ETDs

This collection includes most of the ASU Theses and Dissertations from 2011 to present. ASU Theses and Dissertations are available in downloadable PDF format; however, a small percentage of items are under embargo. Information about the dissertations/theses includes degree information, committee members, an abstract, supporting data or media.

In addition to the electronic theses found in the ASU Digital Repository, ASU Theses and Dissertations can be found in the ASU Library Catalog.

Dissertations and Theses granted by Arizona State University are archived and made available through a joint effort of the ASU Graduate College and the ASU Libraries. For more information or questions about this collection contact or visit the Digital Repository ETD Library Guide or contact the ASU Graduate College at gradformat@asu.edu.

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Game-Mediated Second Language Learning in a Secondary Content Class: Exploring Opportunities for Languaging through Social Interaction

Description
Content-based instruction, task-based language teaching, and game-mediated learning are three pedagogical approaches that are perceived as effective in second and foreign language education. These approaches share common ground in a sociocultural and functional view of language learning and popularity as engaging classroom strategies in K-12 contexts. However, challenges may exist…

Content-based instruction, task-based language teaching, and game-mediated learning are three pedagogical approaches that are perceived as effective in second and foreign language education. These approaches share common ground in a sociocultural and functional view of language learning and popularity as engaging classroom strategies in K-12 contexts. However, challenges may exist in attaining content-integrated language learning goals, designing engaging and efficient language learning tasks, or implementing game-mediated activities in classroom settings. Prior research has suggested an enhanced result in facilitating language learning as well as promoting student participation when combining some of these existing approaches. What is missing is an attempt to blend all three approaches which may lead to a synergistic way of utilizing task-based, game-mediated activities to help achieve the goals of content-integrated language learning. To address this gap in current literature and field practice, I proposed a game-mediated dual learning instructional model that aims to conceptually and practically discuss various ways of blending these aforementioned approaches. In addition, I adopted two analytical frameworks—a close analysis of language-related episodes and a three-step multimodal analysis of learners’ participation—to provide empirical evidence for participants’ language production and multimodal participation during a game-mediated project. This qualitative-driven study took place in a physics class in an independent high school in the northeastern U.S. from January to March 2022. Data sources for the project included (1) audio and video recorded data, and (2) observational data such as student-oriented notes taken during the stay at the research site. The findings of this project illustrate the diverse opportunities for language learning through participating in collaborative, game-mediated, and task-based activities. The findings also suggest that participants adopted multimodal ways of communication when engaging in these activities. This project contributes to the literature on game-mediated second and foreign language education by adopting an interdisciplinary approach to propose a new way of integrating several pedagogical approaches, while also providing an empirical account of this instructional model.
ContributorsGao, Yuchan (Author) / Gee, Elisabeth R. (Thesis advisor) / Bernstein, Katie (Committee member) / Reinhardt, Jonathon (Committee member) / Sykes, Julie (Committee member) / Arizona State University (Publisher)
Created2023
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The Role of the Spanish Heritage Course in Supporting Latinx Students in Higher Education: A Look at Students’ Types of Capital Through a Community Cultural Wealth

Description
The U.S Census Bureau (2018)’s report calculated that from the total Latinx population, 11.6 % of this community has a Bachelor of Arts. The report also estimated that less than half of the Latinx students who begin pursuing higher education would eventually earn their degrees. Given the Spanish Heritage Language…

The U.S Census Bureau (2018)’s report calculated that from the total Latinx population, 11.6 % of this community has a Bachelor of Arts. The report also estimated that less than half of the Latinx students who begin pursuing higher education would eventually earn their degrees. Given the Spanish Heritage Language (SHL) field’s fast-paced growth, Carreira (2007) argued for the field to get involved in reducing the Latino Achievement Gap since this gap has severe consequences in students’ lives. The objective of the current study is to analyze 1. What types of capital do SHL students bring to the upper-division university course? 2. How do the types of capital that SHL students bring to the upper division university course shaped by the end of the course? And 3. How do SHL students understand the knowledge they bring to the course and 3.1. How do they see the course having shaped their knowledge by the end of the semester? The data collected via semi-structured interviews and student reflective journals were coded using thematic analysis (Seidman, 2013) and Yosso’s (2005; 2013) six types of capital. The findings show that the course helped students gain linguistic confidence, reinforcing their linguistic capital. Also, students developed their Critical Language Awareness, which strengthens their resistant and aspirational capital. Students also mentioned that the assignments and discussions validated their sense of belonging at ASU increasing their navigational capital. This data reflects how the SHL classroom leads students to strengthen their linguistic capital and gives them the tools to reinforce their familial, navigational, resistant, and aspirational capital. These findings point out the different ways SHL courses support students along their academic journey and provide insights into how SHL educators could contribute to narrow the Latino Achievement Gap.
ContributorsAmezcua, Angelica (Author) / Beaudrie, Sara (Thesis advisor) / Bernstein, Katie (Committee member) / Gradoville, Michael (Committee member) / Velazquez, Isabel (Committee member) / Arizona State University (Publisher)
Created2021