Examining K-12 Educators' Perception and Instruction of Online Accessibility Features

Autor/inn/en	Kim, Ahyoung Alicia; Monroe, Mira; Lee, Shinhye
Titel	Examining K-12 Educators' Perception and Instruction of Online Accessibility Features
Quelle	In: Computer Assisted Language Learning, 35 (2022) 3, S.437-468 (32 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lee, Shinhye)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-8221
DOI	10.1080/09588221.2019.1705353
Schlagwörter	Elementary Secondary Education; English Language Learners; English (Second Language); Language Teachers; Language Proficiency; Educational Technology; Language Tests; Second Language Learning; Teacher Attitudes; Computer Assisted Testing; Technology Uses in Education + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Language skill; Language skills; Sprachkompetenz; Unterrichtsmedien; Language test; Sprachtest; Zweitsprachenerwerb; Lehrerverhalten; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	Previous research on online features embedded in language assessments have been limited to the use of dictionary or spell/grammar check. Few have examined the role of accessibility features in the Kindergarten to Grade 12 (K-12) English learner (EL) context in the U.S. This study examined how K-12 EL educators perceive and instruct online accessibility features in an annual English language proficiency assessment taken by over 2 million children. Educator perception of ELs' use of the features was also investigated. Of the ten features examined, five (Colored Overlays, Color Contrast, Highlighter, Line Guide, and Magnifier) were available across the four language domains (listening, speaking, reading, and writing) and five were specific to writing (Sticky Notes, Cut, Copy, Paste, and Underline). In a two-phase mixed-methods study, first 377 K-12 EL educators completed a survey and nine educators were further interviewed. Findings were analyzed according to educators': (1) perception of online accessibility features, (2) instruction of the features, and (3) perception of ELs' use of the features. Educators perceived the Highlighter, Line Guide, Copy, and Paste to be more important than others, which affected their instruction. Results provide practical implications for instructing and designing online accessibility features in K-12 English language proficiency assessments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01