Aimee Mancil Revised Research Proposal

Running Header: Technology & Learning English: Evaluation of Applications and Software 1
Technology & Learning English as a Second Language:

An evaluation of Language Applications and Software for
Second Language Acquisition Mastery in Grades
Kindergarten through 5
th
Grade
Aimee Dial Mancil
Kennesaw State University


Abstract
As the United States Schools become more culturally and linguistically mixed,
technology has created a learner centered setting that blends digital based learning that cultivates
comprehension of content and shapes technological proficiency through opportunities that boost
linguistic and cultural awareness and increase technology skills. This paper identifies
applications and software that can be used in Grades Kindergarten through 5
th
grade instruction
to support Second Language Acquisition.


Introduction

Every type of language teaching has had its own technology to support it (Warschauer &
Meskill, 2000). According to Warschauer and Meskill (2000) language teachers who followed
the grammar translation method (the teacher explained grammatical rules and students performed
translations) relied on one of the most rare technologies in U.S. history, the blackboard. The
blackboard was later improved by the overhead projector, another excellent resource for the
teacher-influenced classroom (Warschauer & Meskill, 2000). Then early computer software
programs surfaced which provided drill and practice grammatical exercises. The audiotape was
the perfect resource for audio-lingual methods of language (Warschauer & Meskill, 2000).
By the late 1970s the audio-lingual method fell into disgrace (Warschauer & Meskill,
2000). This was due to poor results. The reason for the poor results was the repetitive drills,
which focused on language form and ignored communicative meaning (Warschauer & Meskill,
2000). The 1980s and 1990s saw a shift toward communicative language teaching, which
emphasizes student engagement in authentic, meaningful interaction (Warschauer & Meskill,
2000).
In 2010, the U.S. Department of Education referred to schools as information factories,
stating that we must transform the dynamics of the K-12 environment into incubators of
exploration and invention that fully engage students (Pourreau and Wright, 2013). Todays
education models have further expanded to include a learner focused view of education which
promotes technology to establish and customize task on the basis of clear language pedagogy
that is both learner centered, cognitively sound and provides teachers with additional tools to
assist them in meeting the needs of a more diverse student population (Pourreau & Wright,

2013). The use of technology in English Language Teaching and learning can not only meet
diverse learning needs, but also inspire the advancement of approaches crucial for present-day
survival, communication, collaboration and information gathering and retrieval (Pourreau &
Wright, 2013).
Preparing students for the information culture should be one of the necessary objectives
of todays education (Pourreau & Wright, 2013). Technology is helping the quality of learning
and instruction from a pencil to paper setting where students are uninvolved learners to a more
practical learning environment that incorporates digital based learning and technology
profienciences (Pourreau & Wright, 2013).. Learners have moved from an identical group
consisting primarily of English-only speakers to a dissimilar blend of students from different
linguistic cultures creating new paths to conveying inventive teaching to diverse student
population. (Pourreau & Wright, 2013).
Research has shown that adding technology will help. Teachers can accommodate
individual student learning by applying technology to offer more opportunities and by modifying
the educational program to specific student needs (Pourreau & Wright, 2013). This paper will
analyze software and application programs that K-5 teachers can use to support Second
Language Acquisition in K-5 academic environment.
Literature Review
This review will state many technologies that can be used with second language learners
to increase their success in Second Language Acquisition. These technologies are for grades
Kindergarten through 12
th
grade. Researchers Pourreau and Wright state that software can be
used in helping build listening and speaking skills in another language. They recommend Hello,

Hello World and Duolingo for grades Kindergarten through 5
th
grade, Duolingo and Mindsnacks
in the middle school sweeting, Audacity and Mango language in the high school setting to
support language instruction.
Kabilan, Ahamad and Abidin investigated if university students consider Facebook as a
useful and meaningful learning environment that could support, enhance and/or strengthen their
learning of the English language. It was found that the students believed Facebook could be
utilized as an online environment to facilitate the learning of English.
Gruson and Barnes state that putting students in a position to communicate with distant
native speakers, it will enable the students to improve oral and sociocultural skills. Video
conferencing enhances mutual understanding and develops specific skills on both the student and
teachers side.
Lin and Tseng studied whether videos, compared with pictures better assisted English
Language Learners to learn difficult words. The results revealed significant differences. The
video group outperformed the other two groups. Rahman and Pandas research found that
women are interested in learning by mobile. Students accessed 2-3 minute audio lessons in this
research through a couple of voice calls by calling a four digit short code. The study concluded
that this was great timing in the Bangladesh because they had a demand for learning English and
digital learning.
Yang, Gamble and Tang state that online discussions are great for second language
learners. They state that online discussions should be structured. This means providing students
with sufficient direction in initiating and sustaining meaningful dialogue. Discussions should be
facilitated. This means taking advantage of immediate feedback, scaffolding, and

encouragement. These researchers stated that students were more motivated to learn English
after engaging in voice over instant messaging.
Yang, Chuang, Li and Tseng studied the effectiveness of integrating critical thinking into
individualized English and Speaking instruction into Moodle, a virtual learning environment.
Results showed that learners participating in the treatment significantly improved in terms of
English listening and speaking.
Yang and Wu studied Digital Storytelling on academic achievement, critical thinking,
and learning motivation of senior high school students learning English as a foreign language.
The findings stated that Digital Storytelling participants performed significantly better than
lecture type participants in terms of English achievement, critical thinking and learning
motivation.
Tilfarlioglu studied students attitudes about using Web 2.0 technologies in learning
English. Student attitudes were revealed and recommendations were developed for language
teachers and educators. It was found that Web 2.0 technologies serve as a good learning tool that
second language learners could practice in a real life atmosphere.
Research Questions
To what extent do students perceive the language acquisition software/applications as a
useful tool for learning English?
To what extent do teachers perceive the language acquisition software/applications as a
useful took for learning English?


Definition of Terms
Second Language Acquisition, second-language learning, or L2 acquisition, is the
practice by which people learn a second language (Gass & Selinker, 2000). Second-language
acquisition (often abbreviated to SLA) refers to any language studied in addition to a person's
first language; although the concept is named second-language acquisition, it can also merge the
learning of third, fourth, or following languages (Gass & Selinker, 2000).
Application software is all the computer software that causes a computer to perform
useful tasks beyond the running of the computer itself (Wikipedia, 2013). An exact example of
such software is called a software application, program, application or app (Wikipedia, 2013).
According to Wikipedia, Technology is the making, modification, usage, and knowledge
of tools, machines, techniques, crafts, systems, and methods of organization, in order to solve a
problem, improve a pre-existing solution to a problem, achieve a goal, handle an applied
input/output relation or perform a specific function.
According to the Reading Eggs website, Reading Eggs is a research-based, online reading
program that makes learning basic reading skills fun and motivating for 4-8 year olds. The
Reading Eggs program begins with an optional diagnostic placement test, and then moves a
student through three levels, corresponding to skills learned in Pre-K through Grade 2 (Study
Island). Each level contains different lessons made up of 6 to 10 parts (Study Island). Lesson one
serves as a good portrayal for the scheme of all lessons (Study Island).
After the first lesson animations, lesson one continues with an assortment of interactive
activities concentrating on letter formation and writing, vocabulary development and reading
with comprehension (Study Island). The third part of lesson one builds letter formation skills by

asking students to complete a dot-to-dot activity to make a letter (Study Island). This links to
writing with the kinesthetic reinforcement of moving the computer mouse to create the letter
(Study Island). Part four gives introduction to the letter name with both its lower case and upper
case forms (Study Island). It also makes children mindful of how the letter may differ when it
appears in different fonts (Study Island). Part five produces vocabulary understanding by
introducing and reinforcing the words that will appear in the book at the end of the lesson (Study
Island). Part six is an e-book, which is one of the 26 alphabet books that appear in the first forty
one lessons (Study Island). Each e-book appears with a cover and pages that turn to mimic the
act of reading a real book so that students are gaining book-handling skills as well (Study
Island). All books are read aloud to the student and act as a model for his or her own fluent
reading of the text (Study Island). Books are carefully leveled to match the childs reading level
(Study Island). The last part of lesson one, part seven, is where the child receives a reward for
completing the lesson (Study Island).
According to the Renaissance Place website, English in a Flash helps students quickly
learn the content-area vocabulary necessary for success in specific subjects. With English in a
Flash, this technology can close the vocabulary gap between your English language learners
(ELLs) and other struggling students, and their classmates (Renaissance Place, 2013). English in
a Flash provides the vocabulary that moves students from learning English to learning in
English, no matter their current level of proficiency (2013). Students will learn vocabulary
effectively and efficiently in no more than 15 minutes a day (2013). Using English in a Flash 15
minutes a day develops content-area vocabulary so they can succeed with academic standards
(2013). The students begin their study at the appropriate vocabulary levels that focuses on

vocabulary while learning grammatical structures completely while improving listening,
speaking, reading, and writing in English (2013).
Method
Review and literature searches were conducted to analyze applications and software
programs that provided high usage across different computer and handheld device technologies
combined with easy usage by K-5 students and teachers. Economical implementation at little to
no cost to the local system was also another component. The searches conducted within these
specifications limited the field to a small number of applications and software that warranted
further review per user evaluation and feedback through teacher and student surveys. The
following applications were selected for further review and user evaluation via their high usage
across varied technology based computers and devices, their easiness of use, and the low cost of
implementation: English in A Flash, Education City and Reading Eggs. The study was designed
as follows: Teachers and students from grades Kindergarten through fifth grade would evaluate
English in a Flash, Education City and Reading Eggs. Data will be collected from these
programs to see if Second Language Acquisition was successful.
Rationale for the design
The purpose of this study is to progress the Second Language Acquisition in the K-5
classroom by determining software and applications that enhance and strengthen language
instruction. Based on the finding of the literature review, learners attain a second language by
building on real knowledge of their native language, conventional learning design, and properties
of language to manifest proficiency of a second language. These findings were used to select
English in a Flash, Reading Eggs and Education City for testing in the K-5 setting. The

applications and software were selected for different grade levels based on student preparation,
emotional variables, and age relevance of user content. This study is expected to assist K-5
educators in deciding the strengths and weaknesses of the usage and integration of the apps and
software in teaching.
Evaluation Criteria
This study includes research reviews, teacher and student surveys in three language
acquisition applications and software programs for easiness of use, convenience, and success in
building the listening and speaking skills of second language learners. The researcher also
assessed each application and software program for overall appropriateness across different
devices, including iPad, iPhone, iPod touch, Android, and PC.
Instruments
Two Likert scale questionnaires were produced to capture information from teachers and
students to outline the comprehensive viewpoint, value and content of the applications and
software being investigated to supplement Second Language Acquisition. Both questionnaires
included software and application usage, learning objectives to be evaluated, the satisfaction of
use and to determine how well the apps and software enriched the learners attempt to build
listening and speaking skills. The student survey contains seven questions constructed to attain
data on student attitudes toward the application and software programs in association with the
ease of use, assistance in learning the material, and eagerness to use the application again in their
own time (see Appendix A). The teacher survey (See Appendix B) consist of fifteen questions
created to let teachers voice their insight and wisdom regarding ease of use, convenience, and
validity of software and applications in building the listening and speaking skills of second

language learners. The survey also included questions about the years of experience, degree of
education, age, gender, and grade level taught.
Participants
Participants for this study were students and teachers from Elementary School A. Seven
ESOL students will be surveyed. Data from the seven ESOL students will be evaluated using
reports from the two software programs, Reading Eggs and English in a Flash. Twenty teachers
will be asked to fill out a survey to measure their viewpoints of each software program. The
teacher and student participants completed surveys (See Appendix A and B) measures
viewpoints about the ease of use, convenience, and efficiency in building the listening and
speaking skills of second language learners. All participants were selected randomly from
classrooms in grades Kindergarten through fifth grade.
Proposed Analysis
The survey results will be analyzed to determine the benefit that students and teachers
placed on the applications and software being considered for resource supplements to SLA in the
K-5 setting. The researcher will also analyze data reports from Reading Eggs and English in a
Flash to determine whether these two applications/software should be considered as supplements
to SLA in the K-5 setting.
Student and Teacher survey will be analyzed and the results will be placed in a table. The
results will be placed in two different tables. The first will be the student table. Each question
will be placed in the table along with the results from the two applications/software in a separate
column. The percentage of each answer will be placed in the table. The same will be used for the
teacher survey. The researcher will analyze the data reports from both applications/software

listed and will report the results in a table as well. This will be explained in a qualitative manner.
I will not be using the students name, however, I will be describing them as Student A and so on.
I will give background information of each student and describe what the student has learned
from Reading Eggs and English in a Flash throughout the year using the data reports from the
programs.

References

Edutech Wiki. (2012, October 4). Digital storyteling. Retrieved from
http://edutechwiki.unige.ch/en/Digital_storytelling

Gass, Susan; Selinker, Larry (2008). Second language acquisition: An introductory course. New
York, NY: Routledge
Gruson, B., Barnes, F., & European Association for Computer-Assisted Language Learning
(EUROCALL) (United, K. (2012). What is the impact of video conferencing on the
teaching and learning of a foreign language in primary education?. European Association
For Computer-Assisted Language Learning (EUROCALL),
Kabilan, M., Ahmad, N., & Abidin, M. (2010). Facebook: An online environment for Learning
of english in institutions of higher education?. Internet And Higher Education, 13(4),
179-187.
Lin, C., & Tseng, Y. (2012). Videos and animations for vocabulary learning: A study on
difficult words. Turkish Online Journal Of Educational Technology - TOJET, 11(4), 346-
355.
Pourreau, L., & Wright, J. (2013, May 1). Owning it: An evaluation of language application
and software second language acquisition mastery. Retrieved from
http://files.eric.ed.gov/fulltext/ED542662.pdf
Rahman, M., & Panda, S. (2012). Teaching english through open non-formal education (ONFE)
in Bangladesh with an Effective Integration of ICT to Support Learning. Turkish Online
Journal Of Distance Education, 13(3), 87-96.
Renaissance Learning. (2013). English in a flash. Retrieved from http://www.renlearn.com/ef/

Study Island. (n.d.). Common core standards initiative. Retrieved from
www.studyisland.comreadingeggsassetsbrochuresrecommoncore.pdf
Tilfarlioglu, F. (2011). An international dimension of the student's attitudes towards the use of
english in web 2.0 technology. Turkish Online Journal of Educational Technology
TOJET, 10(3), 63-68.
U.S. Education City. (2012). Educate and engage with education city. Retrieved from
http://us.educationcity.com/
Warschauer, M., & Meskill, C. (2000). Technology and second language learning. In J.
Rosenthal (Ed.), Handbook of undergraduate second language education (pp. 303-318).
Mahwah, New Jersey: Lawrence Erlbaum.
Webopedia. (2013). Videoconferencing. Retrieved from
http://www.webopedia.com/TERM/V/videoconferencing.html
Webopedia. (2013). Web 2.0. Retrieved from
http://www.webopedia.com/TERM/W/Web_2_point_0.html
Wikipedia. (2013). Application software. Retrieved from
http://en.wikipedia.org/wiki/Application_software
Wikipedia. (2013, October 25). Instructional scaffolding. Retrieved from
http://en.wikipedia.org/wiki/Instructional_scaffolding
Wikipedia. (2013). Technology. Retrieved from http://en.wikipedia.org/wiki/Technology

Wikitionary. (2013, August 29). Metacommunication. Retrieved from
http://en.wiktionary.org/wiki/metacommunication
Yang, Y., Chuang, Y., Li, L., & Tseng, S. (2013). A blended learning environment for
individualized english listening and speaking integrating critical thinking. Computers &
Education, 63285-305.
Yang, Y. C., Gamble, J., & S. Tang, S. (2012). Voice over instant messaging as a tool for
enhancing the oral proficiency and motivation of English-as-a- foreign-language learners.
British Journal Of Educational Technology, 43(3), 448-464. doi:10.1111/j.1467-
8535.2011.01204
Yang, Y. C., & Wu, W. I. (2012). Digital storytelling for enhancing student academic
achievement, critical thinking, and learning motivation: A year-long experimental study.
Computers & Education, 59(2), 339-352.

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