Running head: QUALITATIVE STUDY

QUALITATIVE STUDY DESIGN ACTIVITIES

The Perceived Impact that Technology Has on Learning in the Foreign Language Classroom
Denise Dembowski
EDRS 8900: Applied Field Research
Joanna Gilmore, Ph.D.
Kennesaw State University

Running head: QUALITATIVE STUDY

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Abstract

Teachers believe that students are motivated by technological devices, especially handheld
devices like cellular phones and tablets. Rather than fighting against students love for
technology, educators believe that further learning may occur if they incorporate technology into
the classroom. This study sought to understand whether students learning increases due to the
use of technology. This study investigates not only student perceptions but also teacher
perceptions regarding the impact of the use of technology in foreign language classrooms. Data
were collected from foreign language teachers and level I and level II Spanish students. The
majority of participants favored the use of technology and the many student scores increased.
Responses from the students did indicate reasons that some technology is not as helpful can be
grouped into 3 groups: Study sites, Games and Language lab activities. Findings from this study
indicate that results, statistically speaking, do not prove that technology increases learning, yet
many student scores increased. Further research regarding the impact of technology would be
recommended.

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The Perceived Impact that Technology Has on Learning in the Foreign Language Classroom

The integration of technology into schools has become increasingly important. It is so

important that many schools have purchased technological devices for their students or are
allowing a bring your own device (BYOD) policy. For the purpose of this study, technology is
defined as computers, mobile devices and other media used to assist with student learning.
According to Goddard (2002), computers are being used more at home and at school as well.
Furthermore, Basaran and Cabaroglu,,(2014) found that mobile learning has become a great
alternative to, or can complement conventional learning. Therefore, educators have to get solid
feedback to discover whether or not technology is proven to be advantageous to student learning
in the classroom.
This research seeks an understanding from several participants regarding the perceived
impact that technology has on learning in the foreign language classroom. Ketsman (2012)
found that technology works to enhance instruction and student performance. The researcher, ic
through qualitative studies, would like to explore this topic to gain further knowledge about how
technology in the classroom affects student achievement and engagement.
The integration of technology is desired by many local school districts in order to meet
ISTE Standards in this digitized 21st century. Students think differently in this technological era,
so it would be advantageous for educators to find solid evidence suggesting which technology, if
any, works well. If there is a compelling difference, educators will want to consider using more
teaching strategies that incorporate the use of technology both inside and outside of the
classroom like some teachers are currently exploring with having students watch videos as
homework and practicing in class. Providing that feedback could influence schools to increase
the amount of technology available in their classrooms and determine which best practices are

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having an impact on students. To support the idea that technology has become increasingly
important,, the hypothesis drawn for this study was that there would be an increase in student
scores.
Goals
A lot of emphasis had been placed on using various forms of technology at the American
Council on the Teaching of Foreign Languages (ACTFL) Conference in the Spring of 2015.
Some technology used in the workshops were: Kahoot to increase engagement, Youtube, which
was used to send videos to other countries and Socrates, which was meant to provide word walls,
tutorials that intended to help student performance and some talk of flipping classrooms.
Furthermore, flipping classrooms was discussed which allows functional knowledge acquisition
to occur at home while in depth analysis and application of learning occurs in the classroom.
This strategy encourages transitioning from a traditional classroom with traditional testing to
doing more student-directed activities in digitized classrooms. With technology, students learn
from videos, collaborate on assignments and produce more computerized types of projects to
show their mastery of the material.
The goal in this research is to inquire about student and teacher perceptions of the impact
of technology on learning in foreign language classrooms. It would be desirable to inquire about
which technological devices and tools have been used and to discover if they have been
successful in raising scores to work towards the Local Student Plan for Improvement outlined by
a local school that will be referred to in this study as Jones High School.
The second reason for the study is that more teachers are being subjected to student
perception surveys as a form of measuring their success in the classroom. Teachers seek to
understand what it is that the students like and use and what else they could do to better satisfy

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students. This is important in order to make better connections to increase learning. and see if
the use of technology is a determining factor for raising the score for the teacher on the student
perception surveys..
Conceptual Framework
According to Chen (2013), colleges are using technology as a social experience to
promote learning. Parfenov and Artemiev (2014) suggest that high schools, as well as colleges,
are starting to move towards project based learning and self-training in distance-learning and
such efforts should be studied. Reforming would involve strengthening technological use not
only in foreign language classrooms, but in all school programs. In an effort to do this, some
teachers are flipping the instruction in their classroom to be learned by students via their devices
and are allowing students to collaborate on work online with other students.
Another way that some classrooms have reformed is through using computerized games
and activities in the classrooms. Teachers are even able to receive student grades for some of the
activities. Many educators now accept and almost expect more of student work that is created on
these technological devices. According to Basaran and Cararoglu (2014), the problem is that
there is a lack of research that explores and defines the characteristics and effects of mobile
learning. Yet, Torres, Ponce & Garcia, (2012) stated that activities like Digital storytelling do
constitute a pedagogical tool to strengthen different aspects of language skills while generating
student interest and attention. However, there is a lack of research that investigates whether the
overall impact of technology is positive. Therefore, this study is necessary to understand
students and teacher perceptions of the impact of the use of technology in the foreign language
classroom in order to determine the role of technology in the classrooms. The researcher hopes

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to advance knowledge about technology used in classroom and its perceived impact on the
improvement of instructional practices on students scores.

Research Questions
In this study there are three main research questions to be explored. What is the perceived
impact of the use of technology on student learning in the foreign language classroom? Are
improvements in student scores related to the use of technology in the foreign language
classroom? Lastly, are the scores that teachers receive on student perception surveys related to
the use of technology during instruction and learning?
Method

Research design
This was an action research study and employed an explanatory mixed methodology
design. First, data was collected by administering a survey to a group of students at Jones High
School which is one high school in a large school system in the Southeastern part of the United
States. Out of 2000 foreign language students, the researcher sampled 150 Spanish students.
These 150 students were voluntary participants in a convenience sample from the researchers
Spanish I and II classes. Each participant was asked to complete a survey composed of 10 openended questions. Surveys examine trends in responses from the participants which helped
examine attitudes of the participants (Creswell, 2007, p.403).
Then 5 teachers from a mix of French, German, Latin and Spanish classes were
interviewed to provide more details about the perception on technology in the foreign language
classroom. The teachers were asked about the types of technology being used and the perceived

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impact that it had on the students. They were also asked if they believe that technology use
relates in at all to the student perception survey scores. These teachers were given pseudonyms
in this study in order to protect their privacy. All questions asked in this study were approved by
the building Principal and the School Districts research office before surveys were administered
to the students and staff members.

A pre-test without the influence of technology was given to students. To measure the
effectiveness of technology in the classroom, a later test was given as a post-test which included
the use of technology. The means of these two exams were looked at from 17 other classes to
help answer whether the addition of technology affects student achievement in the foreign
language classroom. A cross sectional examination of the survey questions helped to provide
answers using qualitative data related to the current attitudes, beliefs, and opinions of technology
in the foreign language classroom.
Data collection in qualitative studies often seeks deeper understanding from individuals
or groups in order to answer the research question. Therefore, the researcher surveyed 150
participants who had parental consent to participate in the survey at Jones High School in order
to receive quality feedback with multiple perspectives that can be considered to help determine
what may have a positive impact for continued use and to possibly consider changing or
eliminating any technology that may not have a positive impact. It is important not only to
consider the positive perception that students may have regarding technology, but also the
negative, so that teachers can consider both aspects and improve their instruction and ultimately
improve students grades.

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The second method of data collection conducted through 5 teacher interviews. The
researcher chose structured interviews with 5 participants rather than using a focus group so that
there would not be influence from others answers. The researcher distributed a survey that had
been approved by Jones County Public Schools Research Office. The teacher interviews were
structured, brief surveys performed face to face to get more detailed information than students
may have provided in their surveys.
Survey Development
After examining many valid questionnaires that were used in prior research, the
researcher wanted to target other responses and developed questions to align with the research.
The researcher considered questions that may relate to questions that may appear on the student
perception survey when constructing the questions. The researcher then ran two pilot tests to
discover the validity of the questions being used. Validity was based on the basis of the
consistency of answers. The first pilot test was given to28 out of 29 students in a Spanish II
Honors class. One student was absent. The second pilot was then given to 33 students in a
Spanish II College Prep class to see if the questions worked across levels and to determine
accuracy in results obtained. The modified survey was then given to students in the researchers
Spanish level I classes. Surveys remained anonymous.
Participants
Convenience sampling was used when distributing the survey. The students were
selected based on their availability and close proximity to the researcher. The group was not a
random sample within the group of students, nor did it examine just one group, such as males

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versus females, rather all students were provided the opportunity to participate in this optional
survey with parental consent. These students have a mean age of 14-15 years old. The
demographics of these students include a mix of Caucasion, African-American, Asian and
Middle-Eastern backgrounds. Different levels of students ranging from a regular track, college
prep track and honors track, were selected as part of the sample to represent varying abilities.
Procedure
The survey was administered on Friday October 23, 2015. A letter that had been approved
by the Principal and Jones County School District was sent home with students prior to taking
the survey to make sure that permission was given to these minors to participate. It was made
aware to the students and parents that the survey was optional and that no identifiers would be
used for privacy protection. The students were asked to complete the optional survey below to
help with data collection to determine the perceived impact that technology has in the Foreign
Language classroom. The questions on the survey soliciting the following results are shown in
Apendix A.
Data Analysis
Data was collected from teachers and students and analyzed by the researcher. Data was
grouped according to similarities and differences by using a Phenomenographic approach. (Levin
and Waldmany, 2006). The researcher saw trends mentioned by students pertaining to the types
of technology that was used, what was helpful, and reasons that some technology is not as
helpful. Quantitative and qualitative results were provided using descriptive statistics. The last
question had so many varied responses that would be helpful to the researcher and possibly to
other educators, that data was coded using a grounded theory approach. The common themes in

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question number 10 indicating reasons that some technology was not as helpful pertained to
Study sites, games and some use of the language laboratory which is installed in classrooms to
record students and to communicate with other students. Explanations provided by the students
were given in the form of direct quotations because the qualitative data that was given seemed to
give us the rigorous research about how the students perceived different types of technology that
we needed to lead us to the emergence of conceptual categorization in the researchers codes as
measures of grounded theory.

Data analysis was performed in Excel to produce statistical results. To test the
researchers hypothesis that there would be a positive impact with the use of technology, a onetailed independent samples T-test was utilized on the first class, followed by a Paired T-test from
each of the three Spanish I classes individually. By examining the consistent increase in the
class averages across all five periods, one would think that the original hypothesis should not be
rejected because the average number of percentage points increased in class scores was 4-5
percentage points. Analyzing the qualitative information from the narration of the students was
helpful to gain insight needed to supports the descriptive statistics.
Results
When asked if the use of technology affects the learning in the foreign language
classroom, 85% of honors students felt that it did. The College Preparation class results showed
that only 97% thought that technology affect the learning and 80% of the students in Spanish I
classes reported that technology does affect their learning. When asked if their increased
engagement was due to the technology, only 75% of honors students, 76% of CP and only 60%

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of Spanish I students felt that their increased engagement was in some way due to the use of
technology.
Students were also asked whether they felt that the technology had an effect on grades.
96% of honors students, 79% of CP students and 94% of Spanish I students felt that it did affect
grades which supports the original hypothesis of this study. Some students felt that it increased
their learning time since they could actively quiz themselves outside of class and be graded
without the teacher having to be present or the student having to stay after school for more
practice and they can be graded upon submission and try to do better if they so desire.
Only 64% of honors students felt that the use of technology affected how they rate the
teacher on the yearly perception surveys. Additionally, 79% of the CP students and 57% of
Spanish I students also felt that the use of technology in class affects the score that they gave the
teacher on the student perception survey. Although these percentages vary a bit, there is still an
indication that some students do take into consideration the technology used in class when the
rate their teacher on the student perception.
Students at all levels reported that they used the technology to study and practice on
tutorials, which was a consistent response. 90% of students felt that the teacher used technology
2-3 times each week. Some students said, technology is used every day at least once in the
classroom period (Anonymous, personal communication, October 30, 2015). Some responded,
close to everyday and others stated every day or every other (Anonymous, personal
communication, October 30, 2015). 4% of students believed that technology is used in some
capacity every day and 6% claimed that technology was not used often.

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The types of technology that were of interest to the students included the language lab
headsets that were used in class to record or speak to other students, quizlet.com and other
tutorials such as conjuguemos.com and spanishgrammar.com. Some students like the videos that
explained how to do something and a few mentioned their interest in Kahoot. This helped
tremendously to identify which types of activities should continue to be used in class.
Question #3 on the survey asked how the students spent their time using technology.
This question was thrown out due to inconsistency in responses ranging from resourcefully to
socially or gaming rather than stating how they use technology for foreign language
learning. This indicated that there was not a clear understanding of the question. The question
needed to be refined to inquire about the type of technology for studying and learning in the
foreign language classroom specifically
The last question was used to reduce wording bias in the survey in which the items
tended to suggest that the researchers hypothesis favored technology. The question asked if there
was any technology that was not helpful. 85% of the students stated that all of the technology
used was helpful in some way. Qualitative data was sought for this question so that educators
would know what could possibly be changed or eliminated if it was not helpful to the students.
The qualitative data that was collected has been categorized using the following codes:
Codebook for Why Some Technology is not Perceived as Helpful
Non-helpful Technology:

Definition:

A) Studying/Review sites

Activities that provide

practice and explanation
meant to prepare

Exemplary Student Quotes

One student reported Some
sites do not clarify (2 Honors).

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students for exams.

These activities are not
always required, nor are
they graded.

Some are too easy or not

engaging (2 Honors).
It puts stress on the student if
they are graded (2 Honors).
All have been helpful but it is
a matter of how you use it (2
Honors).
I feel that it is a distraction
(College Prep).
Id rather do something hands
on and have the teachers help
(College Prep).
Some sites do not always
work (College Prep).
They have been helpful, but it
is a matter of how often I use
them outside of class that will
help improve my grade (2
Honors).
Some are really easy and it is
hard to learn from it (Spanish
I).

B) Gaming

Online games for

practice.

The textbook activities are

boring. (Spanish I)
Anything that does not give
results is not helpful (2
Honors).

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C) Language Lab

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Headset in the classroom If your partner does not know

for speaking and
what they are doing it is not
recording purposes.
very helpful (Spanish I).
The lab is not helpful because
you are not learning anything
(2 Honors).
Sometimes the speaker speaks
to fast and I do not understand
(Spanish I).

Statistical result from EXCEL Data Analysis showed that when comparing the number of
points increased between the pre and post-test, a one-tailed individual sample T-Test was
performed to determine the impact that the added technology had from the pre and post-test,
results were not as expected. The mean M = 86%. The mean before the technology was 85%
and after the technology the M average in scores on the post-test was 89%.) The P(one-tail)
=>0.33. According to the P value, this value is not of great statistical significance because the
value is not less than 0.05.(t= -0.33, df=41, p= 0.75).
A Paired T-test performed using data from another class had similar results. The mean
for the first test (M=86.36) and the mean on the last test was (M=90.58). There was not a
significant statistical value as the results are greater than 0.05. (t=-1.27, df=23, p=0.10 one tail
and p=0.22).
In the last class, the mean of the first test (M= 85.53) and the mean of the last test (M=
90.67) from the T-test indicates that there is a significant difference between the scores in this
class as the results were less than 0.05. (t=2.11, df= 32, p= 0.02). Therefore the test results

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would indicate that a change should be underway to increase the use of technology to improve
student achievement. The responses from the participants may also suggest that educators
continue to use technology in the classroom due to positive results of computer use. This would
indicate that a change should be underway to increase the use of technology to improve student
achievement.
Findings from Teachers
The results from the teacher interviews showed that 80% of teachers also believe that
technology has a positive impact in the foreign language classroom. Technology has been
incorporated into the classrooms for all four of the languages taught at Jones High School. The
teachers perspective is that technology is a contributor to the excitement in class. There is a two
point increase as stated by the German and Spanish teacher which supports the original
hypothesis mentioned in this study (Smith & Jones, personal communication, October 30, 2015).
However, the Latin teachers answers firmly agreed with the statistical results disproving
the hypothesis. His answer help to explain why there may not be an increase in scores on the
student perception survey. He stated that he feels that technology is expected these days and
may not necessarily affect the scores (Williams, personal communication, October 30, 2015).
All of the teachers agreed that the students enjoy using the technology and they are more
engaged. Different types of activities that utilized technology in the classroom ranged from in
class response activities, to instructional videos or presentations via YouTube and the
Promethean Board, and include outside of class tutorials. Educators are in favor of allowing
their students to use technology in the classroom. With textbooks now housed online, students

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use their devices to access the eClass online learning platform. When students have the choice of
technology that may be used, they like it better and become more engaged in the use.
Conclusion
Survey and interview results favored the hypothesis that technology has a positive impact
on student scores. Another favorable result of this study is that students and teachers indicated
that students are more engaged in the classroom when technology is being used and both
students and teachers seem to enjoy the technology in the classroom. However, statistically
speaking the hypothesis was disproven in two classes and is statistically favorable in one.
Therefore the study is inconclusive.
This study would indicate that a change should be underway to increase the use of
technology to improve student achievement. The responses from the participants may also
suggest that educators continue to use technology in the classroom due to positive results of
computer use. Since students use technology outside of the classroom, using it inside of the
classroom helps to bridge the gap from older teaching techniques to the technological ways of
today.
Trustworthiness
Dependability of criteria is difficult to validate in qualitative research, readers often
hesitate to accept the trustworthiness in qualitative research. It is important to take steps to
eliminate any limitations if possible in order to make the study more valid as defined by Google.
Validity in part stems from following specific procedures which occurred during this study by
surveying different groups, testing the survey, etc. Another thing that can be done is to be sure
that the questions have reliability, meaning that they have consistently yielded similar answers.

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This was the reason for not solely relying on students answers, but incorporating interviews
from teachers as well.
Random sampling can help to reduce limitations so as to cover as many ages, and
ethnicities that present in the group that will be affected by any implications that may come out
of the research. This study is limited in external validity due to the small sample size used in this
study which was limited to one particular teacher that surveyed their own classes. The use of
multiple grade levels was an attempt to create a more valid study. Yet surveying more teachers
and students in the future from multiple grade levels, disciplines and schools over a longer period
of time would help to increase validity in the study even more. This would be a stronger attempt
towards the credibility or trustworthiness of the survey. Students can opt out if they do not have
a strong desire to answer the questions on the survey, which makes the study more reliable as
well.
With a perceptual survey, the reliability of responses cannot be fully
determined since it is opinion based. Although there was not only one right
answer because it measures perceptions, the following procedures were used
to maximize the accuracy of results:
(a) the surveys remained anonymous,
(b) a procedure was developed for eliminating questions that solicited
inconsistent responses.
(c) the survey was piloted with 2 times with different levels of students for
accuracy in results.
For this study, the researcher assumes that scores will improve with
the use of technology. The researcher believes that by analyzing the

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perceptions of teachers and students regarding the impact of the

instructional technology that improved practices will be devised and the
quality of instruction will take place by incorporating more technology and
that there will be an increase in students scores. The researcher seems to
think that the scores on the student perception survey may also relate to the
technology used in class but answers can vary based on other opinions.
External factors such as rewards in class, time to play video games or listen
to music when work is finished or the personality of the teacher may also
play a role in determining the rating of the teacher on the student perception
survey.
Some additional limitations that may have impacted this study is the
budget set by the Jones County School District. Some schools receive more
technology such as ipads and individual devices and scores which may have
had more increased results whereas these results were lower than expected.
Some teachers may excel with years of experience or may be more
technologically savy that could also cause a variation in results. As well, the
desire to use technology may not have been consistent within the classes
that were sampled.
Ethics
The research performed in this study was ethical and non-biased. Information taken from
participants was not influenced in any manner and wording was not be altered. Questions were
performed in structured interviews and on questionnaires so that participants were able to
respond using their own words. The researcher sampled teachers from all languages at Jones

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High School with varying years of experience and the students varied in age and level as well. It
was important to get parental consent for any child that was not a minor and who wished to
participate in answering questions for the purpose of the survey. To remain confidential, alias
names were used if any at all. Permission from the school was sought for distributing
questionnaires to students as well as for the interviews to occur.

Recommendations for Future Practice and Future Research

Jones High School takes great pride in their students accomplishments. Meaningful work
is also strongly desired according to Jones County Public School and the Jones High School
HandBook. (2015.) Future implications for this research will entail a continuance of using
instructional technology in the classrooms as the majority of student and teacher responses
indicate favorable outcomes such as an increase in grades or engagement from the use of
technology in the foreign language classroom. The researcher will continue to experiment with
using technology to raise excitement in class and ultimately hopes that results from the student
perception surveys will increase. Further studies including case studies on teachers with higher
results on the student perception surveys could be done over 3-5 years to further investigate
whether technology impacts student learning and satisfaction with instruction.
The researcher, as well as other educators, may try to use technology in the manner
discussed in this research. Teachers could require their students to practice vocabulary and
grammar 2-3 times a week online until their scores reach an average of 80%. They could also try
flipping instruction for a minimum of 1or 2 semesters to see if that has a positive impact on
student learning as well. Teachers who are more technologically advanced could even put
together modules on their online learning platforms. Continued research could follow up to

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show if the number of failures in a class decrease as technology use increases. Lastly, educators
could also perform a longitudinal study over 3-5 years to see if student end of course grades are
consistently higher as compared to the years prior and continue to use technology in teachers
RBES annual goals aimed at improving student achievement.
There has also been limited research carried out intersecting the ideas of flipped
classrooms and foreign language. This was surprising considering the term has become popular
in the last year or two. That fact suggests that more qualitative research may need to be
performed to determine if there is enough of a positive impact on students in order for more
foreign language teachers to switch to flipped classrooms. Overall, it would be strongly
suggested that researchers use more rigorous designs like an experimental study on technology
and its impact on students learning and even look into the impact of technology on classroom
management.

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References

ACTFL. (n.d.) Retrieved April 25, 2015, from http://www.actfl.org

Almekhlafi, A. (2010. January 1). Teachers Perceptions of Technology Integration in the United Arab
Emirates School Classrooms. Educational Technology & Society.

Analysing your Interview. (n.d.). Retrieved from https://www.youtube.com/watch?v=59GsjhPolPs

Basaran, S., Cabaroglu, N.(2014, February 1). Learning Podcasts and Learners and APOS; Belief change
TESL-EJ, 17,(4).

(n.d.). Retrieved April 25, 2015, from

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http://connections.ebscohost.com/c/articles/90712409/impact-integrating-technologysocial-experience-college-foreign-language-classroom

DigitalCommons@University of Nebraska Lincoln. (n.d.). Retrieved April 25, 2015 from

http://digitalcommons.unl.edu/cehsedaddiss/108/

ERIC - Digital Storytelling as a Pedagogical Tool within a Didactic Sequence in Foreign

Language Teaching, Digital Education Review, 2012-Dec. (n.d.). Retrieved from
http://eric.ed.gov/?id=EJ996780

Goddard, M. (2002). What do we do with these computers? Reflections on technology in the classroom.
Journal of Research on Technology in Education, 35 (1), 19-26.

Grounded Theory. (n.d.). Retrieved from https://www.youtube.com/watch?v=M2DyB-hGX-QRetrieved

from http://acumen.lib.ua.edu/content/u0015/0000001/0000604/u0015_0000001_0000604.pdf

Johnson, R. (1997). Examining the validity structure of qualitative research

Retrieved from
http://acumen.lib.ua.edu/content/u0015/0000001/0000604/u0015_0000001_0000604.pdf

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The Flip: End of a Love Affair. (2012, October 8). Retrieved April 25, 2015, from
http://plpnetwork.com/2012/10/08/flip-love-affair/

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Appendix
The Perceived Impact that Technology Has on Learning in the Foreign Language
Classroom

Apendix A. Survey Given to the students

Please fill out the optional survey below to help with data collection which will be used to
determine the perceived impact of technology in the foreign language classroom.

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1) Does the use of technology positively in the foreign language classroom affect your learning?
2) Is your engagement in activities during class due to the technology? Yes or No
3) How do you spend your time using technology?
4) Do you think that the use of technology has positively or negatively affected your grade in
your class?
5) Does your teacher use technology daily for instruction?
6) How often do you use technology for learning, studying or collaborating or creating
authentic work?
7) How much time do you think that you would like to spend using technology in the
foreign language classroom for practice each week?
8) Do you think that the score that you gave your teacher on the student perception
survey is affected by technology? Yes or No
9) What types of technology if any are motivating or of interest to you?
10) Is any of the technology used not helpful? Please explain.