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Description
This paper describes an adjustment process for developing a quantitative survey instrument to generate data on English instructors’ perceptions of digital learning tools in classroom-based language instruction. The study employed the Learning Tools domain of the Teacher Effectiveness for Language Learning (TELL) framework. The full framework covers multiple dimensions of teacher effectiveness. Even though this framework is innovative, it is an underutilized model used by no or few researchers. This framework is narrowed down to be used in a study to focus on classroom instruction, emphasizing the importance of input-output processes and cultural competencies to effective language learning.
A pre-existing survey framework is refined to be aligned with the research purpose, problems, and questions. The instrument was developed through expert review, cognitive interviews, and a pilot study to ensure validity and reliability. The changes include shifting from self-assessed to self-administered items, measuring a four-point Likert scale to capture perceptions, and focusing from general learning tools to digital learning tools (DLT) aligned with ACTFL communication modes and 3Ps of cultural learning: Perspectives, Practices, and products. Open-ended questions explore instructors’ experiences with support and challenges in integrating technology, while demographic items contextualize participant profiles.
This research highlights the strategic importance of survey methodology in producing actionable, data-driven insights to inform instructional policy and program design. The benefit of developing an existing instrument rather than developing a new one is that it provides a cost-effective, time-efficient, and meticulous approach that can be used for replication and scaling.
