While the classrooms around the United States are becoming more and more culturally and linguistically diverse, teachers throughout the country are searching for practical and convenient solutions to help them overcome the challenges of teaching the ever increasing diverse population. Since the use of the Internet has been expanding rapidly during this decade, many educators have started to see new possibilities to bridge the gap between English language learners (ELLs) and native English speaking students by utilizing functions related with the Internet to take advantage of the newest and the most influential technology.
Although many researchers have reported positive outcomes from using Internet-supported instruction to help English language learners, not one study has been conducted regarding the effectiveness of incorporating Internet-related instruction into English language learning classes and not one systematic review of this issue currently exists in the literature so far. Therefore, by conducting a systematic review, the purpose of this study is to evaluate the overall effectiveness of Internet-supported instruction for English language learners in the United States.
|School:||University of Louisville|
|School Location:||United States -- Kentucky|
|Source:||DAI-A 70/03, Dissertation Abstracts International|
|Subjects:||Language arts, Educational technology, Curriculum development|
|Keywords:||Computer-assisted language learning, English language learner, Internet, Literacy, Literacy skill, Reading and writing, Teaching English as a Second Language|
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