Evaluating the Impact of Technological Tools on the Academic Performance of English Language Learners at Tertiary Level: A Pilot Investigation

Autor/inn/en	Asif, Muhammad; Sheeraz, Muhammad; Sacco, Steven J.
Titel	Evaluating the Impact of Technological Tools on the Academic Performance of English Language Learners at Tertiary Level: A Pilot Investigation
Quelle	In: Pegem Journal of Education and Instruction, 12 (2022) 1, S.272-282 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Asif, Muhammad)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2146-0655
Schlagwörter	Academic Achievement; Comparative Analysis; Undergraduate Students; Second Language Instruction; Second Language Learning; English (Second Language); Reading Comprehension; Language Tests; Pretests Posttests; Test Use; Computer Science Education; Information Technology; Web Based Instruction; Private Colleges; Foreign Countries; Teaching Methods; Technology Uses in Education; Instructional Effectiveness; Barriers; Pakistan; Test of English for International Communication + Suchen Sie Ihr Suchwort? Schulleistung; Fremdsprachenunterricht; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Leseverstehen; Language test; Sprachtest; Testanwendung; Computer science lessons; Informatikunterricht; Informationstechnologie; Web Based Training; Privathochschule; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtserfolg
Abstract	The current investigation aimed to explore how and to what extent technology tools and web-delivered language learning platforms impact the academic performance of English language learners (ELLs) at the tertiary level. The study used a quantitative experimental research method employing a single-group pre-test and post-test design. A total of N=525 undergraduate computer science students partook in this research. The participants enrolled in their first semester at the Faculty of Information Technology in a private sector university in Lahore, Pakistan, were selected using a simple random sampling technique. The data were gathered in two phases: a pre-test was administered in the first week, and a post-test was conducted in the sixteenth week. The Reading Comprehension and Use of English assessments adapted from ETS TOEIC -- a credible instrument in terms of validity and reliability -- were used for this purpose. The investigators applied frequency analysis in the form of percentages to get various descriptive statistics. They utilised Spearman's rank-ordered correlation and Kruskal-Wallis H tests to verify the findings of the descriptive statistics, address the research question and respond to the statistical hypotheses. Despite diverse linguistic and technological barriers, the results revealed a positive impact of technology tools on ELLs' academic performance. The study proposed that taking undergraduates from other disciplines and exploring other variables affecting ELLs' performance and confidence need further consideration. (As Provided).
Anmerkungen	Pegem Academy Publishing and Educational Guidance Services TLC. Mesrutiyet Caddesi, No: 45, Ankara, Kizilay 06420, Turkey. e-mail: editor@pegegog.net; Web site: http://www.pegegog.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01