Culminating Project Title
English Language Learners’ Perceptions Regarding Media as Learning Technology
Date of Award
Culminating Project Type
English: Teaching English as a Second Language: M.A.
College of Liberal Arts
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Keywords and Subject Headings
TESL, ELL, Instructional Media
With the education field of English language teaching constantly evolving and the COVID-19 pandemic temporarily leading to more classes becoming on an online format, I wanted to see what English Language Learners (ELL) preferred when it came to learning English as an additional language in today’s day and age.
The Research Questions in this study consist of:
1. Do students prefer textbooks and hands-on activities over assignments done online?
2. Do students have a preference for particular forms of instructional media?
This paper analyzes the media preferences of English Language Learners. Using a Likert Scale, participants select from four answers, Strongly Disagree, Disagree, Agree and Strongly Agree. The statements cover a variety of instructional media styles, from low-tech media of handwriting all the way to social media.
The research conducted in this study found that tactile learning and social media was the most preferred type of instructional media for learning English. With these results, I hope that teachers can incorporate more tactile learning strategies, activities, and tools that students use every day in their daily life. Lastly, it is important that teachers see what their students prefer and try to make changes to support their English language learning journey.
Goldsmith, Frances H., "English Language Learners’ Perceptions Regarding Media as Learning Technology" (2022). Culminating Projects in TESL. 42.
Wow! Working on a thesis was challenging but was such a memorable experience. I faced many setbacks, but I am glad to have the experience and opportunity to conduct research on a topic that I am passionate about. I hope that future readers can learn from this research and that it’ll help our educational field’s future.
First, I would like to thank my family for cheering me on. Right after graduating with my bachelor’s degree in Linguistics, I knew I wanted to get a master’s degree immediately after. Two months after graduation, I was packing my bags and moving to Minnesota, after only visiting the state one time. I must say, Minnesota is such a beautiful state!
Starting my program during the middle of the COVID-19 pandemic was challenging and felt isolating at times. I moved out of state away from my family to complete this program. I definitely did not have the ‘normal’ graduate student experience, as everything was virtual. However, I was able to persevere, and it helped me to become stronger and more independent.
Thank you, Mom and Dad, for driving 3000+ miles numerous times to visit me and for allowing me to move to a state that I did not know much about. It’s funny how fast life can change. Also, thank you to my best friend, also known as my twin sister for always checking up on me through FaceTime and my wonderful friends and co-workers that have been cheering me on. I have felt all of the love and support.
A shoutout to Coach Berit (Merrill) for welcoming me to Saint Cloud State University with welcoming arms. She encouraged me to pursue my interests and to work hard and keep pushing in school. She supported me in my studies, everyday life, and while I competed as a student athlete for SCSU. Without her, I wouldn’t be able to succeed as well as I did on and off the court. You are truly the best!
Lastly, a big thank you to my wonderful committee! My chairperson, Dr. Michael Schwartz has conducted hours and hours of zoom meetings with me. His patience and knowledge really helped me to dig deeper and produce a thesis that I am proud of. I thank Dr. Madden, Dr. Robinson, and Dr. Barton for their support and guidance. It was such an honor having a knowledgeable and talented committee.