{"id":{"repo_id":"byu","oai_identifier":"oai:scholarsarchive.byu.edu:etd-2520"},"canonical_url":"https://search.dev.ndltd.org/etd/byu/oai:scholarsarchive.byu.edu:etd-2520","repository":{"repo_id":"byu","name":"Brigham Young University","base_url":"https://scholarsarchive.byu.edu/do/oai/"},"display":{"title":"Factors Affecting the Implementation of Instructional Technology in the Second Language Classroom","abstract":"Various studies show that the use of instructional technology in university-level second language courses can improve and enrich students' L2 acquisition and greatly motivate students to continue learning their target language. In spite of such advantages, few instructors are integrating instructional technology into their lessons. This research investigates the main issues that affect the use of instructional technology among L2 instructors at Brigham Young University. An online survey was administered to 98 instructors, examining the following factors: time, factors concerning software and availability, teacher training, and the attitudes of administrators. Results showed that the three most significant factors that impede the use of instructional technology among BYU instructors are a teacher's level of proficiency, the lack of time for training, and a lack of quality software. The research also shows that those instructors that had received training find themselves more competent and more prepared to integrate instructional technology in their courses than those that have not received any training. Because a teacher's training in use of instructional technology has significant benefits that motivate students in second language acquisition, we can conclude that teachers would profit a great deal from in-service training.","abstract_html":"Various studies show that the use of instructional technology in university-level second language courses can improve and enrich students' L2 acquisition and greatly motivate students to continue learning their target language. In spite of such advantages, few instructors are integrating instructional technology into their lessons. This research investigates the main issues that affect the use of instructional technology among L2 instructors at Brigham Young University. An online survey was administered to 98 instructors, examining the following factors: time, factors concerning software and availability, teacher training, and the attitudes of administrators. Results showed that the three most significant factors that impede the use of instructional technology among BYU instructors are a teacher's level of proficiency, the lack of time for training, and a lack of quality software. The research also shows that those instructors that had received training find themselves more competent and more prepared to integrate instructional technology in their courses than those that have not received any training. Because a teacher's training in use of instructional technology has significant benefits that motivate students in second language acquisition, we can conclude that teachers would profit a great deal from in-service training.","abstract_has_math":false,"creators":["Naimova, Veronica"],"institution":"Brigham Young University - Provo","degree_name":"MA","degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":null,"date_issued":"","date_published":null,"updated_at":"2026-07-24T01:29:20Z","subjects":["instructional technology","second language classroom","computer","Other Languages, Societies, and Cultures"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarsarchive.byu.edu/etd/1521","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Naimova, Veronica"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2008-07-18T07:00:00Z"]},{"key":"dc:publisher","label":"Institution","values":["Brigham Young University - Provo"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["MA"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["instructional technology","second language classroom","computer","Other Languages, Societies, and Cultures"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarsarchive.byu.edu/etd/1521","https://scholarsarchive.byu.edu/context/etd/article/2520/viewcontent/ETD_CISOPTR_1525.pdf"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Humanities; Center for Language Studies"]},{"key":"dc:description.abstract","label":"Abstract","values":["Various studies show that the use of instructional technology in university-level second language courses can improve and enrich students' L2 acquisition and greatly motivate students to continue learning their target language. In spite of such advantages, few instructors are integrating instructional technology into their lessons. This research investigates the main issues that affect the use of instructional technology among L2 instructors at Brigham Young University. An online survey was administered to 98 instructors, examining the following factors: time, factors concerning software and availability, teacher training, and the attitudes of administrators. Results showed that the three most significant factors that impede the use of instructional technology among BYU instructors are a teacher's level of proficiency, the lack of time for training, and a lack of quality software. The research also shows that those instructors that had received training find themselves more competent and more prepared to integrate instructional technology in their courses than those that have not received any training. Because a teacher's training in use of instructional technology has significant benefits that motivate students in second language acquisition, we can conclude that teachers would profit a great deal from in-service training."]},{"key":"dc:format","label":"Dc Format","values":["application:pdf"]},{"key":"dc:source","label":"Dc Source","values":["Brigham Young University - Provo"]},{"key":"dc:title","label":"Title","values":["Factors Affecting the Implementation of Instructional Technology in the Second Language Classroom"]}]}],"canonical_facts":{"dc:creator":["Naimova, Veronica"],"dc:date":["2008-07-18T07:00:00Z"],"dc:description":["Humanities; Center for Language Studies"],"dc:description.abstract":["Various studies show that the use of instructional technology in university-level second language courses can improve and enrich students' L2 acquisition and greatly motivate students to continue learning their target language. In spite of such advantages, few instructors are integrating instructional technology into their lessons. This research investigates the main issues that affect the use of instructional technology among L2 instructors at Brigham Young University. An online survey was administered to 98 instructors, examining the following factors: time, factors concerning software and availability, teacher training, and the attitudes of administrators. Results showed that the three most significant factors that impede the use of instructional technology among BYU instructors are a teacher's level of proficiency, the lack of time for training, and a lack of quality software. The research also shows that those instructors that had received training find themselves more competent and more prepared to integrate instructional technology in their courses than those that have not received any training. Because a teacher's training in use of instructional technology has significant benefits that motivate students in second language acquisition, we can conclude that teachers would profit a great deal from in-service training."],"dc:format":["application:pdf"],"dc:identifier":["https://scholarsarchive.byu.edu/etd/1521","https://scholarsarchive.byu.edu/context/etd/article/2520/viewcontent/ETD_CISOPTR_1525.pdf"],"dc:language":["English"],"dc:publisher":["Brigham Young University - Provo"],"dc:source":["Brigham Young University - Provo"],"dc:subject":["instructional technology","second language classroom","computer","Other Languages, Societies, and Cultures"],"dc:title":["Factors Affecting the Implementation of Instructional Technology in the Second Language Classroom"],"dc:type":["Thesis"],"thesis:degree_name":["MA"]},"updated_at":"2026-07-24T01:29:20Z"}