Exploring the impact of a CALL tool for emergent bilinguals.
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| Title: | Exploring the impact of a CALL tool for emergent bilinguals. |
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| Authors: | Feroce, Nicholas (AUTHOR), Liu, Jenny (AUTHOR), Chattergoon, Rajendra (AUTHOR) |
| Source: | Educational Technology Research & Development. Jun2025, Vol. 73 Issue 3, p1655-1673. 19p. |
| Subjects: | Computer assisted language instruction, Academic language, Experimental design, Verbal ability, English as a foreign language, Bilingualism, Language ability, School children |
| Abstract: | This study evaluates the impact of a computer-assisted language learning (CALL) tool for the acquisition of academic English and oral language skills in children learning English as a second language. Using a quasi-experimental design, we compare English proficiency scores for K-5 students who did or did not use the program during the 2020–21 school year. Analyses showed that learners who used the program scored higher on the overall test, including on the oral and written domains, compared to students who did not use the program. When controlling for prior year achievement, we found small, positive but non-significant effects for program users. Proficiency analyses did not reveal any significant differences between student groups. The results show promising evidence that CALL tools, and particularly those focused on oral language development, can be used to provide structured support to students for learning academic English and developing greater overall English language proficiency. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | This study evaluates the impact of a computer-assisted language learning (CALL) tool for the acquisition of academic English and oral language skills in children learning English as a second language. Using a quasi-experimental design, we compare English proficiency scores for K-5 students who did or did not use the program during the 2020–21 school year. Analyses showed that learners who used the program scored higher on the overall test, including on the oral and written domains, compared to students who did not use the program. When controlling for prior year achievement, we found small, positive but non-significant effects for program users. Proficiency analyses did not reveal any significant differences between student groups. The results show promising evidence that CALL tools, and particularly those focused on oral language development, can be used to provide structured support to students for learning academic English and developing greater overall English language proficiency. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10421629 |
| DOI: | 10.1007/s11423-025-10462-5 |
