Dissertation/Thesis Abstract

Self-directedness among american sign language learners: A study of first semester college students
by Jennings-Arey, Rhonda Lynn, Ph.D., Capella University, 2016, 147; 10099593
Abstract (Summary)

This explanatory mixed method research study investigates instructor and student perceptions regarding the factors that enhance or inhibit the self-directedness of American Sign Language (ASL) I students enrolled in institutions of higher education. This methodology was employed to learn from interviews with 10 participants, both students and instructors, as well as 20 students who participated in the Self Directed Learning Readiness Scale (SDLRS) aka the Learning Preference Assessment (LPA) developed by Lucy Guglielmino (1978). The SDLRS survey answered the first research question. As it is shown in research, the interviews clarified the numbers with the personal narratives to support the development of the conclusion of the study. The data collected were videotaped and transcribed by the researcher. A total of three themes emerged from this study to answer the six research questions. The goal of this explanatory mixed method study was to gain more knowledge of what the students in the introductory ASL class perceive their self-direction to be and to identify what works for them in regards to learning strategies. Findings from this study could provide deeper understanding and a rich source of information for the future ASL instructors to help reduce frustration among ASL students.

Indexing (document details)
Advisor: McClendon, Cristie
Commitee: Klimoski, Victor, White-Johnson, Adair, Wold, James
School: Capella University
Department: Education
School Location: United States -- Minnesota
Source: DAI-A 77/09(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Foreign language education, Adult education, Higher education
Keywords: American sign language, Foreign language teaching, Self directed learning readiness scale, Self-direction, Teaching strategies
Publication Number: 10099593
ISBN: 978-1-339-63596-5
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