and the technologies and teaching strategies involved. The study also aimed to evaluate whether or not technology was used to transform and support effective learning of the foreign language. Data was collected through interviews, observations and lesson plans. Qualitative analysis showed that despite the lack of technology training and poor technology infrastructure in the university, the EFL instructors employed technology to support and extend the language learning outside the classroom. However, an evaluation of data using the SAMR framework revealed that the EFL instructors incorporated technology mainly to enhance the language teaching and learning with small transformational opportunities created for the learners. It is suggested that educational stakeholders provide better technology infrastructure and educational technology training to EFL instructors. Practical recommendations to improve transformational practices in the EFL university context are provided. Future research can examine EFL learners to grasp deeper insights of how technology is used to support and transform language learning. Researchers should also focus on creating models for EFL instruction of the different EFL skills to help EFL instructors and professional development programs better integrate educational technology in the EFL classrooms.

Language

English

Download

Share

COinS