Improving Outcomes for English Learners through Technology: A Randomized Controlled Trial

Autor/inn/en	Harper, David; Bowles, Anita R.; Amer, Lauren; Pandža, Nick B.; Linck, Jared A.
Titel	Improving Outcomes for English Learners through Technology: A Randomized Controlled Trial
Quelle	In: AERA Open, 7 (2021) 1, (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-8584
Schlagwörter	English Language Learners; Outcomes of Education; Comparative Analysis; Language Proficiency; Computer Software; Intervention; Middle School Students; English (Second Language); Second Language Learning; Second Language Instruction; School Districts; Pretests Posttests; Urban Areas; Gender Differences; Instructional Program Divisions; Attendance; Socioeconomic Status; Native Language; Teaching Methods; Independent Study; Instructional Effectiveness; Language Tests; Arizona + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Language skill; Language skills; Sprachkompetenz; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; School district; Schulbezirk; Urban area; Stadtregion; Geschlechterkonflikt; Anwesenheit; Socio-economic status; Sozioökonomischer Status; Teaching method; Lehrmethode; Unterrichtsmethode; Selbststudium; Unterrichtserfolg; Language test; Sprachtest
Abstract	English learners (ELs) in K-12 schools must acquire English while simultaneously mastering content knowledge. Educational technology may support students' learning through the affordance of individualized language practice. The current randomized controlled trial intervention study examined the effects of Rosetta Stone Foundations software on English learning among middle school ELs. The study took place in Grades 6 to 8 of an urban U.S. school district (N = 221). Predictors of interest included time of testing (pretest vs. posttest) and software usage, and covariates included grade level, sex, and attendance. Additionally, socioeconomic status and home language were accounted for due to sample homogeneity. Multilevel models indicated that treatment group students showed larger gains than control group students on oral/aural outcomes. These results indicate that the software intervention enables individualized practice that can produce proficiency-related gains over and above the typical classroom curriculum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01