Document Type
Dissertation
Degree
Doctor of Education
Major
Educational Practice
Date of Defense
4-10-2019
Graduate Advisor
E. Paulette Isaac-Savage
Committee
Cody Ding
Jennifer Miller
Gwendolyn Turner
Abstract
This study investigated the relationship between adult learner attitudes toward technology and learning style. A sample of community college Spanish students in a Midwestern city in the United States was surveyed to determine (a) an attitude score toward Spanish E-Instruction based on the Lukow ATUTS (Attitudes toward Using Technology Survey) and (b) a learning style measured by the Kolb LSI (Learning Style Inventory). The majority of participants (n = 151) were aged 18-29 (95%), used between one and five software programs on a daily basis (88%), spent at least 11 hours a week online (88%), and reported an "Accommodating" style of learning (28%). A Randomization Test for Difference of Means indicated learning styles did not differ significantly in their mean attitude toward technology (p = .063). Participants reported the use of online translators, language learning websites, and language learning games to best facilitate their achievement of course objectives. Additionally, participants reported a strong preference for language learning apps, hands-on activities, and real-world applications. The findings suggest adult educators should be cognizant of their students’ preferences for E-Instruction and language technology integration, thus giving insight into the most and least useful tools for students through the learning process.
Recommended Citation
Santos, Brian, "The Attitudes and Learning Styles of Adult Learners to E-Instruction of the Spanish Language" (2019). Dissertations. 822.
https://irl.umsl.edu/dissertation/822