A framework for developing self-directed technology use for language learning

A framework for developing self-directed technology use for language learning

Purpose: To summarize the basic concepts of a study on the use of self-directed technology for language learning and the implications of its findings.

Thesis statement: Encouraging students to develop self-directed use of technology enhances better learning results.

Audience: Teachers of English, learners of English, researchers.

I. Introduction

II. Theoretical background.

A.    The Theory of Planned Behaviour.

B.     Attitudinal factors.

1. Attitudinal factors antecedents.

      C. Perceived behavioral control.

      D. Subjective norm.

III. Research methodology

A.    Participants

B.     Materials

C.     Modeling and analysis.

IV. Results and discussion.

A.    Conceptual model

B.     Final Model

C.     Determinants of the Five Endogenous Variables.

1.      Technology Use.

2.      Perceived Usefulness.

3.      Educational Compatibility.

4.      Computer Self-Efficacy.

5.      Self-Regulation.

D.    Interactions of Attitudinal, Perceived Control, and Social Influence Components in the Model

E.     Discrepancies between the Conceptual Model and the Structural Model

V. Implications on educational intervention framework.

VI. Conclusions

VII. Acknowledgements.

VIII. References.

References

Chun, L. (June 2013). A framework for developing self-directed technology use for language learning. Retrieved from http://llt.msu.edu/issues/june2013/lai.pdf.