{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/68986"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/68986","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"The Use of Computer-Based Instruction in Foreign Language Teaching: An Ethnographically - Oriented Study (Naturalistic, Evaluation, Policy, Comparative, Ethnology)","abstract":"Using ethnographic methods, this study examines the relationship between state, district, and school policies on computer-based instruction and the actual teaching practices of foreign language instructors. Four language teachers from two large high schools in the suburbs of Chicago agreed to participate in the study. By studying two schools with similar populations it was possible to compare the schools in terms of their written and unwritten policies and the resulting use of Computer-Assisted Instruction (CAI). Data were gathered through observations in both regular classrooms and microcomputer laboratories, interviews with teachers and school and district administrators, and through interviews with twenty-six students from the foreign language classes observed. While the study was non-interventive and did not test specific hypotheses, observations and interviews were guided by certain "foreshadowed" questions. These questions were derived from a review of naturalistic studies of computer-based instruction.","abstract_html":"Using ethnographic methods, this study examines the relationship between state, district, and school policies on computer-based instruction and the actual teaching practices of foreign language instructors. Four language teachers from two large high schools in the suburbs of Chicago agreed to participate in the study. By studying two schools with similar populations it was possible to compare the schools in terms of their written and unwritten policies and the resulting use of Computer-Assisted Instruction (CAI). Data were gathered through observations in both regular classrooms and microcomputer laboratories, interviews with teachers and school and district administrators, and through interviews with twenty-six students from the foreign language classes observed. While the study was non-interventive and did not test specific hypotheses, observations and interviews were guided by certain "foreshadowed" questions. These questions were derived from a review of naturalistic studies of computer-based instruction.","abstract_has_math":false,"creators":["Blomeyer, Robert Louis, Jr."],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-12-15T18:50:25Z","date_published":"2014-12-15T18:50:25Z","updated_at":"2026-07-22T22:25:59Z","subjects":["Education, Technology of"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(UMI)AAI8521724"],"render_values":[{"text":"(UMI)AAI8521724","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/68986","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Blomeyer, Robert Louis, Jr."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2014-12-15T18:50:25Z","10000-01-01","1985"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Technology of"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/68986","(UMI)AAI8521724"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Using ethnographic methods, this study examines the relationship between state, district, and school policies on computer-based instruction and the actual teaching practices of foreign language instructors. Four language teachers from two large high schools in the suburbs of Chicago agreed to participate in the study. By studying two schools with similar populations it was possible to compare the schools in terms of their written and unwritten policies and the resulting use of Computer-Assisted Instruction (CAI). Data were gathered through observations in both regular classrooms and microcomputer laboratories, interviews with teachers and school and district administrators, and through interviews with twenty-six students from the foreign language classes observed. While the study was non-interventive and did not test specific hypotheses, observations and interviews were guided by certain "foreshadowed" questions. These questions were derived from a review of naturalistic studies of computer-based instruction.","The following topics were directly addressed by the present research: (1) similarities and differences in successful implementation strategies for CAI; (2) the integration of instructional computing into the foreign language curriculum; (3) the optimum levels of functional computer literacy for foreign language teachers and their students; (4) state, district and school policies that influence classroom use of computer-based foreign language materials; (5) instructional and administrative practices with possible long-range effects on the acceptance of CAI; (6) the impact of CAI on teaching practices; and (7) the effects of instructional computing on the equity and efficiency of an instructional program. Since one major problem documented by this study is the lack of high-quality software which can be integrated into the current foreign language curriculum, the thesis concludes by proposing two models of software development involving the cooperation of teachers with organizations outside the public schools. In addition, suggestions are made for future research.","Made available in DSpace on 2014-12-15T18:50:25Z (GMT). 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Four language teachers from two large high schools in the suburbs of Chicago agreed to participate in the study. By studying two schools with similar populations it was possible to compare the schools in terms of their written and unwritten policies and the resulting use of Computer-Assisted Instruction (CAI). Data were gathered through observations in both regular classrooms and microcomputer laboratories, interviews with teachers and school and district administrators, and through interviews with twenty-six students from the foreign language classes observed. While the study was non-interventive and did not test specific hypotheses, observations and interviews were guided by certain "foreshadowed" questions. These questions were derived from a review of naturalistic studies of computer-based instruction.","The following topics were directly addressed by the present research: (1) similarities and differences in successful implementation strategies for CAI; (2) the integration of instructional computing into the foreign language curriculum; (3) the optimum levels of functional computer literacy for foreign language teachers and their students; (4) state, district and school policies that influence classroom use of computer-based foreign language materials; (5) instructional and administrative practices with possible long-range effects on the acceptance of CAI; (6) the impact of CAI on teaching practices; and (7) the effects of instructional computing on the equity and efficiency of an instructional program. Since one major problem documented by this study is the lack of high-quality software which can be integrated into the current foreign language curriculum, the thesis concludes by proposing two models of software development involving the cooperation of teachers with organizations outside the public schools. In addition, suggestions are made for future research.","Made available in DSpace on 2014-12-15T18:50:25Z (GMT). No. of bitstreams: 1 8521724.pdf: 13980143 bytes, checksum: 60b8fd30232e5088cdb22c3b57c73be3 (MD5) Previous issue date: 1985","Embargo set by: Seth Robbins for item 69152 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","390 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1985."],"dc:identifier":["http://hdl.handle.net/2142/68986","(UMI)AAI8521724"],"dc:subject":["Education, Technology of"],"dc:title":["The Use of Computer-Based Instruction in Foreign Language Teaching: An Ethnographically - Oriented Study (Naturalistic, Evaluation, Policy, Comparative, Ethnology)"],"dc:type":["text"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:59Z"}