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Dissertation/Thesis Abstract

An examination of interaction in online language learning classrooms
by Barrett Knight, Rachel Michele, Ph.D., Indiana State University, 2015, 117; 3717303
Abstract (Summary)

The purpose of this mixed-method study was to examine the three different types of interactions (student-student, student-instructor, and student-content) that occur in an online language learning classroom and whether the amount of time spent predicted the performance in two key areas, grammar proficiency and vocabulary knowledge. This study also examined the way students felt about motivating themselves in an online language learning classroom. The study involved 40 students enrolled in an entirely online entry-level Spanish course who completed a survey about their experience in the online environment and an assessment of their knowledge of vocabulary and grammar points in the language.

The multiple regression analyses revealed that the amount of time spent in interactions with the content for the course was a predictor for grammar proficiency, but no other interactions were predictors for grammar proficiency or vocabulary knowledge. The participants discussed the difficulty of motivating themselves and how they stayed motivated in the online environment. This study provided some considerations for practitioners in an online environment, but also called into question the efficacy of learning a language in an entirely online environment.

Indexing (document details)
Advisor: Barratt, Leslie, Tinnerman, Larry
Commitee: Kiger, Susan
School: Indiana State University
Department: Curriculum, Instruction, and Media Technology
School Location: United States -- Indiana
Source: DAI-A 76/12(E), Dissertation Abstracts International
Subjects: Language, Educational technology, Curriculum development, Higher education
Keywords: Interaction, Motivation, Online language learning
Publication Number: 3717303
ISBN: 978-1-321-96736-4
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