Student and Teacher Agency: Learning Technology Use in Additional Languages Education and its Impact on Student Metacognitive Awareness
This mixed methods study examined learning technology usage in Australian additional languages education. The findings prompted the development of two original frameworks to support teachers and students in their purposeful selection and considered use of learning technologies, with a particular foc...
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| Format: | Thesis |
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Curtin University
2023
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| Online Access: | http://hdl.handle.net/20.500.11937/95187 |
| _version_ | 1848765980180742144 |
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| author | Bruce, Ashlee Ann |
| author_facet | Bruce, Ashlee Ann |
| author_sort | Bruce, Ashlee Ann |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | This mixed methods study examined learning technology usage in Australian additional languages education. The findings prompted the development of two original frameworks to support teachers and students in their purposeful selection and considered use of learning technologies, with a particular focus on enhancing metacognitive and cognitive skills. Key conclusions included the potential for learning technologies to cause distractions among students and emphasised the importance of structured learning sequences, active supervision and complementing digital learning experiences with traditional pedagogical approaches. |
| first_indexed | 2025-11-14T11:43:52Z |
| format | Thesis |
| id | curtin-20.500.11937-95187 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T11:43:52Z |
| publishDate | 2023 |
| publisher | Curtin University |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-951872024-05-29T00:51:00Z Student and Teacher Agency: Learning Technology Use in Additional Languages Education and its Impact on Student Metacognitive Awareness Bruce, Ashlee Ann This mixed methods study examined learning technology usage in Australian additional languages education. The findings prompted the development of two original frameworks to support teachers and students in their purposeful selection and considered use of learning technologies, with a particular focus on enhancing metacognitive and cognitive skills. Key conclusions included the potential for learning technologies to cause distractions among students and emphasised the importance of structured learning sequences, active supervision and complementing digital learning experiences with traditional pedagogical approaches. 2023 Thesis http://hdl.handle.net/20.500.11937/95187 Curtin University fulltext |
| spellingShingle | Bruce, Ashlee Ann Student and Teacher Agency: Learning Technology Use in Additional Languages Education and its Impact on Student Metacognitive Awareness |
| title | Student and Teacher Agency: Learning Technology Use in Additional
Languages Education and its Impact on Student Metacognitive
Awareness |
| title_full | Student and Teacher Agency: Learning Technology Use in Additional
Languages Education and its Impact on Student Metacognitive
Awareness |
| title_fullStr | Student and Teacher Agency: Learning Technology Use in Additional
Languages Education and its Impact on Student Metacognitive
Awareness |
| title_full_unstemmed | Student and Teacher Agency: Learning Technology Use in Additional
Languages Education and its Impact on Student Metacognitive
Awareness |
| title_short | Student and Teacher Agency: Learning Technology Use in Additional
Languages Education and its Impact on Student Metacognitive
Awareness |
| title_sort | student and teacher agency: learning technology use in additional
languages education and its impact on student metacognitive
awareness |
| url | http://hdl.handle.net/20.500.11937/95187 |