Evaluation of theTechnology-Integrated Foreign Language Program in aPublic Rural Middle School
Stephen Lizin, Sanghoon Park

The purpose of this study was two folds. First, we introduced a technology-integrated foreign language program established at a public, rural middle school in a Southeastern USA, and second, we evaluated the new program focusing on seventh and eighth grade students' foreign language skill acquisition. This study included 44 male and 54 female students between the ages of 11 and 14 years old. Of these, 78 were seventh graders and 20 were eight graders, all from various ethnic groups and socioeconomic backgrounds.To evaluate the effectiveness of the technology-integrated foreign language program, students’ foreign language skills were measured usinga pretest and posttest administered at different grade levels.The significant differences between the pretest and the posttest scores indicated that both groups exceeded by far the city’spre-determined school minimum requirements to show adequate progress. Consequently, the study results suggested that the technology-integrated foreign language program at the public rural middle school was effective to achieve the city’s performance goals established for students’ foreign language learning.

Full Text: PDF     DOI: 10.15640/jehd.v4n3a3