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

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 effe...

Full description

Saved in:
Bibliographic Details
Published in:AERA open 2021, Vol.7 (1)
Main Authors: Harper, David, Bowles, Anita R., Amer, Lauren, Pandža, Nick B., Linck, Jared A.
Format: Article
Language:English
Subjects:
Attendance
Clinical trials
Comparative Analysis
Computer Software
English (Second Language)
English Language Learners
Gender Differences
Independent Study
Instructional Effectiveness
Instructional Program Divisions
Intervention
Language Proficiency
Language Tests
Learning
Middle School Students
Native Language
Outcomes of Education
Pretests Posttests
School Districts
Second Language Instruction
Second Language Learning
Socioeconomic Status
Students
Teaching Methods
Urban Areas
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary: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.
ISSN:2332-8584
2332-8584
DOI:10.1177/23328584211025528