Running Head: TECHNOLOGY TO SUPPORT ELL STUDENTS 1

Using Technology to Support Learning for English Language Learners

Shannon Mendrin

Arizona State University

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Using Technology to Support Learning in ELL Students

While it is important to support all students in the classroom, supporting English-

language learners (ELLs) in the classroom often benefit from added supports. These students

face an added challenge to learning. They are not only focused on learning the content being

taught, but also trying to learn an entirely new language. Over time, if a student is unable to

understand the teaching, they may fall behind and struggle to catch up with their English-

speaking peers.

With the reliance of technology on the rise, especially in the classroom setting, it is an

obvious choice as a support for English language learners. In this literature review, various

methods for using technology to support English-language learners will be discussed. While

there is a plethora of options, this review will focus mainly on the use of technology for self-

modeling, computer-assisted instruction, and captioning.

Purpose Statement

The purpose of this literature review is to explore three ways technology can be used to

support learning for English Language Learners in the elementary classroom.

School Context

I most recently worked at Bakersfield City School District (BCSD) at the elementary

level. BCSD is comprised of 44 schools, 33 of those being elementary (K-6) schools. The district

serves approximately 30,700 students total. Of those students, 79% are Hispanic, 9% are white,

8% are African American, and 4% are Asian, Filipino, and American Indian/Alaskan. Of the

total number of students served, nearly 30% of students are classified as English Language

Learners. Additionally, 90% of the student body receive free or reduced lunches.

Rationale
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As time goes on, the number of English Language Learners continues to increase. This is

especially true in California, where agricultural needs attract many immigrants. According to the

Facts about English Learners in California website, English Language Learners made up 19.3

percent of the total enrollment in California public schools, with 70.2 percent being enrolled in

the elementary grades K-6 (2019).

With nearly 20% of students being English learners, it is imperative teachers understand

their unique learning needs. However, Cervetti et al. states there is “substantial evidence that

many elementary teachers feel inadequately prepared to work effectively with language learners”

(2015). If teachers are not prepared to teach these students, they will struggle to succeed and

catch up with their peers.

Use of technology can be beneficial to English language learners in many ways, however

that is another category that lacks preparation. As White & Gillard state, “availability of ELL

technology-based interventions is expanding; however, U.S. K-12 schools struggle to keep up

with this trend” (2011). By learning how to support English language learners through

technology, teaching becomes more individualized and efficient, thus allowing students to learn

the English language more efficiently.

Literature Review

Research for this review focused on the use of technology to support learning for

English-language learners in the classroom. More specifically, it focuses on the use of

technology for strategies such as self-modeling, computer-assisted instruction, and captioning.

Self-modeling

Video self-modeling is the use of technology to record a video of the desired behavior,

such as reading with proper fluency. For example, a video of a student reading will be edited to
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improve fluency and remove mistakes. That student will then watch the video again to assist with

learning. According to Ortiz et al. (2012), “providing students with a model of the behavior or

skill of interest allows them to see correct execution and to mirror the behavior.” Video modeling

is based on Bandura’s research, which states “much of learning is accomplished observationally

and vicariously by watching others” (McCoy, 2015). Through the use of video, students are able

to visually see what is expected of them. As Boisvert (2006) explains it, “one learns from images

of the self in a future success mode.”

Research by Ortiz et al. (2012) analyzes the process of second-language acquisition, the

needs of English language learners as they develop their second language, and how the use of

video self-modeling can address these needs within reading skill development. Five studies were

reviewed, all within a school setting, between first and eleventh grades.

In one study mentioned, five students in third grade were shown videos edited to

demonstrate reading 10-15 words per minute faster than their actual speed. After intervention

using video self-modeling, all students “showed gains in oral reading fluency, maintained these

gains at the 8-week follow-up, and reported satisfaction with both the procedures and the results

of the intervention” (2012).

A second study of third grade students used a similar method to demonstrate students

reading at their goal levels. The videos were viewed daily for four weeks and oral fluency was

assessed regularly. All students showed improvements of their self-perception of reading

abilities, as well as improvement in fluency.

The remaining three studies mentioned by Ortiz are very similar, focusing on different

age groups. Overall, results of the five studies showed that the use of video self-modeling

improved reading fluency and comprehension in English language learners.

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In a second study regarding the effectiveness of video self-modeling, McCoy (2015)

focuses on the use within a preschool setting to increase engagement and reduce off-task

behavior with English language learners. According to McCoy, “further research is needed to

determine the extent to which video self-modeling may generalize to the English language

learner population, due to the fact that a language discrepancy may exist and has not been

address in previous studies” (2015).

For this study, four preschool students were studied using a single case delayed multiple

baseline design. These students were teacher nominated, however were all chosen based on high

levels of off-task behavior, low engagement, at least one bilingual parent, and the likelihood the

child would benefit from the intervention (2015). Observation was conducted during whole

group time, from start to finish. Videos of the model behaviors were recorded during group time

and compiled with an adult voice-over in the child’s home language.

Overall, the results showed an “increase in engagement and a decrease of off-task

behavior across all four children” (2015). A survey from the participating teachers indicated a

high level of acceptability in regards to the use of video self-modeling, as well as the belief that

it was beneficial for the students.

In a final study regarding the use of video self-modeling, Boisvert (2006) sought to

measure the effectiveness of an intervention package that combined video self-modeling and

assisted repeated readings on high school English learners’ reading fluency. This study included

three male students, two high school freshman and one junior. All three students were identified

as English language learners. This study used the measurement of words correctly read per

minute across the baseline, intervention, and follow-up phases.

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All three students showed improvements in their words correctly read per minute,

however comprehension, based on the Woodcock Reading Mastery Tests-Revised, did not

appear to be improved consistently. One student improved their comprehension score, while one

showed no change and another regressed by six months.

Overall, the studies by Ortiz et al., McCoy, and Boisvert favor the use of video self-

modeling to support English language learners. When implemented, this strategy can improve

student behaviors through modeling. This is specifically beneficial to English language learners,

as it removes the language barrier and provides a visual of what is expected. Academically,

video self-modeling appears to be most beneficial for improving reading fluency. Socially, it can

benefit students struggling with staying engaged, rather than participating in off-task behaviors.

One major criticism of research on video self-modeling are the small sample sizes. Many

of the studies mentioned had very few participants. Very limited research was conducted, which

may impact the validity of results.

Computer-assisted instruction

Computer-assisted instruction can be defined as “interventions delivered via computer…

presented in a highly structured and systematic fashion, including corrective feedback”

(Macaruso & Rodman, 2011). These are specialized computer programs that automatically adjust

to the students’ abilities, while also providing feedback. This provides independent practice that

supports skill mastery and also allows students to work at their own pace (2011). According to

Keengwe & Hussein (2012), computer-assisted instruction generally consists of drill and

practice, simulation tasks, instructional games, and tutorials. Computer-assisted instruction can

benefit English language learners because it helps to enhance problem solving skills,
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interpersonal communication skills, vocabulary development, and verbal language development

(Keengwe & Hussein, 2012).

In a study by Keengwe & Hussein (2012), they examined the achievement gap between

ELL students utilizing computer-assisted instruction and those relying solely on traditional

classroom instruction. The participants were students at two similar charter schools in

Minnesota. The study used data collected from state scores for math and reading for two years.

During the study, one school used traditional classroom instruction, while the other utilized

computer-assisted instruction.

Results showed that students who used computer-assisted learning did better than the

students relying on traditional classroom lectures, as well as did a better job at closing the

achievement gap (2012). Overall, computer-assisted instruction allows for more differentiated

instruction, which is more beneficial than a “one size fits all” approach to learning.

A second study regarding the implementation of a one-to-one iPad program with English

language learners in Switzerland was conducted. Prince (2018), used data collected from

educator journals, semi-structured interviews, classroom observations, and student and teacher

artifacts to determine the benefits of this instruction.

According to Prince (2018), “ELL students…benefit from environments with multiple

modes of representation, engagement, and expression.” The use of iPads allowed for a more

individualized learning experience by giving the students options. Students felt safe to privately

make mistakes, as well as empowered to express their knowledge, both verbally and non-

verbally.
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While the iPads were beneficial to English language learners, Prince noted a shortcoming

in the implementation. Many teachers lacked proper training and struggled to adjust their

classroom practices to implement the new technology effectively.

Macaruso & Rodman (2011) conducted a study to determine whether or not a phonics-

based computer-assisted instruction program could provide benefits to English language learners.

Kindergarten students from Texas were given the Group Reading Assessment and Diagnostics

Evaluation, Level K as a pretest and posttest. Throughout the study, the treatment class used

Lexia Early Reading and Lexia Primary reading programs, which automatically adjusts based on

the student’s present level. The control class used Sunburst-Key Skills programs, which was not

as structured or individualized. According to Macaruso & Rodman (2011), “the computer-

assisted instruction programs provided systematic and structured exercises in developing

phonological awareness and phonics skills.”

Overall, the students participating in the Lexia programs showed significantly greater

improvements compared to the control group. However, both groups showed gains in print

awareness and phoneme-grapheme correspondences (2011).

In a final study regarding computer-assisted instruction, Cassady et al. (2018) focuses on

the impact of the Imagine Learning software program. This study was conducted across six

school districts in Arizona (twenty-eight schools total), focusing on English language learners in

kindergarten and first grade. The Scantron Performance Series Reading Foundations test was

given at the beginning, half-way point, and at the end of this study. Throughout the study,

students implemented the Imagine Learning program, which provides individualized instruction

in five domains key to reading ability (Cassady et al., 2018).

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At the start of the study, the control group tested slightly higher than the experimental

group. However, by the end of the study the experimental group had overcome the deficit and

scored higher than the control. The results of this study “identifies computer-assisted instruction

applications have potential value – but only so far as they are implemented by well trained and

supported teachers who make clear and active decisions regarding the use of the programs to

support their learners’ current literacy development needs” (Cassady et al., 2018).

Overall, it is clear through these studies that computer-assisted instruction can be

beneficial to English language learners. They provide a more individualized learning experience,

as well as allow for multiple means of expression. English language learners can work at their

own pace and feel free to make mistakes without judgement, as they are receiving feedback from

the device rather than another person.

However, one very important and prominent shortcoming is that many teachers lack the

proper training to implement such systems effectively. Another issue, as mentioned in Prince’s

study (2018), was technical issues, including students losing work or an app not working when it

is needed.

Captioning

Captioning on videos is another way English language learners can be supported in the

classroom. According to Ingraham (2014), captioning is “the use of an electronic representation

of the language being spoken, thereby allowing people to see the words being uttered.” While

this is often used by individuals with hearing impairments, captioning can also be an effective

strategy for supporting learning in the classroom. It allows students to obtain information in both

auditory and visual manners. Students can benefit from closed-captioned videos because they

“unite meaning, thought, and speech” (Rowland, 2007).

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In research by Rowland (2007), they sought to determine whether or not closed-captioned

videos were a more effective learning tool than videos without captioning. The participants

included students learning English in Mexico and China. Through observation, they determined

that younger students struggled to maintain their focus on the captioning for long periods of time.

However, they did determine benefits to the captioning, such as increased vocabulary and

cultural knowledge. Through this study, it was determined that captioned videos allow students

to hear the dialogue, which helps English language learners’ language development.

In a similar study, Ingraham (2014) studied the benefits of captioning in order to better

inform teachers and administrators about the effects of captioning in an English language learner

classroom. This study was limited to one early elementary novice English language learner. The

study was conducted using a written pretest-posttest assessment, personal journal notations

during and following sessions, and a review on the transcripts provided by the captioning

company following a session. This intervention occurred during forty-five minute class sessions,

twice a week.

Overall, the student involved made greater gains during the captioning sessions than he

did during non-captioned sessions. In conclusion, it was determined that captioning can improve

vocabulary development, syntactical awareness, and overall language development. However,

one downfall to this research is that is lacks data on long term results and focuses solely on one

individual.

In a final reviewed study, Leveridge & Yang (2014) studied to determine if learner

perceptions are accurate markers of their reliance on captioning. Essentially, they sought to

determine whether or not learners at each of the three levels of proficiency were able to

accurately judge their reliance on captioning. There was a total of 139 students involved, 30
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males and 101 females. The average age of these participants was seventeen. They used an

intermediate general English proficiency test, caption reliance test, Likert-scale questions

regarding learner perceptions, and semi-structured interviews throughout the study. The

individuals underwent twelve weeks of listening comprehension instruction, which included

captioned content.

Leveridge & Yang found that “learner perceptions of reliance on captioning do match

their actual degree of reliance” (2014). However, they state that these results are only true when

participants are “assessed as a whole and proficiency is not considered” (2014). Lower

proficiency students found the support of captions to be helpful, but as their proficiency

increased, their reliance on captions decreased.

Overall, captioned videos provide more support for English language learners than videos

without captions. It provides another means of receiving information, thus increasing the

effectiveness of language development. However, the research shows weaknesses, as it tends to

be more limiting and doesn’t represent long term benefits. Despite this, there is still evidence that

shows captioning is beneficial. Since many videos found online are already captioned, it would

make sense to implement this strategy in the classroom.

Implications for Classroom Practice

Based on the reviewed studies, there are a few implications for classroom practice. The

first is that use of video for self-modeling can be used to help English language learners by

modeling a variety of skills and behaviors, from reading to behavior. Students benefit from

viewing the desired behavior as an example, just as teachers model various skills daily.

However, by allowing the students to do the modeling, it increases motivation and desire to
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improve. For English language learners, video self-modeling can also help to close the language

gap and provide a visual instead of verbal instructions.

The second implication for classroom practice is that computer-assisted instruction will

help meet the individualized needs of all students, especially English language learners. While

many teachers seek to differentiate instruction, one teacher simply cannot effectively

differentiate instruction for an entire class. Computer-assisted instruction allows students to work

at their own pace, while the program automatically determines the student’s academic level and

when they are ready to progress.

The third implication for classroom practice is the use of captioned media in order to

improve the effectiveness of learning for English language learners. Using captions, in addition

to a video, provide an auditory and visual representation of the information. It allows for the

development of language and vocabulary, which is beneficial for all students. As students

become more proficient in English, their reliance on captions will naturally decrease (Leveridge

& Yang, 2014).

The final implication for classroom practice is that teachers should be provided with

professional development on the use of specific technology supports in order to improve

language acquisition for English language learners in their classrooms. Many teachers are

provided with classroom technology, including a device for teach student. However, teachers are

not always properly trained on how to use it in an effective manner. As Prince (2018) mentions,

“individual teacher knowledge and skills is a huge factor in the success of a one-to-one

program.” By providing professional development in these topics, teachers can better use

technology to their advantage, which also greatly benefits the students.

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References

Boisvert, P. C. (2006). Video self-modeling and assisted repeated readings: A fluency

intervention with adolescent English learners (Order No. 3251040). Available from

ProQuest Dissertations & Theses Global. (305318553). Retrieved from

http://login.ezproxy1.lib.asu.edu/login?url=https://search-proquest-

com.ezproxy1.lib.asu.edu/docview/305318553?accountid=4485

Cassady, J., Smith, L., & Thomas, C. (2018). Supporting Emergent Literacy for English

Language Learners with Computer-Assisted Instruction. Journal of Research in

Reading, 41(2), 350–369. https://doi.org/10.1111/1467-9817.12110

Cervetti, G. N., Kulikowich, J. M., & Bravo, M. A. (2015). The effects of educative curriculum

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Ingraham, N. (2014). Observations of Real-Time Captioning in the Elementary English

Language Learner Classroom. TESOL Journal, 5(2), 374–386.

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Macaruso, P., & Rodman, A. (2011). Benefits of Computer-Assisted Instruction to Support

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