Technology Integration in Higher Education Blended Language Learning: A Multicase Study of Teaching English to Speakers of Other Languages Practices

Practitioners of Teaching English to Speakers of Other Languages (TESOL) who integrate technologies in a higher education blended language-learning (BLL) environment face the challenge of developing and implementing effective ways of enhancing the second language-acquisition (SLA) and learning process. This qualitative multicase explored insights elicited from TESOL practitioners who contributed experiences related to effective technology integration practices in a higher education BLL environment. The problem addressed was the arbitrary use of technology without purposeful constructivist-based technology integration practices. The purpose of the study was to provide clarification about how to align technology integration with a constructivist theoretical framework. BLL practitioners in higher education intensive English programs (IEPs) contributed their experiences and best practices as they relate to effective technology integration. The findings serve to enhance the working knowledge of TESOL practitioners in the effective constructivist-based integration of technologies within the BLL environment and add to the body of knowledge in the field of TESOL. The qualitative data was obtained through person-to-person interviews with TESOL practitioners, document (lesson plan) analysis, and classroom observations. The data was analyzed using NVivo software and qualitative analysis (QA) processes. The results of the study indicated that technology integration in a higher education BLL environment is evident at the entry, adoption, and adaptation levels. The implication is a need for BLL professional development, technology integration skill development, and a methodology that aligns with Constructivist Learning Theory (CLT).