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dc.contributor.authorOmer Attia, Ghada Omer
dc.date.accessioned2021-04-16T19:07:59Z
dc.date.available2021-04-16T19:07:59Z
dc.date.issued2021-05
dc.identifier.urihttp://hdl.handle.net/10675.2/623971
dc.description.abstractAbstract Virtual Learning Environments (VLEs) have been undergoing a quantum leap in foreign language training applications. Department of Defense (DoD) military and civilian linguists have traditionally been reluctant to speak the target language in Defense Language Institute (DLI) and National Cryptologic School (NCS) language enhancement classes. This study explores how DoD linguists’ motivation to speak varies across immersive and non-immersive VLEs to better understand how these tools might be used to enhance students’ motivation. This study applies a theoretical qualitative design to explore the central phenomenon of DoD linguist motivation to speak in the target language using immersive and non-immersive VLEs. The central phenomenon supports the use of Self Determination Theory (SDT) as the unifying theoretical lens, while the primary language learning theory practiced in this study is Task-Based Language Teaching (TBLT). The research team used convenience sampling to recruit five military and civilian DoD linguists at LC language school. A modified Oral Proficiency Interview (OPI) was conducted in this study to suit the VLEs. Participants selected one of three YouTube 360 VR videos to use for visual context during their immersive OPIs. Findings suggested that a naturalistic immersive environment can increase DoD linguists’ motivation to speak in the target language by providing a variety of relevant visual cues as the basis of meaningful communicative tasks. While this study is limited by the small sample size and technical boundaries of the VR videos, it nonetheless introduces a critical discussion on the potential of immersive and non-immersive VLEs to motivate speaking in the foreign language classroom. Keywords: Motivation; non-immersive VLE; immersive VLE; OPI; SDT; TBLT
dc.publisherAugusta University
dc.subjectAdult education
dc.subjectEducational technology
dc.subjectBilingual education
dc.subjectImmersive & non-immersive VLE, Oral Proficiency Interview, Self Determination Theory, Speaking Motivation, Task Based Language Teaching , Virtual Environments, Presence, and flow
dc.titleDOD LINGUISTS’ PERCEPTIONS OF THE USE OF VIRTUAL LEARNING ENVIRONMENTS ON THE MOTIVATION TO SPEAK A FOREIGN LANGUAGE
dc.typedissertationen_US
dc.contributor.departmentDepartment of Advanced Studies and Innovation
dc.language.rfc3066en
dc.date.updated2021-04-16T19:08:00Z
dc.description.advisorBarker, Kim
dc.description.advisorHarper, Rebecca
dc.description.committeeBotero, Christopher
dc.description.committeeStewart , Jason
dc.description.committeeLord, Edward
dc.description.degreeEd.D.
refterms.dateFOA2021-04-27T18:03:21Z


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