Teaching English Language Learners via Technology

Marquetta Strait

Purdue University
Dr. Lewandowski
EDCI-513-Foundations of Learning Design and Technology
Final Draft of Literature Review
December 04, 2014

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Abstract:

Teaching English Language Learners via Technology

As the field of education continues to become more student-centered, beneficial, and

interdisciplinary, educators cannot help but question, Are all students being reached, and if not,
how can these students be assisted? The focus of this literature review is to discuss strategies to
assist English Language Learners via technological opportunities and exploring ways that
educators can become stronger in implementing these tools in the classroom.
Often, English Language Learners are presented with many obstacles while learning in
the United States.

Some of the most challenging subjects for ESOLs are English and Social

Studies. It is a given that English may be a stumbling block for ESOLs because they are perhaps
from non-native English speaking countries. In addition to this, many times these students
parents do not read or speak English, which could make it more challenging for them. To
intervene, many researchers have conducted studies on teaching and learning through
technology.
Some of the major pillars of the International Society of Technology Education Standards
(ISTE) are the promotion of students creativity and designing student-centered projects.
Through this pillar, students are able to take on more roles such as an explorer or producer,
which allow educators to assess students in a variety of ways versus a test or a quiz.

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English Language Learners Learning Through Video Games

A common statement that is made about 21st Century students is, These students have
been born into a technology-driven society. They have limitless technological tools at their
fingertips, such as cell phones, computers, and I-pads. Wang et.al (2014) refers to these students
in this generation as digital natives, which are learners that have grown up in a society with
learning preferences, such as a high demand of technology. One of the most popular ways that
technology finds itself in a childs possession is through video games.

Video games are

commonly viewed as a way to allow children to have fun while fighting, speeding down roads all
over the world, and jumping across large bodies of water, but it also has educational purposes,
especially for English Language Learners.
Sylven and Sundquvist (2012) believe that playing video games allows users to take on
new roles and travel to unfamiliar territories while learning a new foreign language. The whole
premise of video games is finding more strategies to obtain achievement.
Sylven and Sundqvists (2012) study found the following:
In order to be able to play these games, the L2 linguistic input must be understood, and,
therefore, it is not a far-fetched hypothesis that successful and frequent players of such
games who do not have English as their mother tongue acquire some of their English L2
proficiency in the activity of gaming. (pgs.303-304).
Knowing this, Professor Kenneth Horowitz saw the need to incorporate video games as
an alternative tool for ESL students in Puerto Ricos public schools (2013). Horowitz discusses
in his article that the English language has been taught in Puerto Ricos public schools for more
than a century, but they are experiencing challenges increasing the level of proficiency. The

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students have been learning the English language, but after the bell strikes for the end of the
school day, they enter a community that speaks their native language. In other words, they are
not applying their new knowledge of English. According to Horowitz (2013), Combined with a
disconnect at the governmental and educational levels, have resulted in an island population that
not only does not speak English but sees the language as little more than a tool for employment
(p.7) .
The findings of Horowitzs study (2013) shows that video games can allow students to
sharpen their skills and provide information in more authentic contexts. For example, when
someone plays a game, and they lose, they do everything in their might to do better the next time
around. The same is true with students when it comes to learning and playing video games.
Horowitz provides an effective way to incorporate technology in the classroom, but this is still an
ongoing study. Some of the factors that may pose as drawbacks to incorporating video games as
learning tools in his study are a lack of technology in the classroom, the islands lack of Internet
access, and the students thoughts on combining learning and what is considered to be a form of
pleasure.
Through the use of video games, ESL students can become more motivated to learning
necessary skills, such as counting money and proper grammar. In addition, video games also
take on the form of student-centered instruction. It allows students to build comprehension and
achieve competency at their own pace. Therefore, students are more likely to become more
intrinsically motivated in learning because they would be encouraging themselves to learn versus
a teacher making a required assignment.

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Technological Opportunities for ELLs with Learning Disabilities

Not only can technology aid students in mainstream classes, they can also assist students
that are in Special Education courses. Kagohara et.al (2012), examined students that had been
diagnosed with autism, which is a disorder that can affect the brains normal development. The
goal of their study was to teach students how to utilize the spell check function using a video
tutorial that was provided on their iPads.
According to Kagohara et.al. (2012), Students with autism spectrum disorders (ASD)
find themselves struggling with the high demands of the regular classroom and therefore require
additional assistance or different arrangements to enable them to successfully complete school
work (p. 304).

One of the students, Dan, diagnosed with Asperger Syndrome (AS) and

Attention Deficit Hyperactivity Disorder (ADHD), used a word processor to complete his
homework assignment, but failed to use the spell check to ensure the correct spelling of the
words (Kagohara et al., 2012). Jane, the second student, whom was also diagnosed with AS and
ADHD, enjoyed reading and had a good sense of vocabulary, but still needed to become more
proficient in utilizing word processors.
To conduct the study, both students watched video tutorials that was recorded on an
iPhone, edited on iMovies, and loaded on an iPad. The focus of the videos was to show the
students the process of spell checking words. The benefits of using the video tutorials were the
students increased autonomy and the lessening of adult assistance (Kagohara et.al. 2012).
Through the use of iPods and iPads, students were provided video models to provide tutorials to
students. They then demonstrated their prior knowledge by opening the word processor within
30 seconds. They were provided a word bank and demonstrated their skills of typing the words

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and ensuring their correct spelling. In the end, both students improved greatly on their skill of
conducting spell check while utilizing a word processor after continuous practice.
This is a great example of teachers reaching students that are kinesthetic and spatial
learners. These types of learners appreciate images, videos, and hands-on activities.

For

example, if a student is learning how to build a circuit, it may be helpful for a teacher to provide
a tutorial for the student and circuit materials for the student to follow the process. The teacher
could use resources such as SnagIt to provide audio and demonstrations to add emphasis to the
concept that is being taught. ELLs appreciate these types of resources because, in this situation,
they could always replay the video if they did not comprehend the concept initially. This is a
great alternative to the traditional lecture because it is not as if the students can grab a remote
control and rewind the teacher. This is just another example of ELLs having more opportunities
and control in their learning.
ELLs Learning Through EMLs
Chang et.als article (2013) discusses the impact of English mobile learning systems
(EMLS) on college students whom were learning English. The research study involved 158
students from a technical college in Taiwan. The students used the EMLS to study English using
an e-book called Mebook of Studio Classroom. The target of this study was to determine
whether the students were intrinsically or extrinsically motivated to learn English.
The students were provided an introduction to the PDA and an introduction to the EMLS
in the classroom. PDA was installed with Windows mobile 6 and included Wi-Fi and Bluetooth
capabilities. The e-book was to be read through the MeReader software. The students were
engaged in using the EMLS for four weeks in any location. There was a questionnaire provided

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at the end of their four week period. The measurements were reviewed by two English teachers,
five college students, and two information technology experts to confirm that questions were
clear and clearly translated.
Through this study, there were four main points: perceived convenience, perceived ease
of use, perceived playfulness, and perceived usefulness. Researchers used these four points to
determine how they were related or interrelated. They also wanted to discover which point
greatly affected continuance intention. Based on their research (Chang et.al, 2013), perceived
usefulness had the most impact on the students need to continue learning English with the
accompaniment of EMLS. The following is the order of the points based on research: perceived
usefulness, perceived ease of use, perceived playfulness, and perceived convenience.
Based on this study, it can be noted that, while learning, students are posing the question,
Why do I have to learn this information? Just as this study showed, ESLs are aware that they
need to comprehend the English language to transition to the United States or working in an
environment where English is predominately spoken. The problem is that they need more
opportunities to apply these skills. Through this research, even college students are able to learn
and apply their English capabilities through technology.
Teaching through Digital Storytelling
Storytelling is a traditional approach to getting students to comprehend large content.
Depending on its delivery, it can keep students engaged and allow them to relate to the context
provided. ELLs appreciate stories, especially those with visuals, because they are introduced to
characters, provided a problem, and somehow, the problem is solved at the end. Although,

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traditionally, students gather around the teacher as he or she reads from a big book, digital
storytelling can be an alternative for students.
In Tecnam Yoons article (2012), he discusses the importance of motivating ELLs
through digital storytelling. Digital storytelling usually includes narration, text, music, and audio
to provide a fundamental experience for its readers. What is interesting about digital storytelling
being shown in a classroom is that students can gain a better perspective of a story and, in return,
they can also become more curious of technological capabilities.
Yoon (2012) contends that digital storytelling can be a great vehicle for increasing
language performance because it appeals to students, which keeps them engaged (Yoon, 2012).
Although educators can utilize digital stories in their classrooms to teach, students can also
create digital stories to assess their comprehension of taught concepts. For example, if a teacher
has been discussing the life cycle of a butterfly, the students could create a creative piece to
demonstrate their knowledge of a butterflys life cycle.
In addition to this, Yoons (2012) acronym I AM TOP CAMP highlights the top ten
principles that encourage teachers to consider using digital storytelling in their classrooms,
which are: interactive, authentic, meaningful, technological, organized, productive, collaborative,
appealing, motivating, and lastly, personalized (Yoon, 2012).
To actually test this theory, Yoon conducted a study in Korea for 12 weeks with 32
elementary students in the fifth grade (Yoon, 2012).

The main focus of this study was to assess

the students improvement in their reading abilities and assess the students attitudes to engaging
in digital storytelling activities opposed to the traditional reading by their teacher. The research

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also investigated the impact of their improvements, such as Korean students being taught the
English language and the basics of a computer as a requirement in the third grade (Yoon, 2012).
To assess the students abilities, the students were provided a pre and post assessment to
determine the changes due to digital storytelling. In addition, the students were provided a
questionnaire and self-evaluation with a 1-5 Likert scale to assess their attitudes to this new
technique (Yoon, 2012).

In the end, there were significant changes in the comprehension of

digital stories versus stories that are presented in a traditional fashion. In regards to the students
attitudes, the students greatly appreciated the format of the digital stories. They strongly agreed
that this format made them feel more engaged in the storys context, they had more confidence in
learning English, and that it provided a more pleasant and entertaining experience (Yoon, 2012).
Similarly, Skinner et.al saw the impact of digital storytelling on learners and contends
that digital stories allow students to connect their cultural identities and foundational literacies
(Skinner & Hagood, 2008).

Through Hagood and Skinners study, they had two students, seven

year old Diego (Mexican-American) and sixteen year old Allie (Chinese) create digital stories
based on their interests.

Diego was fascinated with Spiderman and used his form of

entertainment to create a visual for others that were unfamiliar with Spidermans noble acts.
Although Diego was so engaged in creating his digital story, unbeknownst to him, he was also
increasing his oral proficiency by describing and explaining the purpose of his digital story.
Therefore, Skinner and Hagood mentions in their article, Allowing--even encouraging--students
to draw upon their knowledge of popular culture as they construct texts in school can be an
empowering method for validating their socio-cultural identities (Skinner & Hagood, 2008).
Allie, on the other hand, decided to create a photostory of her transition from China to
Charleston, South Carolina. (Skinner & Hagood, 2008).

She compiled a variety of music, text,

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a narrative, and images that would appropriately convey her relocation process.

Allies

photostory can be an example of students pondering on their interactions and emotions from the
past.
Although Allie had to transition from being raised in China to living in the United States,
she was still able to complete her photostory in excellence. Digital stories can notably provide
students an outlet for being creative and relating the content to their self-interests. According to
Ramist et.al (2010), After students become more confident and committed in their storytelling
process, students will be able to generate new insights related to media production as a vehicle of
engagement with cultural identity work through producing short videos to create new stories.
(282)
To achieve these objectives, teachers and students can use video software, such as
Windows Movie Maker, iMovie, and Camtasia. The visuals can help simplify those more
challenging texts and content. Also, depending on how digital stories are assigned, English
Language Learners could use this as an artifact for their portfolio. This can showcase the
students progression from the time they entered American schools until the time they complete
their high school education.
Reasons Why Many Educators Avoid Incorporating Technology
Although teachers and students are provided technological opportunities tools in their
classrooms, the teachers must be willing to incorporate this form of technology as meaningful
and as much as possible. Seemingly as the students are referred to as digital natives, educators
are referred to as digital immigrants. (Wang et.al 2014) As stated earlier, digital natives are
learners that have grown up in a society with learning preferences that heavily incorporates

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technology, whereas digital immigrants is the generation born before the new technology. (Wang
et.al 2014) One of the many known variables in whether or not technology is implemented in the
classroom is the teachers resistance to change.
In Asans article that focuses on teachers computer technology awareness, he mentions
that many teachers have not received a computer-related technologies in their own educational
environment and lack digital skills or do not see the pertinence of instructional technology
(Asan, 2003). Similarly, Gilakjani notes Judsons study on the correlation between teachers and
their views on instruction by stating that, Teachers with more traditional beliefs will implement
more traditional or low-level technology uses, whereas teachers with more constructivist
beliefs will implement more student-centered or high-level technology uses (Judson, E. 2006;
Gilakjani, 2012).
It is evident that educators whom did not receive or feel the impact of technology in their
education feel withdrawn from the thought of incorporating in their classrooms. Even if they did
use the interactive white boards, this does not mean that they are using this device to its best
potential. They are merely using these devices as a way to project their information and not as
an interactive and engaging tool for students.
Becoming More Confident in Classroom Technology
As the increase of technological opportunities increase in the school systems in an effort
to close the achievement gap, more school officials are encouraging educators to increase their
comprehensibility in instructional technology. They see the purpose and the essentialness of the
devices, but since the teachers are the ones in the classrooms educating the students on how to be
lifetime learners, they need the educators to be equipped.

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One way that teachers are becoming better equipped for the 21st Century learners is by
attending required trainings that introduces or reviews instructional technology that is in the
classroom. This could be an interactive white board, iPads, iPods, computers, microphones, etc.
Howard Mehlinger estimates that it takes forty-five or more hours of training and three months
of experience before a teacher moves from entry-level use to the adaptation stage and the
discovery of the potential in a variety of applications (Stone, 1998). Through ample trainings,
educators are not only being taught how the items work and how they would impact students
learning, but they are also being taught how versatile the technology can be and ways that they
can be implemented in the classroom to assist all learners. Gilakjani notes Lams study on
increasing teachers confidence on technology by stating, Instead of using computers for drill
and practice, more confident teachers use technology as an instructional tool to enhance students
learning (Lam, 2000; Gilakjani, 2012).
For example, if educators are being introduced to a new application on iPads that will
assist students, educators should be given time to explore the features of this application, look for
advantages and disadvantages of the application, and take into consideration their learners styles
of learning. Not only should they implement this program in their classroom, but they should do
so on a trial basis whereas, they test the program on their students on different days. They must
consider whether the students had the most challenges because this was a new program, too
complex, too easy, or if the students were not focused because of an exciting school event. In
other words, teachers should try to introduce new technological opportunities more than once,
even if the first time seems like it does not go well. In addition, teachers should develop some
type of learning community with other teachers that are using these new devices so that they may
discuss more innovative ways to motivate and teach their concepts to their learners. Learning

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communities provide teachers the opportunity to gather and discuss what is working and not
working in their classrooms.
Overall, Ertmer & Ottenbreit-Leftwich (2010) article states, Teaching with technology
requires teachers to expand their knowledge of pedagogical practices across multiple aspects of
the planning, implementation, and evaluation processes (p.260). It is essential for educators to
increase students motivation to want to learn more intrinsically. By educators becoming more
competent in instructional technology and the many opportunities technology can provide in and
outside of the classroom, students will be provided more engaging activities that allow students
to relate to newly taught concepts.
Conclusion
In conclusion, by teaching English Language Learners via technology, students will
become more motivated to learn. Through the previously stated articles, technology allows
instruction to shift from direct instruction to a more student-centered instruction, whereas the
students are able to learn at their own pace. In addition to this, teachers are also able to become
more creative in their delivery for teaching concepts that many students find challenging. They
are able to create or find tutorials, digital stories, or make accommodations for students that have
disabilities. The students are also able to take on the role as producers by creating their own
work to showcase their knowledge to others. As research continues to increase in instructional
technology, it is important for school systems to become more knowledgeable of new and
effective strategies in order to prepare educators for their students, so that educators can prepare
their students for the real-world.

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