With an ever-growing population of elementary English learners (EL), an increase in technology in classrooms, and a renewed sense of direction with English language development (ELD) instruction since the release of Common Core State Standards, educational leaders are making decisions regarding instruction for EL that will have long-lasting impacts on language proficiency and literacy achievement for the rising group of EL enrolled in schools across our nation. This problem suggested the need for research on computer-assisted language learning (CALL) program use in an elementary setting with EL in order to identify best practices for developing literacy achievement in the era of Common Core standards and technology implementation. Quantitative research in the form of a non-experimental design with treatment groups allowed for the researcher to establish a possible relationship between CALL program practices and the increase in literacy achievement. Participants included 759 elementary EL enrolled in either fifth or sixth grade in a large, southern California public school district. This study contributed to the limited body of research that aims to investigate CALL instruction used for designated ELD and its relation to literacy achievement for elementary EL. The results of the inferential analyses indicated a relationship between language proficiency and literacy achievement, however the CALL program yielded neutral results on literacy achievement for elementary EL. The findings suggest educational leaders need to make informed decisions about technology integration.
|Commitee:||Priede Schubert, Alejandra, Whittaker Stopp, Katherine|
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||DAI-A 79/12(E), Dissertation Abstracts International|
|Subjects:||English as a Second Language, Elementary education, Educational technology|
|Keywords:||CALL, Designated ELD, Elementary, English language development, English learners, Technology integration|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be