Mid Term Test Final Version

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

-Outline-

·         Purpose: To understand the determinants of self-directed technology use through the construction of a structural equation modeling (SEM) framework of factors and interactions.

·         Thesis: Various psychological and sociocultural factors interact to influence language learners’ use of technology outside school.

·         Audience: Teachers of English as a second language

 

I.                   Introduction

A.    Definition of Self-directed learning

B.     Frequency and type of technologies used

C.     Factors that affect students’ adoption of technology for learning

 

II.                Theoretical Framework

A.    Theory of Planned Behaviour

a.       Attitudinal components

b.      Perceived Behavioral Control

c.       Social components

 

III.             Research Methodology

A.    Participants

B.     Materials

C.     Modeling and Analysis

 

IV.             Results and discussion

A.    Conceptual model

B.     Final model

C.     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

E.     Discrepancies between the Conceptual and the Structural Model

 

V.                Implications on educational intervention framework

VI.             Conclusions

                                        References

 

Lai, C. (2013). A Framework for developing self-directed technology use for language learning. The University of Hong Kong. June 2013, Volume 17, Number 2 pp. 100-122. Retrieved October 2014, from http://IIt.msu.edu/issues/June2013/lai.pdf

 
 
 
 
 
 
 
 

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

Reference pages analysis

 

The purpose of this paper is to analyse the reference pages of the article written by Lai, C. (2013)  A framework for developing self-directed technology use for language learning. June 2013, Volume 17, Number 2 pp. 100-122.

 As regards format, the word “reference” should be written on a separate page from the main text , it should also be centered at the top of the page and it should not be written in italics or bold type.. Another aspect to be mentioned is that entries are not double spaced.

The reference list is arranged in alphabetical order so as to help readers locate the sources the author refers to. Most of the sources are books and in the case of an internet source it is not mentioned when the article was retrieved. Except for the date of the internet source which has been previously mentioned, all the necessary information is included in each entry, such as , authors, publication dates, sources, publishers and places to retrieve the information.

To conclude it  must be said  that, in general, the requirements for what to include in reference lists are achieved so that another researcher is able to refer to the same source included and it also enhances the credibility with academic readers.