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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.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/factors-intensive-english-program-instructors-perceive-as-playing-a-role-in-facilitating-communicative-language-teaching-activities-in-the-emergency-remote-teaching-environment-dissertation/268548/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/factors-intensive-english-program-instructors-perceive-as-playing-a-role-in-facilitating-communicative-language-teaching-activities-in-the-emergency-remote-teaching-environment-dissertation/268548.png","ImageObject",300,407,{"name":92,"@type":93},"Đào","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-26","2026-09-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",15,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What is the dissertation’s main focus?","Question",{"text":113,"@type":114},"The dissertation focuses on factors Intensive English Program instructors perceive as playing a role in facilitating communicative language teaching activities during emergency remote teaching.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"Which teaching approach and classroom concepts are emphasized in the literature review?",{"text":118,"@type":114},"The review emphasizes Communicative Language Teaching, interaction and negotiation of meaning, and the instructor’s role as a facilitator.",{"name":120,"@type":111,"acceptedAnswer":121},"How does technology acceptance theory relate to the study?",{"text":122,"@type":114},"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.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},268548,1789432219,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":130,"read_time":145,"preview_page_count":4},1374402968488,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","FACTORS INTENSIVE ENGLISH PROGRAM INSTRUCTORS PERCEIVE AS PLAYING A ROLE IN FACILITATING COMMUNICATIVE LANGUAGE TEACHING ACTIVITIES IN THE EMERGENCY REMOTE TEACHING ENVIRONMENT  \nBy  \nLIA BRENNEMAN  \nA DISSERTATION PRESENTED TO THE GRADUATE SCHOOL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF  \nDOCTOR OF EDUCATION  \nUNIVERSITY OF FLORIDA  \n2022  \n© 2022 Lia Brenneman  \nTo the wonder women  \nACKNOWLEDGMENTS  \nI 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.  \nTABLE OF CONTENTS  \npage  \nACKNOWLEDGMENTS .................................................................................................. 4  \nLIST OF TABLES ............................................................................................................ 9  \nLIST OF FIGURES ........................................................................................................ 10  \nLIST OF ABBREVIATIONS ........................................................................................... 11  \nABSTRACT ................................................................................................................... 13  \nCHAPTER  \n1 INTRODUCTION .................................................................................................... 15  \nIntensive English Programs .................................................................................... 17  \nPurpose of the Study and Research Questions ...................................................... 21  \nSignificance and Contributions ............................................................................... 22  \nSummary ................................................................................................................ 23  \n2 REVIEW OF LITERATURE .................................................................................... 25  \nUniversity and College-Administered Intensive English Programs in the United States .................................................................................................................. 26  \nAdministrative Features .................................................................................... 27  \nInstructional Features ....................................................................................... 29  \nCommunicative Language Teaching Approach ...................................................... 30  \nInteraction and Negotiation of Meaning ............................................................ 32  \nInstructor as Facilitator ..................................................................................... 33  \nComputer-Assisted Language Learning (CALL) ..................................................... 34  \nBehaviorist Phase ............................................................................................ 35  \nCommunicative Phase ..................................................................................... 37 ","cbCaiklVoXbGSRK2","https://ap.wps.com/l/cbCaiklVoXbGSRK2","pdf",1478515,185,"English","# Acknowledgments\n# List of Tables\n# List of Figures\n# List of Abbreviations\n# Abstract\n# Chapter 1 Introduction\n## Intensive English Programs\n## Purpose of the Study and Research Questions\n## Significance and Contributions\n## Summary\n# Chapter 2 Review of Literature\n## University and College-Administered Intensive English Programs in the United States\n## Administrative Features\n## Instructional Features\n## Communicative Language Teaching Approach\n## Interaction and Negotiation of Meaning\n## Instructor as Facilitator\n## Computer-Assisted Language Learning (CALL)\n## Behaviorist Phase\n## Communicative Phase\n## Integrative Phase\n## Web 2.0 Phase\n## Complex and Immersive Phase\n## Learning to Teach Online with Technology\n## The Unified Theory of Acceptance and Use of Technology\n## Conceptualization of the Framework\n## Core Constructs\n## Performance expectancy (PE)\n## Effort expectancy (EE)\n## Social Influence (SI)\n## Facilitating Conditions (FC)\n## Moderators\n## Advantages and Limitations of the UTAUT\n## The Use of UTAUT in this Study\n## Literature Review Summary\n# Chapter 3 Methodology\n## Research Design\n## Instrumentation","[{\"question\":\"What is the dissertation’s main focus?\",\"answer\":\"The dissertation focuses on factors Intensive English Program instructors perceive as playing a role in facilitating communicative language teaching activities during emergency remote teaching.\"},{\"question\":\"Which teaching approach and classroom concepts are emphasized in the literature review?\",\"answer\":\"The review emphasizes Communicative Language Teaching, interaction and negotiation of meaning, and the instructor’s role as a facilitator.\"},{\"question\":\"How does technology acceptance theory relate to the study?\",\"answer\":\"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.\"}]","FACTORS INTENSIVE ENGLISH PROGRAM INSTRUCTORS PERCEIVE AS PLAYING A ROLE IN FACILITATING COMMUNICATIVE LANGUAGE TEACHING ACTIVITIES IN THE EMERGENCY REMOTE TEACHING ENVIRONMENT - Dissertation | PDF",466]