The Impact of Web 2.0 Technologies on American Samoan Middle Level Students' English Vocabulary Performance

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dc.contributor.advisorSorensen, Christine
dc.contributor.authorSimanu, Crystal
dc.contributor.departmentLearning Design and Technology
dc.date.accessioned2021-09-30T18:13:43Z
dc.date.available2021-09-30T18:13:43Z
dc.date.issued2021
dc.description.degreePh.D.
dc.identifier.urihttp://hdl.handle.net/10125/76406
dc.subjectEducational technology
dc.subjectAmerican Samoa
dc.subjectEnglish Language Learners
dc.subjecttechnology
dc.subjectvocabulary development
dc.subjectWeb 2.0 tools
dc.titleThe Impact of Web 2.0 Technologies on American Samoan Middle Level Students' English Vocabulary Performance
dc.typeThesis
dcterms.abstractEnglish Language Learners (ELLs) are one student demographic that is on the rise in the United States. This demographic shift in the student population has altered educational needs, as many educators need to implement more and more language acquisition strategies for their ELLs. Samoan ELLs residing in American Samoa are in a unique position where they are considered minorities in their own homeland because of the ties between American Samoa and the United States. As a U.S. territory, the language of instruction in American Samoa is English even though there is a vibrant Samoan language that the majority of students speak at home. This case study examined the use of three Web 2.0 tools (Word Clouds, Powtoon, and Thinglink) to teach English vocabulary. Data examined included pre-and post-test scores, classroom observations, examination of student produced artifacts, and student interviews. The researcher studied 11 seventh grade students in one middle level class in American Samoa. During the intervention, there was a general, but not statistically significant increase in participant test scores from pre- to post- test, indicating that Web 2.0 tools may be beneficial for vocabulary acquisition, however, more rigorous study is necessary. Analysis of observation data and student artifacts showed that participants were able to use the English language vocabulary terms appropriately and incorporate them in their artifacts in creative ways. Student interviews indicated the students enjoyed working with the tools and that the experience had a positive impact on their learning. These findings suggest the potential for Web 2.0 tools to enhance vocabulary acquisition for ELLs, however, more research is needed.
dcterms.extent230 pages
dcterms.languageen
dcterms.publisherUniversity of Hawai'i at Manoa
dcterms.rightsAll UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.
dcterms.typeText
local.identifier.alturihttp://dissertations.umi.com/hawii:11119

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