FACTORS INTENSIVE ENGLISH PROGRAM INSTRUCTORS PERCEIVE AS PLAYING A ROLE IN FACILITATING COMMUNICATIVE LANGUAGE TEACHING ACTIVITIES IN THE EMERGENCY REMOTE TEACHING ENVIRONMENT - Dissertation

Sep 15, 2026

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This dissertation examines factors that Intensive English Program instructors perceive as enabling communicative language teaching activities within an emergency remote teaching environment. It frames instructor perceptions through a structured review of communicative language teaching and technology acceptance perspectives, then develops a research design to investigate how those factors inform instruction. Findings and implications address instructional practice and instructor roles, offering contributions for designing effective online communication-focused language teaching in crisis conditions.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages185

Reading Time7 h 46 min

AccessFree to download

Acknowledgments

List of Tables

List of Figures

List of Abbreviations

Abstract

Chapter 1 Introduction

Intensive English Programs

Purpose of the Study and Research Questions

Significance and Contributions

Summary

Chapter 2 Review of Literature

University and College-Administered Intensive English Programs in the United States

Administrative Features

Instructional Features

Communicative Language Teaching Approach

Interaction and Negotiation of Meaning

Instructor as Facilitator

Computer-Assisted Language Learning (CALL)

Behaviorist Phase

Communicative Phase

Integrative Phase

Web 2.0 Phase

Complex and Immersive Phase

Learning to Teach Online with Technology

The Unified Theory of Acceptance and Use of Technology

Conceptualization of the Framework

Core Constructs

Performance expectancy (PE)

Effort expectancy (EE)

Social Influence (SI)

Facilitating Conditions (FC)

Moderators

Advantages and Limitations of the UTAUT

The Use of UTAUT in this Study

Literature Review Summary

Chapter 3 Methodology

Research Design

Instrumentation

FACTORS INTENSIVE ENGLISH PROGRAM INSTRUCTORS PERCEIVE AS PLAYING A ROLE IN FACILITATING COMMUNICATIVE LANGUAGE TEACHING ACTIVITIES IN THE EMERGENCY REMOTE TEACHING ENVIRONMENT By LIA BRENNEMAN A DISSERTATION PRESENTED TO THE GRADUATE SCHOOL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF EDUCATION UNIVERSITY OF FLORIDA 2022 © 2022 Lia Brenneman To the wonder women ACKNOWLEDGMENTS I would like to thank my Chair, Dr. Swapna Kumar, whose guidance and mentorship helped me through every step of the doctoral and dissertation process. Also, a thank you to my committee members for their feedback. A special thank you to the many women who run the world, including the director of the University of Florida English Language Institute, Dr. Megan Forbes, for the encouragement and support throughout my entire doctoral journey. Also, the Zen-friend, writing guru, and mom squadder, Jen Ramos, for constantly rescuing me with childcare and editing help. And, the inspirational friend and self-help cheetah, Amy Crusen, for listening. Other humans I must thank include my cousin Dr. Jay Hochstetler for practical and thoughtful advice. Tomy parents, Keith and Mary Brenneman, family Carol and Phil Miller, Ross and Cindy Brenneman, husband Charles Orr, and favorite bonus-daughter and son-in-law Rachel Hutton-Orr and Daniel Cabrera, I am forever grateful for the love and support. Finally, I want to thank my loving son Gannon Orr, for his sunshine and kindness that inspires me every day. TABLE OF CONTENTS page ACKNOWLEDGMENTS .................................................................................................. 4 LIST OF TABLES ............................................................................................................ 9 LIST OF FIGURES ........................................................................................................ 10 LIST OF ABBREVIATIONS ........................................................................................... 11 ABSTRACT ................................................................................................................... 13 CHAPTER 1 INTRODUCTION .................................................................................................... 15 Intensive English Programs .................................................................................... 17 Purpose of the Study and Research Questions ...................................................... 21 Significance and Contributions ............................................................................... 22 Summary ................................................................................................................ 23 2 REVIEW OF LITERATURE .................................................................................... 25 University and College-Administered Intensive English Programs in the United States .................................................................................................................. 26 Administrative Features .................................................................................... 27 Instructional Features ....................................................................................... 29 Communicative Language Teaching Approach ...................................................... 30 Interaction and Negotiation of Meaning ............................................................ 32 Instructor as Facilitator ..................................................................................... 33 Computer-Assisted Language Learning (CALL) ..................................................... 34 Behaviorist Phase ............................................................................................ 35 Communicative Phase ..................................................................................... 37

FAQs

What is the dissertation’s main focus?

The dissertation focuses on factors Intensive English Program instructors perceive as playing a role in facilitating communicative language teaching activities during emergency remote teaching.

Which teaching approach and classroom concepts are emphasized in the literature review?

The review emphasizes Communicative Language Teaching, interaction and negotiation of meaning, and the instructor’s role as a facilitator.

How does technology acceptance theory relate to the study?

The study incorporates constructs from the Unified Theory of Acceptance and Use of Technology (UTAUT) to frame how acceptance-related factors support or constrain technology use in teaching.

Sep 15, 2026

Uploaded by Đào